Background
Measurement challenges
Threshold order | There should be a logical ordering to the response options such that endorsing a more optimal response option should situate the person at a higher level of the latent trait. That means a person with higher ability (for example a knowledgeable clinician in EBP) is expected to select higher response options on an ordinal scale. At lower ability, more clinicians should endorse a lower response level, and fewer should endorse a higher response level. If the thresholds are disordered, the response options need to be rescored, sometimes reducing the responses to binary. The number of thresholds is equal to the number of response options - 1 and reflects the number of “jumps” the person has to make for each item. |
Fit to the Rasch model | The items should line up hierarchically such that those items that need little ability to endorse at the most optimal response level are at the low end and those items requiring more ability to endorse are higher. Overall goodness of model fit is indicated by a non-significant chi-square test (p > 0.05) after a Bonferroni adjustment for the number of items. The fit of each item and each person is as important, or even more important, than overall fit. Item and person fit is indicated when fit residual (deviance from pure linearity) values are within ± 2.5 and the chi-square test for fit is non-significant (> 0.05). Those items that fail this criterion need to be looked at carefully to ensure their importance in scoring the latent trait. A fit residual of greater than + 2.5 indicates the item does not fit the latent trait; a fit residual of less than − 2.5 indicates the item overfits and may be redundant. |
Unidimensionality | A requirement of the Rasch model is that a single latent trait is being measured. This is assessed using a principal component analysis (PCA) of the fit residuals. The person-ability estimates derived from all pair-wise comparisons of the two most disparate set of items (those with the highest positive and negative loadings on the first factor) are compared using independent t tests. For a set of items to be considered unidimensional, less than 5% of t values should be outside ± 1.96. When this value is greater than 5%, a binomial test of proportions is used to calculate the 95% confidence interval (CI) around the t test estimate. Evidence of unidimensionality is still supported if the 5% value falls within the 95%CI. |
Response dependency | The uniqueness of the information provided by the items is a requirement of the Rasch model. Items with pair-wise residual (after controlling for the latent trait) correlations greater than 0.3 could indicate lack of independence of the responses which inflates the reliability. Solutions include creating a super-item which combines the response options across items or choosing the one item that best suits the testing context. |
Differential item functioning (DIF) | The items should have the same ordering of difficulty across all people being measured defined by personal factors such as in this study, PT or OT, gender, and language. DIF is an indicator of item bias. Typically, DIF is indicated with a significant F test from a two-way analysis of variance. A caution is that with large and sample sizes, anything may be significant; with small sample sizes, nothing may be significant. A close visual inspection of the item characteristic curve plotted by the level of each factor will support or not the information from the statistical approach. Two options are available for items with DIF, deletion or split scoring. |
Targeting | An ideally targeted measure should include a set of items that spans the full range of the theoretical latent construct (− 4 to + 4 logits) and have a mean location of 0 with a standard deviation (SD) of 1. Ideally, the person estimates from this measure should be centred on location 0 with a SD of 1. |
Discrimination or person separation | This indicates how well people are differentiated by the spread of the item difficulty. The person separation index (PSI) is interpreted like a Cronbach’s alpha. The larger the index, the better is the discrimination which facilitates the measurement of change. Values of > 0.9 are suitable for measuring within-person change; values > 0.7 are suitable for detecting group differences. |
Study context
Methods
Study design
Population
Measurement
Original measure | Description | New measures | Items |
---|---|---|---|
EBPQ2 [39] Practice subscale | 74 items; 5-point Likert Scale Time frame: past 6 months Psychometric data: acceptable internal consistency (Cronbach’s alpha (α) 0.85), test-retest reliability (intraclass correlation coefficient (ICC) 0.83 and convergent validity 0.66 [40]. | Self-use of EBP: It was a term we chose to reflect actual application of EBP concepts, tools, and procedures into specific actions such as identifying knowledge related to a patient situation or the ability to formulate a research question to guide a literature search based on this gap. | 9 items on a 5-point scale ranging from “never” to “more than 10 times a month” |
EBP activities: It can be defined as the implementation of research evidence to the surrounding environment such as in/formally shared and discussed literature/research findings with colleagues at work or patients. | 7 items on a 5-point scale ranging from “never” to “daily” | ||
EBPAS [41] | 50 items; 5-point ordinal scale§ | Attitudes towards EBP | 17 items on a 5-point scale ranging from “strongly disagree” to “strongly agree” |
EPIC [44] | 11 items; confidence from 0 to 100% | EBP self-efficacy | 9 items on a scale from 0 to 10 representing 0–100% |
EBPQ [40] | 24 items; 7-point Likert Scale Psychometric data: acceptable internal consistency (Cronbach’s α 0.91) and excellent test-retest reliability (ICC 0.94) [47]. | Knowledge of EBP | 11 items on a 5-point scale ranging from “never heard the term” to “understand and could explain to others” |
ACT [36] | 57 items; 5-point Likert Scale Psychometric data: acceptable internal consistency (Cronbach’s α > 0.80) [48]. | EBP resources: It can be defined as the available resources at the workplace that allow clinicians to access and use EBP or encourage the clinicians to use EBP such as receiving recognition from manager/supervisor and workplace/college support the best practice. | 17 items on a 5-point scale ranging from “strongly disagree” to “strongly agree” |
Procedures
Phase 1: Nominal group process
Phase 2: Meeting with the core team
Phase 3: Translation
Rasch analysis
Ethics
Results
Variable | Mean ± SD or N (%) |
---|---|
Age (years) | 27.3 (6.9) |
Gender | |
Men/women/not answered | 19/105/14 (14.9/82.9/3.1) |
Language | |
English/French | 70/65 (51.9/48.1) |
Degree | |
PT/OT | 53/75 (41.4/58.6) |
Currently working | |
Yes/no | 73/55 (57.0/43.0) |
Self-use of EBP
Instructions: For each of the following activities, how often have you done the following in the past 6 months?: 5-point scale (Directives: Depuis 6 mois, à quelle fréquence avez-vous…) | |||||||
---|---|---|---|---|---|---|---|
Item # | Description of item | Never | 1 to 2 times | Almost every month | 2 to 10 times a month | More than 10 times a month | |
1 | E | Identify a gap in your knowledge related to a patient or client situation (e.g. history, assessment, treatment)? | 0 | 1 | 1 | 1 | 1 |
F | Cerner une lacune dans vos connaissances sur la situation d’un patient ou client (ex. antécédents, évaluation, traitement)? | ||||||
2 | E | Formulate a question to guide a literature search based on a gap in your knowledge? | 0 | 1 | 1 | 1 | 1 |
F | Formuler une question pour orienter une recherche de la littérature fondée sur cette lacune dans vos connaissances? | ||||||
3 | E | Effectively conduct an online literature search to address the question? | 0 | 1 | 1 | 1 | 1 |
F | Mener efficacement une recherche en ligne de la littérature pour tenter de répondre à mes questions? | ||||||
4 | E | Critically appraise the strengths and weaknesses of study methods (e.g. appropriateness of study design, recruitment, data collection, and analysis)? | 0 | 1 | 1 | 1 | 1 |
F | Évaluer de manière critique les forces et faiblesses de certaines méthodes de recherche (ex. pertinence de la conception d’une étude, recrutement, collecte et analyse de données)? | ||||||
5 | E | Critically appraise the measurement properties (e.g. reliability and validity, sensitivity and specificity) of standardized tests or assessment tools you are considering using in your practice? | 0 | 1 | 1 | 1 | 1 |
F | Évaluer de manière critique les caractéristiques de mesure (ex. fidélité et validité, sensibilité et spécificité) des tests normalisés ou des outils d’évaluation que vous pensez utiliser dans votre pratique? | ||||||
6 | E | Interpret study results obtained using statistical tests and procedures (e.g. t tests, logistic regression?) | 0 | 1 | 1 | 1 | 1 |
F | Interpréter les résultats d’étude à l’aide d’outils et de procédures statistiques (ex. tests t, régression logistique)? | ||||||
7 | E | Determine if evidence from the research literature applies to your patient’s/client’s situation? | 0 | 1 | 1 | 1 | 1 |
F | Déterminer si des preuves découlant d’une recherche de la littérature s’appliquent à la situation de votre patient ou client? | ||||||
8 | E | Decide on an appropriate course of action based on integrating the research evidence, clinical judgment, and patient or client preferences? | 0 | 1 | 1 | 1 | 1 |
F | Décider d’un plan d’action approprié intégrant des données probantes, le jugement clinique et les préférences du client ou patient? | ||||||
9 | E | Continually evaluate the effect of your course of action on your patient’s/client’s outcomes? | 0 | 1 | 1 | 1 | 1 |
F | Évaluer régulièrement les conséquences de votre plan d’action sur les résultats chez le patient ou client? |
EBP activities
Instructions: In the past month, how often have you?: 5-point scale (Directives: Depuis un mois, à quelle fréquence avez-vous…) | |||||||
---|---|---|---|---|---|---|---|
Item # | Description of item | Never | Monthly or less | Bi-weekly | Weekly | Daily | |
1 | E | Integrated research evidence with your expertise | 0 | 1 | 2 | 4 | 20 |
F | Intégré des preuves découlant de recherches à votre expertise? | ||||||
2 | E | Informally (e.g. outside of formal team or family meetings) shared and discussed literature/research findings with colleagues at work | 0 | 1 | 2 | 4 | 20 |
F | Partagé et discuté de manière informelle (ex. hors du cadre de réunions d’équipe ou de famille structurées) de résultats publiés ou de recherches avec des collègues au travail? | ||||||
3 | E | Formally (e.g. during team or family meetings) shared and discussed literature/research findings with colleagues at work | 0 | 1 | 2 | 4 | 20 |
F | Partagé et discuté dans un cadre structuré de résultats publiés ou de recherches avec des collègues au travail? | ||||||
4 | E | Shared and discussed literature/research findings with patients/clients | 0 | 1 | 2 | 4 | 20 |
F | Partagé et discuté de résultats publiés ou de recherches avec des patients ou clients? | ||||||
5 | E | Read published research reports | 0 | 1 | 2 | 4 | 20 |
F | Lu des rapports de recherche publiés? | ||||||
6 | E | Made time to read research | 0 | 1 | 2 | 4 | 20 |
F | Réservé du temps à la lecture de travaux de recherche? | ||||||
7 | E | Attended in-services/workshops/courses in your organization? | 0 | 1 | 2 | 4 | 20 |
F | Assisté à des ateliers, séances de formation ou cours dans votre organisation? |
Conceptual model
Instructions: Please indicate your level of agreement with the following statements: 5-point Likert Scale (Directives: Veuillez indiquer à quel point vous êtes en accord avec les énoncés suivants) | ||||||
---|---|---|---|---|---|---|
Item # | Description of Item | Response option rescored | Result | |||
Item misfit | Local item dependency | DIF | ||||
1 | E | New evidence is so important that I make the time in my work schedule | √ | No | Yes | No |
F | (Les nouvelles données probantes sont tellement importantes que j’y consacre du temps dans mon horaire de travail | |||||
2 | E | My practice has changed because of evidence I have found | √ | No | Yes | Profession (Item 2 split) |
F | Ma pratique a changé en raison de données probantes que j’ai découvertes | |||||
3 | E | Evidence based practice is fundamental to my professional practice | √ | No | Yes with Item 5 (Item 3 deleted) | No |
F | La pratique fondée sur des données probantes est essentielle à l’exercice de ma profession | |||||
4 | E | I need to increase the use of evidence in my daily practice | No | No | No | |
F | Je dois augmenter le recours aux données probantes dans ma pratique | |||||
5 | E | An evidence based practice approach improves the quality of my practice | √ | No | No | Language (Item 5 deleted) |
F | Une pratique fondée sur des données probantes améliore la qualité de mon travail professionnel | |||||
6 | E | Literature and research findings are useful in my daily practice | √ | No | Yes | No |
F | Les données tirées de la littérature et de la recherche sont utiles dans ma pratique de tous les jours | |||||
7 | E | Evidence based practice helps me to make decisions about patients/clients in my practice | √ | No | Yes with Item 2 and 6 (Item 7 deleted) | No |
F | Le recours à des données probantes m’aide à prendre des décisions au sujet des patients ou clients de ma pratique | |||||
8 | E | I am willing to use new and different types of clinical interventions (e.g. assessment, treatment)developed by researchers to help my patients/clients | √ | No | Yes | No |
F | J’accepterais de bon gré d’utiliser divers types d’interventions cliniques inédites (ex. évaluation, traitement) mises au point par des chercheurs pour aider mes patients ou clients | |||||
9 | E | I would try a new therapy/intervention even if it were very different from what I am used to doing | √ | No | Yes with Item 8 (Item 9 deleted) | No |
F | J’essaierais un nouveau traitement ou une nouvelle approche même si elle était très différente de ce que je fais d’habitude | |||||
10 | E | I resent having my clinical practice questioned | √ | No | No | No |
F | Je n’aime pas qu’on mette en doute ma pratique clinique | |||||
11 | E | I stick to tried and trusted methods in my practice rather than changing to anything new | √ | No | No | Profession and language (Item 11 deleted) |
F | Dans ma pratique, j’adopte des méthodes fiables et éprouvées plutôt que de changer et essayer une nouvelle approche | |||||
12 | E | Clinical experience is the most reliable way to know what really works | √ | No | Yes with Item 13 (Item 12 deleted) | No |
F | L’expérience clinique est la meilleure façon de voir ce qui fonctionne vraiment | |||||
13 | E | Clinical experience is more useful than scientific studies when I make decisions about my patients/clients | √ | No | Yes | No |
F | L’expérience clinique est plus utile que les études scientifiques au moment de prendre des décisions au sujet de mes patients ou clients | |||||
14 | E | Critical appraisal of the literature is not very practical to do in my day-to-day practice | √ | No | Yes with Item 15 (Item 14 deleted) | No |
F | Faire une évaluation critique de la littérature n’est pas très pratique dans ma pratique au jour le jour | |||||
15 | E | Seeking relevant evidence from scientific studies is not very practical in the real world | √ | No | Yes | No |
F | Chercher des données probantes dans des études scientifiques n’est pas très pratique dans la réalité | |||||
16 | E | I know better than academic researchers how to care for my patients/clients | √ | No | No | No |
F | Je sais mieux que des chercheurs théoriciens comment m’occuper de mes patients ou clients | |||||
17 | E | Research based treatments/interventions are not clinically useful | √ | No | No | No |
F | Les traitements ou interventions découlant de la recherche ne sont pas utiles en clinique |
Instructions: Please indicate how confident you are in your current level of ability by choosing the corresponding number on the following rating scale: 11-point continuous scale (Directives: Veuillez indiquer à quel point vous avez confiance en vos capacités actuelles en choisissant le nombre correspondant sur l’échelle d’appréciation suivante) | ||||||
---|---|---|---|---|---|---|
Item # | Description of item | Response option rescored | Result | |||
Item misfit | Local item dependency | DIF | ||||
1 | E | Identify a gap in your knowledge related to a patient or client situation (e.g. history, assessment, treatment)? | ✓ | No | No | No |
F | Cerner une lacune dans vos connaissances sur la situation d’un patient ou client (ex. antécédents, évaluation, traitement)? | |||||
2 | E | Formulate a question to guide a literature search based on a gap in your knowledge? | ✓ | No | No | No |
F | Formuler une question pour orienter une recherche de la littérature fondée sur cette lacune dans vos connaissances? | |||||
3 | E | Effectively conduct an online literature search to address the question? | ✓ | No | No | No |
F | Mener efficacement une recherche en ligne de la littérature pour tenter de répondre à mes questions? | |||||
4 | E | Critically appraise the strengths and weaknesses of study methods (e.g. appropriateness of study design, recruitment, data collection, and analysis)? | ✓ | No | No | No |
F | Évaluer de manière critique les forces et faiblesses de certaines méthodes de recherche (ex. pertinence de la conception d’une étude, recrutement, collecte et analyse de données)? | |||||
5 | E | Critically appraise the measurement properties (e.g. reliability and validity, sensitivity and specificity) of standardized tests or assessment tools you are considering using in your practice? | ✓ | No | No | No |
F | Évaluer de manière critique les caractéristiques de mesure (ex. fidélité et validité, sensibilité et spécificité) des tests normalisés ou des outils d’évaluation que vous pensez utiliser dans votre pratique? | |||||
6 | E | Interpret study results obtained using statistical tests and procedures (e.g. t tests, logistic regression?) | ✓ | No | No | No |
F | Interpréter les résultats d’étude à l’aide d’outils et de procédures statistiques (ex. tests t, régression logistique)? | |||||
7 | E | Determine if evidence from the research literature applies to your patient’s/client’s situation? | ✓ | No | Yes | No |
F | Déterminer si des preuves découlant d’une recherche de la littérature s’appliquent à la situation de votre patient ou client? | |||||
8 | E | Decide on an appropriate course of action based on integrating the research evidence, clinical judgment, and patient or client preferences? | ✓ | No | Yes with items 7 and 9 (item 8 deleted) | No |
F | Décider d’un plan d’action approprié intégrant des données probantes, le jugement clinique et les préférences du client ou patient? | |||||
9 | E | Continually evaluate the effect of your course of action on your patient’s/client’s outcomes? | ✓ | No | Yes | No |
F | Évaluer régulièrement les conséquences de votre plan d’action sur les résultats chez le patient ou client? |
Attitudes towards EBP items
Self-efficacy towards EBP
Knowledge
Instructions: Please indicate your level of agreement with the following statements with respect to your organization or workplace setting: 5-point Likert Scale (Directives: Veuillez indiquer à quel point vous êtes en accord avec les énoncés suivants) | ||||||
---|---|---|---|---|---|---|
Item # | Description of item | Response option rescored | Result | |||
Item misfit | Local item dependency | DIF | ||||
1 | E | Reliability of outcome measures | ✓ | No | No | No |
F | Fidélité de la mesure des résultats | |||||
2 | E | Validity of outcome measures | No | Yes with item 10 (item 2 deleted) | No | |
F | Validité de la mesure des résultats | |||||
3 | E | Sensitivity/specificity of outcome measures | No | No | No | |
F | Sensibilité/spécificité de la mesure des résultats | |||||
4 | E | Meta-analysis | No | No | Profession (left) | |
F | Méta-analyse | |||||
5 | E | Confidence interval | No | No | No | |
F | Intervalle de confiance | |||||
6 | E | Systematic review | No | No | No | |
F | Revue systématique | |||||
7 | E | Number needed to treat | ✓ | No | No | Language (item split, French item deleted) |
F | Nombre de sujets à traiter | |||||
8 | E | Statistical significance | No | Yes | No | |
F | Signification statistique | |||||
9 | E | Minimally important change (MIC) | ✓ | No | No | Profession (left) |
F | Différence minimale cliniquement importante (DMCI) | |||||
10 | E | Treatment effect size | ✓ | No | Yes | No |
F | Ampleur de l’effet du traitement | |||||
11 | E | Randomized controlled trial (RCT) | No | Yes with item 8 (item 11 deleted) | No | |
F | Essai clinique randomisé |
Resources
Instructions: Please indicate your level of agreement with the following statements with respect to your organization or workplace setting: 5-point Likert Scale (Directives: Veuillez indiquer à quel point vous êtes en accord avec les énoncés suivants) | ||||||
---|---|---|---|---|---|---|
Item # | Description of item | Response option rescored | Result | |||
Item misfit | Local item dependency | DIF | ||||
1 | E | I am comfortable talking about patient/client care issues with those in charge at the organization | ✓ | No | No | No |
F | Je suis à l’aise de parler de problèmes liés au soin d’un patient ou client avec les responsables de l’organisation | |||||
2 | E | I receive recognition from my manager(s)/supervisor(s) about my work | ✓ | No | No | No |
F | Mon ou mes supérieurs ou superviseurs apprécient mon travail | |||||
3 | E | I have control over how I do my work | ✓ | No | No | No |
F | J’exerce un contrôle sur la façon dont je fais mon travail | |||||
4 | E | My organization emphasizes productivity | ✓ | No | No | No |
F | Mon organisation valorise la productivité | |||||
5 | E | My organization supports best practice | ✓ | No | No | No |
F | Mon organisation soutient les pratiques optimales | |||||
6 | E | I have opportunities for educational activities in my organization | ✓ | No | No | No |
F | J’ai l’occasion d’assister à des activités de perfectionnement dans mon organisation | |||||
7 | E | I have formal patient/client related discussions with peers or colleagues (e.g. continuing education, patient rounds, team meetings) in my organization | ✓ | No | No | No |
F | J’ai des discussions structurées sur les patients ou clients avec mes pairs ou collègues (ex. formation continue, tournée des patients, réunions d’équipe) dans mon organisation | |||||
8 | E | I have informal patient/client related discussions with peers or colleagues (e.g. other health care providers, informal bedside teaching) in my organization | ✓ | No | No | No |
F | J’ai des discussions informelles sur les patients ou clients avec mes pairs ou collègues (ex. autres professionnels de la santé, enseignement au chevet du patient) dans mon organisation | |||||
9 | E | My organization routinely provides information/feedback on my practice (e.g. audits, performance reviews) | ✓ | No | No | No |
F | Je reçois régulièrement de mon organisation une rétroaction ou des commentaires (ex. audit, évaluation de rendement) au sujet de ma pratique | |||||
10 | E | I have access to resources at my workplace to help deliver quality care for my patients/clients (e.g. databases, libraries, equipment) | ✓ | No | No | No |
F | Dans mon milieu de travail, j’ai accès à des ressources qui aident à améliorer la qualité des soins prodigués à mes patients ou clients (ex. bases de données, bibliothèque, équipement). | |||||
11 | E | All OT/PT positions at my workplace are currently filled | ✓ | No | No | No |
F | Tous les postes en physiothérapie ou ergothérapie sont comblés en ce moment dans mon milieu de travail | |||||
12 | E | There is a high OT/PT clinician staff turnover rate at my workplace | ✓ | Yes with a value of 4.41 (item 12 deleted) | No | No |
F | Il y a un fort roulement du personnel clinique d’ergothérapie et de physiothérapie dans mon milieu de travail | |||||
13 | E | I have access to space I need to do my job well at my workplace | ✓ | No | Yes | No |
F | J’ai accès à la place dont j’ai besoin pour bien faire mon travail | |||||
14 | E | There is an appropriate space to provide quality care | ✓ | No | Yes with item 13 (item 14 deleted) | No |
F | Les locaux sont appropriés à la prestation de soins de qualité | |||||
15 | E | I have time to do indirect patient activities (e.g. talk about a plan of care, look up something in a journal, get involved in new initiatives at work) in my practice | ✓ | No | No | No |
F | J’ai le temps de faire des activités indirectement liées aux patients (ex. discuter d’un plan de soin, chercher dans une revue, participer à de nouvelles initiatives professionnelles) dans ma pratique |
Discussion
Construct | Items | Thresholds | N at ceiling | p value for global fit | alpha (α) | Threshold range | Item location (SD) | Person location mean (SD) | |
---|---|---|---|---|---|---|---|---|---|
Start | Finish | ||||||||
Attitudes | 17 | 10 | 35 | 110 (86%) | 0.29 | 0.63 | − 7.51 to 5.04 | 1.29 | − 0.41 (1.41) |
Self-efficacy | 9 | 8 | 22 | 76 (59%) | 0.82 | 0.80 | − 3.70 to 4.91 | 1.60 | − 0.34 (1.12) |
Resources | 15 | 13 | 39 | 104 (81%) | 0.00* | 0.86 | − 3.38 to 2.86 | 0.51 | − 0.34 (1.73) |
Knowledge | 11 | 9 | 32 | 108 (84%) | 0.12 | 0.81 | − 7.85 to 4.50 | 1.56 | − 0.26 (1.23) |
All | 52 | 40 |