Wetenschappelijk
Handelen 3
Samenvatting
Zoë Vermeire
Academiejaar:2020-2021
,1 Assessments .................................................................................................................................... 3
1.1 What do you want to measure? .............................................................................................. 3
1.2 With what purpose do you want to measure? ....................................................................... 3
1.3 What kind of assessments do you want to use? ..................................................................... 4
1.3.1 Data collections: resources ............................................................................................. 4
1.3.2 Data collection: methods ................................................................................................ 5
1.3.3 Standardised versus non-standardised assessment........................................................ 5
1.3.4 Norm-referenced assessment versus criterion-reference assessment........................... 6
1.4 How to search for the appropriate assessment? .................................................................... 6
1.5 What is the clinical utility? ...................................................................................................... 6
1.6 What is the methodological quality? ...................................................................................... 7
1.6.1 Validity ............................................................................................................................. 7
1.6.2 Reliability ......................................................................................................................... 8
1.6.3 Responsiveness.............................................................................................................. 10
1.6.4 How do validity and reliability relate to each other? .................................................... 11
1.6.5 Recapitulation of psychometric qualities ...................................................................... 11
1.6.6 Specific type of psychometric research: Rasch analysis ................................................ 12
1.7 Applying an assessment in practice ...................................................................................... 12
2 Guidelines ...................................................................................................................................... 13
2.1 What are guidelines? ............................................................................................................. 13
2.2 Searching for guidelines ........................................................................................................ 14
2.3 How to evaluate the quality of guidelines ............................................................................ 15
2.3.1 Domain 1: Scope and purpose ...................................................................................... 15
2.3.2 Domain 2: Stakeholder involvement ............................................................................. 16
2.3.3 Domain 3: Rigour of development (Methodology) ....................................................... 16
2.3.4 Domain 4: Clarity of presentation ................................................................................. 16
2.3.5 Domain 5: Applicability.................................................................................................. 16
2.3.6 Domain 6: Editorial independence ................................................................................ 16
3 Literature search ........................................................................................................................... 17
3.1 CAT & CAP.............................................................................................................................. 17
3.2 Steps of EBP during a critical literature research (CAT) ........................................................ 17
3.2.1 The research question ................................................................................................... 17
3.2.2 Searching for evidence .................................................................................................. 17
3.2.3 Critical analysis of the included studies ........................................................................ 19
3.2.4 The conclusion ............................................................................................................... 19
2
Zoë Vermeire
, 1 Assessments
Assessment is the overall process of selecting and using multiple data-collection tools and
various sources of information to inform decisions required for guiding therapeutic
interventions. It involves both the data collection and the interpretation of the results.
Assessments can be used during all steps therapeutic process.
• can help make certain decisions
• used to collect baseline information about the client or to evaluate therapy
Advantages:
• ability to express clinical phenomena in numbers → helps to visualize and objectify
• clarifies therapeutic actions and helps to evaluate and improve therapeutic skills
• helps and improves transparency of clinical reasoning
• benefits communication between colleagues and other healthcare professionals
• effects of healthcare are visible and transparent → qualitative healthcare
• they give feedback on the progress the client makes during the therapy
There are a lot of assessments available and they all measure something different. An
occupational therapist must perform a critical analysis to decide which assessment is the most
appropriate for a specific client.
Steps to select the right assessment:
1. what do you want to measure?
2. With what purpose do you want to measure?
3. What kind of assessment do you want to use?
4. What kind of clinical utility?
5. What is the methodology quality? Validity, reliability, responsiveness
6. Apply the assessment in practice
1.1 What do you want to measure?
3 elements:
1. The client’s needs are the key elements and the starting point of the interventions.
2. The level we want to measure: ICF framework (functions, activities, participations…)
3. The target group: is about diagnosis and age. (e.g. assessment for children of general)
1.2 With what purpose do you want to measure?
Is of importance for the qualitative demands the assessment must meet.
One assessment can meet different purposes.
Purpose Explanation Example
Descriptive Provides information which describes the Life-habits: provide information on
person’s current functional status, problems, the participation skills of a person
needs and/or circumstances. They provide a (van Engelen, 2017).
snapshot of the person’s functioning at one
point in time. Descriptive assessments often
focus on identifying strengths and limitations.
3
Zoë Vermeire
Handelen 3
Samenvatting
Zoë Vermeire
Academiejaar:2020-2021
,1 Assessments .................................................................................................................................... 3
1.1 What do you want to measure? .............................................................................................. 3
1.2 With what purpose do you want to measure? ....................................................................... 3
1.3 What kind of assessments do you want to use? ..................................................................... 4
1.3.1 Data collections: resources ............................................................................................. 4
1.3.2 Data collection: methods ................................................................................................ 5
1.3.3 Standardised versus non-standardised assessment........................................................ 5
1.3.4 Norm-referenced assessment versus criterion-reference assessment........................... 6
1.4 How to search for the appropriate assessment? .................................................................... 6
1.5 What is the clinical utility? ...................................................................................................... 6
1.6 What is the methodological quality? ...................................................................................... 7
1.6.1 Validity ............................................................................................................................. 7
1.6.2 Reliability ......................................................................................................................... 8
1.6.3 Responsiveness.............................................................................................................. 10
1.6.4 How do validity and reliability relate to each other? .................................................... 11
1.6.5 Recapitulation of psychometric qualities ...................................................................... 11
1.6.6 Specific type of psychometric research: Rasch analysis ................................................ 12
1.7 Applying an assessment in practice ...................................................................................... 12
2 Guidelines ...................................................................................................................................... 13
2.1 What are guidelines? ............................................................................................................. 13
2.2 Searching for guidelines ........................................................................................................ 14
2.3 How to evaluate the quality of guidelines ............................................................................ 15
2.3.1 Domain 1: Scope and purpose ...................................................................................... 15
2.3.2 Domain 2: Stakeholder involvement ............................................................................. 16
2.3.3 Domain 3: Rigour of development (Methodology) ....................................................... 16
2.3.4 Domain 4: Clarity of presentation ................................................................................. 16
2.3.5 Domain 5: Applicability.................................................................................................. 16
2.3.6 Domain 6: Editorial independence ................................................................................ 16
3 Literature search ........................................................................................................................... 17
3.1 CAT & CAP.............................................................................................................................. 17
3.2 Steps of EBP during a critical literature research (CAT) ........................................................ 17
3.2.1 The research question ................................................................................................... 17
3.2.2 Searching for evidence .................................................................................................. 17
3.2.3 Critical analysis of the included studies ........................................................................ 19
3.2.4 The conclusion ............................................................................................................... 19
2
Zoë Vermeire
, 1 Assessments
Assessment is the overall process of selecting and using multiple data-collection tools and
various sources of information to inform decisions required for guiding therapeutic
interventions. It involves both the data collection and the interpretation of the results.
Assessments can be used during all steps therapeutic process.
• can help make certain decisions
• used to collect baseline information about the client or to evaluate therapy
Advantages:
• ability to express clinical phenomena in numbers → helps to visualize and objectify
• clarifies therapeutic actions and helps to evaluate and improve therapeutic skills
• helps and improves transparency of clinical reasoning
• benefits communication between colleagues and other healthcare professionals
• effects of healthcare are visible and transparent → qualitative healthcare
• they give feedback on the progress the client makes during the therapy
There are a lot of assessments available and they all measure something different. An
occupational therapist must perform a critical analysis to decide which assessment is the most
appropriate for a specific client.
Steps to select the right assessment:
1. what do you want to measure?
2. With what purpose do you want to measure?
3. What kind of assessment do you want to use?
4. What kind of clinical utility?
5. What is the methodology quality? Validity, reliability, responsiveness
6. Apply the assessment in practice
1.1 What do you want to measure?
3 elements:
1. The client’s needs are the key elements and the starting point of the interventions.
2. The level we want to measure: ICF framework (functions, activities, participations…)
3. The target group: is about diagnosis and age. (e.g. assessment for children of general)
1.2 With what purpose do you want to measure?
Is of importance for the qualitative demands the assessment must meet.
One assessment can meet different purposes.
Purpose Explanation Example
Descriptive Provides information which describes the Life-habits: provide information on
person’s current functional status, problems, the participation skills of a person
needs and/or circumstances. They provide a (van Engelen, 2017).
snapshot of the person’s functioning at one
point in time. Descriptive assessments often
focus on identifying strengths and limitations.
3
Zoë Vermeire
