The effect of a multifaceted educational intervention on allied health clinicians' outcome measurement behaviours

Abstract

Outcome measurement is a necessary part of clinical practice. Using standardised measures, health professionals need to show that their interventions improve health outcomes (Laver-Fawcett, 2007). However, research shows that most allied health professionals are not using outcome measures. One explanation is that outcome measurement requires new knowledge, skills and attitudes, and considerable changes in behaviour. These changes can be difficult for many health professionals to achieve (Cusick & McCluskey, 2000; McCluskey, 2003; McCluskey & Lovarini, 2005). This thesis examines the nature of change and theories of change associated with improved outcome measurement. Potential barriers to change are identified and discussed. A new instrument for measuring readiness to change is described, and its psychometric properties evaluated. A multifaceted educational intervention which targets known barriers to outcome measurement is described. The intervention is then evaluated empirically for effectiveness, using a randomised controlled trial design. The thesis aims to add to the body of knowledge about implementing outcome measures in practice.

Date of Award	2009
Original language	English