The Steps of Evidence-Based Practice in Clinical Practice: An Overview

2019 ◽  
pp. 39-68
Author(s):  
James W. Drisko ◽  
Melissa D. Grady
Keyword(s):  
Clinical Practice ◽  
Evidence Based Practice ◽  
Evidence Based

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

scholarly journals Supervision of clinical practice indicators: evidence-based practice in the context of the surgical patient

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Leonor Teixeira ◽  
Cristina Barroso Pinto ◽  
António Luís Carvalho ◽  
Ana Isabel Carvalho Teixeira ◽  
Maria Cristina Bompastor Augusto
Keyword(s):  
Clinical Practice ◽  
Evidence Based Practice ◽  
Surgical Patient ◽  
Evidence Based

The Clinical Practice Model for Persons with Dementia: Application to Music Therapy

2021 ◽  
Author(s):  
Alaine E Reschke-Hernández
Keyword(s):  
Clinical Practice ◽  
Music Therapy ◽  
Behavioral Interventions ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Intervention Development ◽  
Well Being ◽  
Future Research ◽  
Evidence Based ◽  
Practice Model

Abstract Currently, no drug can cure or effectively mitigate symptoms for the growing number of individuals who live with Alzheimer’s disease and related dementias. As they experience declines in memory, communication, and thinking—symptoms that undermine social initiative, autonomy, and well-being—these individuals become increasingly dependent on others. Evidence regarding the benefits of music therapy for persons with dementia is growing. Nonetheless, limitations in existing research have hindered knowledge regarding the use and appropriate application of music as a form of treatment with this population. This article describes the development of The Clinical Practice Model for Persons with Dementia, which provides a theoretical framework to inform evidence-based practice, illustrated here in application to music therapy. Specifically, the model is intended to prompt purposeful application of strategies documented within a broad literature base within 6 thematic areas (Cognition, Attention, Familiarity, Audibility, Structure, and Autonomy); facilitate clinical decision-making and intervention development, including music interventions; and encourage discourse regarding relationships between characteristics of the intervention, the therapist, the person with dementia, and their response to intervention. The model comprises a set of testable assumptions to provide direction for future research and to facilitate the description and investigation of mechanisms underlying behavioral interventions with this population. Although the model is likely to evolve as knowledge is gained, it offers a foundation for holistically considering an individual’s needs and strengths, guidance for applying music and nonmusic strategies in evidence-based practice, and direction for future research.

Using a Critical Appraisal Assignment to Infuse Evidence-Based Practice into a Therapeutic Modality Course

2014 ◽  
Vol 9 (1) ◽  
pp. 22-28 ◽  
Author(s):  
Mary Beth Zwart ◽  
Bernadette Olson
Keyword(s):  
Clinical Practice ◽  
Athletic Training ◽  
Critical Appraisal ◽  
Evidence Based Practice ◽  
Clinical Findings ◽  
Therapeutic Modality ◽  
Future Research ◽  
Evidence Based ◽  
Clinical Question ◽  
Starting Point

Context It is the responsibility of athletic training educators, through curriculum and clinical experiences, to engage students towards adopting evidence-based practice (EBP) into their practice. The initial task of implementing EBP into a curriculum or course can seem like a large task for educators and students. As a way to start scaffolding EBP concepts across the curriculum, a modified critical appraisal assignment was developed to teach therapeutic modality concepts. Objective The purpose of this action research project was to demonstrate how a modified critical appraisal assignment can be used to introduce the process and aspects of critical appraisal and begin scaffolding the development of critical appraisal skills over time. The objectives of this study were to evaluate the students' ability to (1) successfully locate relevant research needed to answer clinical questions and (2) successfully appraise the literature according to basic EBP strategy. From a program perspective, the modified critical appraisal assignment was a starting point from which to include EBP principles into didactic coursework. Design Seventeen athletic training students completed 3 modified critical appraisal assignments pertaining to the use of therapeutic modalities. Each paper included 5 sections: (1) clinical question, (2) key clinical findings, (3) clinical applicability based on information from the appraisal and significance of results, (4) article comparison table, and (5) implications for clinical practice, patient education, and future research. The instructor evaluated the assignments blind. Conclusions Students were generally able to complete the critical appraisal assignment; however, students had difficulty locating research that answered the clinical question. Students struggled to relate the key clinical findings of the research articles and implications for clinical practice to the given clinical question. Findings from this study have informed faculty teaching, including introducing EBP skills earlier in the curriculum and inserting assignments that stress various aspects of the critical appraisal process.

scholarly journals Indian nurses’ views on a collaborative model of best practices: Evidence-based practice, job satisfaction, learning environment, and nursing quality

2018 ◽  
Vol 8 (9) ◽  
pp. 87
Author(s):  
Kaisa Bjuresäter ◽  
Sister Tessy Sebastian ◽  
Bhalchandra Kulkarni ◽  
Elsy Athlin
Keyword(s):  
Job Satisfaction ◽  
Quality Of Care ◽  
Clinical Practice ◽  
Nursing Students ◽  
Learning Environment ◽  
Evidence Based Practice ◽  
Positive Impact ◽  
Evidence Based ◽  
Collaborative Model

Introduction: This study is a part of a project aimed at implementing and evaluating the Collaborative Model of Best Practice, (CMBP) to promoting evidence-based practice (EBP) in health care contexts. The aim of the study was to assess nurses’ interest, attitudes, utilisation, and views on promotors of and resources related to EBP before and after taking part in the CMBP project, and to investigate their views on the CMBP in relation to collaboration between the academy and clinical practice, the earning environment, job satisfaction, and nursing quality.Methods: A descriptive, comparative design was used with pre- and post-test measurements. The Research Utilization Questionnaire (RUQ) and study-specific questions were distributed to ward nurses (n = 67) in a rural Indian hospital.Results: Most of the nurses thought that the CMBP had a positive impact on quality of care, on their attitudes to, interest in, and knowledge EBP, and on their job satisfaction. They also considered that the collaboration between the nursing college and clinical practice had a positive impact on the learning environment and that more resources were available at the end of the project.Conclusions: The CMBP project was an attempt to improve the quality of care for patients and the learning environment for nursing students and nurses on the project wards. The results indicated fulfilment of these goals, which strengthens the usability of the model. Implementation of EBP is challenging and requires long-lasting activities and comprehensive support from leaders and facilitators. More studies are needed in which EBP is systematically implemented, accomplished, evaluated, and reported.

The prevalence of evidence-based practice by the Certified Therapeutic Recreation Specialist in the intervention planning process for client treatment

2013 ◽  
Vol 12 (1) ◽  
pp. 23-30
Author(s):  
Michelle D. Gerken, PhD, CTRS, CPRP, CDSS ◽  
Patti Costello, PhD ◽  
Linda Mrkic, MS
Keyword(s):  
Clinical Practice ◽  
Planning Process ◽  
Evidence Based Practice ◽  
The United States ◽  
Therapeutic Recreation ◽  
Evidence Based ◽  
National Council ◽  
Research Results ◽  
Southern District ◽  
Intervention Planning

Currently, there is a paucity of research examining the extent to which evidence-based practice (EBP) is being used by the Certified Therapeutic Recreation Specialist (CTRS). The purpose of this study was to examine the prevalence of EBP used by the CTRSs in the National Council for Therapeutic Recreation Certification (NCTC) southern district of the United States. This observational study investigated the use of EBP in the intervention planning process for client treatment. A sample of 500 randomly selected CTRS from the National Council for Therapeutic Recreation Certification (NCTRC) was surveyed, and 102 completed the survey, yielding a 20.4 percent response rate. The results clearly demonstrate that EBP is used at least some of the time by a majority of all CTRS. However, this survey indicates that EBP is not being used by most CTRS a majority of the time. Other results showed that only 27.7 percent of the respondents seek out research related to their clinical practice and evidence for validation 75 percent of the time or always. 31.7 percent apply research results to clinical practice 75 percent of the time or always. 33.7 percent use research to assist in developing recreation therapy (RT) intervention plans 75 percent of the time or always. 25.7 percent base their clinical decisions on research evidence 75 percent of the time or always, and 45.6 percent use RT interventions based on EBP 75 percent of the time or always. The goal of the RT profession should be to increase the use of research results and EBP so that all practicing CTRS are using them most, if not all of the time. EBP is a means toward effective client treatment which furthermore may aid in the survival and permanent inclusion of the RT profession in the healthcare world.

Fad, Frenzy, or Future? A Review of the Institute of Medicine’s Report on the Direction of Evidence-Based Practice

2009 ◽  
Vol 28 (1) ◽  
pp. 51-58
Author(s):  
Joan Renaud Smith ◽  
Ann Donze
Keyword(s):  
Clinical Practice ◽  
Systematic Reviews ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Dual Purpose ◽  
The Past

OVER THE PAST TWO YEARS, this column has had a dual purpose: presenting systematic reviews of neonatal clinical practice issues and providing readers with tools needed to utilize the evidencebased practice (EBP) process. We presented detailed examples of applying EBP to answer these reallife clinical practice problems:

Neonatal Advanced Practice Nurses as Key Facilitators in Implementing Evidence-Based Practice

2009 ◽  
Vol 28 (3) ◽  
pp. 193-201 ◽  
Author(s):  
Joan Renaud Smith ◽  
Ann Donze ◽  
F. Sessions Cole ◽  
Judy Johnston ◽  
Jeanne Giebe
Keyword(s):  
Clinical Practice ◽  
Knowledge Base ◽  
Expert Opinion ◽  
Patient Preference ◽  
Evidence Based Practice ◽  
Advanced Practice Nurses ◽  
Evidence Based ◽  
Advanced Practice ◽  
Practice Nurses ◽  
Practice Implementation

EVIDENCE-BASED PRACTICE (EBP) is a process that utilizes the best available evidence, expert opinion, and patient preference to guide clinical practice decisions. Although the process itself is relatively straightforward and understandable (See Five Steps of Evidence-Based Practice), implementation requires an infrastructure and knowledge base that can support all five steps of the EBP process.

Sign in / Sign up

Export Citation Format

Share Document