Evidence-based orthopaedic trauma care in the United Kingdom: Guidelines, registries, carrots and sticks

SUMMARYThis paper describes the process of preparing a Clinical Guideline for “NICE”, the National Institute for Health and Clinical Excellence in the United Kingdom. The procedure involves the group appointed to prepare the guideline relating to the various “stakeholders” who have an interest on the one hand, and satisfying the fairly demanding standards set by NICE on the other. The strengths and limitations of the approach based on evidence based medicine are discussed.

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THE EMERGING REQUIREMENT FOR EVIDENCE-BASED RESTORATION SCHEMES IN THE UNITED KINGDOM

Journal American Society of Mining and Reclamation ◽

10.21000/jasmr12010286 ◽

2012 ◽

Vol 2012 (1) ◽

pp. 286-302

Author(s):

R. N. Humphries

Keyword(s):

United Kingdom ◽

Evidence Based ◽

The United Kingdom

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International Perceptions of Cyberbullying Within Higher Education

Adult Learning ◽

10.1177/1045159517719337 ◽

2017 ◽

Vol 28 (4) ◽

pp. 144-156 ◽

Cited By ~ 4

Author(s):

Julie Marie Luker ◽

Barbara C. Curchack

Keyword(s):

Higher Education ◽

United States ◽

United Kingdom ◽

Policy Development ◽

The United States ◽

Professional Role ◽

Evidence Based ◽

The United Kingdom ◽

Do So ◽

Cyberbullying Policy

In this study, we investigated perceptions of cyberbullying within higher education among 1,587 professionals from Australia, Canada, the United Kingdom, and the United States. Regardless of country or professional role, participants presented essentially the same bleak picture. Almost half of all participants observed cyberbullying between students within the last year, about one in every five intervened in an incident, and only 10% felt completely prepared to do so. Likewise, 85% of participants perceived their institution to be less than completely prepared to handle cyberbullying, with fewer than 50% even aware whether their school had a cyberbullying policy and fewer than 25% having a policy that specifically addresses cyberbullying. The majority of participants perceived cyberbullying as negative; however, approximately 10% dissented from this view. Finally, a group-serving bias was replicated; cyberbullying was perceived as more problematic at other institutions than their own. This research calls for evidence-based, systematic policy development and implementation, including how to train those who see cyberbullying as a positive phenomenon.

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Scholarship of Practice: Making Occupation-Focused, Theory-Driven, Evidence-Based Practice a Reality

British Journal of Occupational Therapy ◽

10.1177/030802260506800604 ◽

2005 ◽

Vol 68 (6) ◽

pp. 260-268 ◽

Cited By ~ 49

Author(s):

Kirsty Forsyth ◽

Lynn Summerfield Mann ◽

Gary Kielhofner

Keyword(s):

United Kingdom ◽

Occupational Therapy ◽

Outcomes Research ◽

Evidence Based ◽

Academic Knowledge ◽

The United Kingdom ◽

Practice Knowledge ◽

Research And Education ◽

Practice Framework ◽

New Evidence

National and local policies require the profession to provide evidence on which practice is based. This paper illustrates an approach to meeting the expectations of these policies. Specifically, it describes the development of the United Kingdom Centre for Outcomes Research and Education (UKCORE). UKCORE was developed within a ‘scholarship of practice’ framework, which supports the development of robust partnerships between academia and practice whereby academic knowledge influences practice and practice knowledge influences academia. Within the partnership, all academic participants (educators, researchers and students) and practice participants (clinicians, clients and administrators) are called ‘practice scholars’ and are focused on practice scholarship. UKCORE was founded in London in 2001 in order to support the delivery of existing evidence into occupational therapy practice while simultaneously supporting practice to engage in generating new evidence for occupational therapy practice. This article provides an overview of the academic and practice changes that have been put into place. The changes are designed to support the development of practice that is occupation focused, theory driven and evidence based.

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