A Practical Definition of Evidence-Based Practice for Nursing

2019 ◽  
Vol 34 (5) ◽  
pp. 1080-1084 ◽  
Author(s):  
Daphne Stannard
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Definition Of

scholarly journals On Evidence-Based Practice in Disaster Risk Reduction

2021 ◽  
Author(s):  
David E. Alexander
Keyword(s):  
Risk Reduction ◽  
Disaster Risk Reduction ◽  
Evidence Based Practice ◽  
Disaster Risk ◽  
Policy Formulation ◽  
Evidence Based ◽  
Definition Of ◽  
Willingness To Use ◽  
Disaster Science ◽  
Made In

AbstractDisaster science and scholarship are forever expanding and there are increasing calls to base disaster risk reduction policies on the evidence produced by such work. Using examples and argument, this opinion piece examines the nature of evidence. It defines evidence-based practice and considers how it has developed and become important to disaster risk reduction. A definition of what constitutes evidence is difficult to achieve but it must be made in relation to whether the data and information collected can usefully be interpreted and employed to change things for the better. Case histories from past and present centuries show that evidence can sometimes be argued over endlessly. In other cases it is roundly ignored. In yet other instances, false conclusions derived from evidence can become evidence in their own right. Nevertheless, there are situations in disaster risk reduction in which evidence is sorely needed but is clearly lacking. The effectiveness of counter-terrorism measures is one such area. In conclusion, evidence is valuable, above all if there is willingness to use it to support policy formulation, especially in a simple, transparent manner. Subjective interpretation can never be entirely removed from the use of evidence, and evidence alone will not stimulate the policy formulators to improve their decision making.

Evidence-Based Practice Center network and health technology assessment in the United States: Bridging the cultural gap

2006 ◽  
Vol 22 (1) ◽  
pp. 33-38 ◽  
Author(s):  
Antonio Sarría-Santamera ◽  
David B. Matchar ◽  
Emma V. Westermann-Clark ◽  
Meenal B. Patwardhan
Keyword(s):  
Health Technology Assessment ◽  
Technology Assessment ◽  
Evidence Based Practice ◽  
Health Technology ◽  
The United States ◽  
Healthcare Research ◽  
Evidence Based ◽  
Is Integration ◽  
Definition Of

Objectives:The purpose of this study was to identify the Evidence-Based Practice Center (EPC) network participants' perceptions of the characteristics of the EPC process and the relationship of the process to the success of EPC reports.Methods:Semistructured interviews were conducted with the three groups involved in the EPC: EPC staff, Agency for Healthcare Research and Quality (AHRQ) staff, and representatives of partner organizations.Results:The analysis of the coded transcripts revealed three related major themes, which form the conceptual basis for the interpretation presented here: the definition of a successful report, the determinants of a successful report, and the role of AHRQ in the process.Conclusions:A successful report is a report that is used. The ultimate success of the core health technology assessment objective, moving from research to policy, depends on balancing two values: excellence and relevance. Our findings are consistent with the “two communities thesis,” which postulates the existence of two camps that confer different values to excellence and relevance, with resulting tension. A promising model for approaching this tension is integration or collaboration, which requires linking researchers and policy makers, promoting productive dialogues about the formulation and timing of analysis, and early consideration of how the resulting analysis will be used. This effort suggests that actively blurring the frontiers between these two groups will enhance their interaction. Furthermore, enhancing the role of the AHRQ as scientific broker will maximize the potential of the EPC network.

Why Search for Evidence for Practice in Social Work?

2014 ◽  
pp. 1-35 ◽  
Author(s):  
Justin Cargill
Keyword(s):  
Social Work ◽  
Empirical Research ◽  
Social Worker ◽  
Critical Reflection ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Practice Level ◽  
Empirical Base ◽  
Rightful Place ◽  
Definition Of

How is evidence integrated into the practice relationship between social worker and client? Studies suggest that at the practice level research is not consistently utilised. Evidence-Based Practice (EBP) has been hailed as a means of bringing practice and research together in a way that strengthens the empirical base of social work. Although EBP has had strong endorsement, it has also come under heavy criticism. This chapter explores these concerns in the hope of further clarifying the model. The need for an inclusive definition of evidence is emphasised giving rightful place to empirical research and to other forms of evidence. The need for a synthesis of evidence-based practice and critical reflection is also explored. Evidence must be used in a critically reflective way if it is to be used effectively. Finally, the language of “evidence-informed” is shown to more clearly articulate the components of the EBP process.

Evidence-Based Practice and Research: The Challenge for Transplant Nursing

2011 ◽  
Vol 21 (4) ◽  
pp. 299-304 ◽  
Author(s):  
Connie White-Williams
Keyword(s):  
Nursing Care ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
The Future ◽  
Facilitators And Barriers ◽  
Definition Of

Despite the initiative for nurses to engage in evidence-based practice and research, little is known about transplant nurses and the role they play in research and evidence-based practice in nursing care. The definition of evidence-based practice and research and how it relates to the role of the transplant nurse, the facilitators and barriers to research and evidence-based practice, and the implications for the future of research and evidence-based practice in transplant nursing are addressed.

Beyond research literature: Occupational therapists’ perspectives on and uses of “evidence” in everyday practice

2016 ◽  
Vol 83 (5) ◽  
pp. 288-296 ◽  
Author(s):  
Deborah A. Dougherty ◽  
Susan E. Toth-Cohen ◽  
George S. Tomlin
Keyword(s):  
Evidence Based Practice ◽  
Occupational Therapists ◽  
Research Literature ◽  
Everyday Practice ◽  
Evidence Based ◽  
Culture Of Evidence ◽  
Intervention Process ◽  
Research Perspectives ◽  
The Moment ◽  
Definition Of

Background. Recent literature in evidence-based practice indicates that evidence is defined differently from practice and research perspectives. However, few published works address therapists’ perspectives of the nature and use of evidence in everyday practice. Purpose. This study describes the definition, types, and use of evidence from the perspective of six school-based occupational therapists. Method. Data were collected through focus groups and participant-submitted documentation and analyzed using qualitative and quantitative content analysis. Findings. Two categories of evidence emerged: internalized evidence and evidence gathered during the intervention process. Clinical reasoning, identified as a key skill in evidence-based practice, supported the synthesis of therapist internalized evidence with “in-the-moment” evidence gathered from activity, contextual, and occupational analyses of the client. Implications. The findings support current literature that has suggested expanding the definition of evidence (i.e., more than research findings alone). Further investigation of evidence building in practice may help in constructing a more inclusive professional culture of evidence-based practice.

A Survey of Speech-Language Pathologists' Understanding and Reported Use of Evidence-Based Practice

2020 ◽  
Vol 5 (4) ◽  
pp. 984-999
Author(s):  
Emma K. Thome ◽  
Susan J. Loveall ◽  
Davis E. Henderson
Keyword(s):  
Online Survey ◽  
Evidence Based Practice ◽  
The United States ◽  
Evidence Based ◽  
Clinical Practices ◽  
Speech Language Pathologists ◽  
Online Databases ◽  
Medical Libraries ◽  
Definition Of ◽  
Amount Of Knowledge

Purpose The purpose of this study was to assess speech-language pathologists' (SLPs) understanding and self-reported use of evidence-based practice (EBP). The study also investigated SLPs' opinions toward and barriers to EBP. Method SLPs ( n = 176) from across the United States participated in an online survey designed to assess their understanding and self-reported use of EBP. Participants were recruited via each state's speech-language-hearing association. Results A majority of participants were able to identify part of the American Speech-Language-Hearing Association's definition of EBP, but only a small percentage was able to accurately identify the complete, three-part definition. Similarly, most participants could discern between high and low levels of evidence but could not accurately rank all levels. Of a variety of listed sources, participants self-reported the least amount of knowledge for accessing college, university, public, and medical libraries, including online databases through these libraries. American Speech-Language-Hearing Association resources were reported as the most frequently accessed source. Participants self-reported that EBP is beneficial and important but that engaging in EBP can be difficult. The largest barrier to engaging in EBP was lack of time during the workday to stay up-to-date on research. Finally, although participants self-reported a lack of employer-led training in EBP, a majority also self-reported that employers value EBP in the workplace. Conclusion Results suggest SLPs may benefit from increased training on EBP and more time during the workday to engage in EBP. Employers, administrators, and supervisors should consider providing increased training on how to access and utilize peer-reviewed databases. The use of EBP will allow SLPs to improve their clinical practices and provide higher quality treatment to their clients.

scholarly journals Discourses in Residential Child Care and Possibilities for Evidence-Based Practice

2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Monika Reime
Keyword(s):  
Child Care ◽  
Child Welfare ◽  
Professional Practice ◽  
Scientific Knowledge ◽  
Evidence Based Practice ◽  
Discourse Theory ◽  
Professional Judgment ◽  
Evidence Based ◽  
Residential Child Care ◽  
Definition Of

This article explores professional discourses in the Norwegian residential child care system. It discusses how the discourses serve as constraints on and possibilities for evidence-based practice when different definitions of evidence-based practice are considered. Among the Nordic countries, Norway has been a forerunner in the implementation of evidence-based practice in child welfare. However, I argue that tensions exist, both within professional practice and between professional understandings and policy aims. I use discourse theory to analyze interviews with 19 professionals working in coercive residential child care. The results reveal two competing professional discourses: the discourse of technoscience and the discourse of indeterminacy. Possibilities of evidence-based practice in residential child care are found within both discourses if a wide and inclusive definition of evidence-based practice is applied. This study emphasizes the importance of engaging in constant reflection when discussing possibilities for evidence-based practice within residential child care. Keywords: professional discourses, residential child care, evidence-based practice, scientific knowledge, professional judgment, indeterminacy, discretion

Music Therapy and Procedural Support: Opportunities for Practice

2017 ◽  
Vol 9 (4) ◽  
pp. 262
Author(s):  
Laura E Beer ◽  
Kathrine V Lee
Keyword(s):  
Music Therapy ◽  
Current Literature ◽  
Evidence Based Practice ◽  
Hospital Setting ◽  
Child Life ◽  
Evidence Based ◽  
Pediatric Hospital ◽  
Working Definition ◽  
Procedural Support ◽  
Definition Of

The use of music therapy for procedural support is an area of increasing interest yet has little research supporting it as an evidence-based practice.  Throughout this article there is an emphasis on the use of music therapy in the pediatric hospital setting, but not exclusively.  Procedural support is becoming a commonplace term in music therapy yet there is little information to unify the variety of techniques and practices involved in this particular approach to treatment. This article surveys current literature regarding procedural support, including music therapy supports, child life supports, and medical supports.   Definitions of terms are offered and a working definition of procedural support is proposed.  

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