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 EBP e-Toolkit: Providing a Teaching and Learning Open and Innovative Toolkit for Evidence-Based Practice to Nursing European Curriculum – the second transnational project meeting in Warsaw

2019 ◽  
Vol 18 (3) ◽  
pp. 197-199
Author(s):  
Mariusz Panczyk ◽  
Joanna Gotlib
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Teaching And Learning ◽  
Research Evidence ◽  
European Federation ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Clinical Decisions ◽  
Learning Tools ◽  
Efficient Option

AbstractIntroduction. Although European healthcare systems differ from country to country, almost all are currently going through profound changes and are becoming increasingly complex. New tasks and growing social expectations towards healthcare build high expectations of medical professionals regarding their competences. Knowledge and skills allowing for choosing the safest and most efficient option for patient care are particularly welcome. The idea of Evidence-based Nursing Practice (EBP) combines the best available research evidence on the one hand and clinical expertise and patients’ expectations on the other, allowing for solving problems in making clinical decisions. EBP is a tool used for making clinical decisions in nursing care that helps to reduce the cost of healthcare by increasing efficiency and safety. Under the Directive 2013/55/EU European Federation of Nurses Associations developed qualifications framework that provides requirements for nursing training, with the ability to apply research evidence in clinical practice being one of its key elements. Despite the aforementioned recommendations, the actual implementation of EBP into clinical practice is hindered by various obstacles. In addition, the existing European resources enhancing EBP teaching for nursing students are very limited.Summary. The EBP e-Toolkit Project is a response to high needs of the academic world and nursing practitioners, involving six institutions whose cooperation and expertise aim to ensure the development and implementation of high-quality learning tools tailored to the educational needs of modern nursing personnel. The six higher education institutions that jointly implement the aforementioned project involve: the University of Murcia (coordinating institution, Spain), Technological Educational Institute of Crete (Greece), University of Modena e Reggio Emilia (Italy), University of Ostrava (Czech Republic), Medical University of Warsaw (Poland), and Angela Boskin Faculty of Health Care (Slovenia).

Evidence-Based Practice Patterns Among Speech-Language Pathologists and Audiologists in Saudi Arabia

2019 ◽  
Vol 41 (4) ◽  
pp. 242-249 ◽  
Author(s):  
Abdulsalam Alhaidary
Keyword(s):  
Saudi Arabia ◽  
Clinical Decision Making ◽  
Practice Patterns ◽  
Evidence Based Practice ◽  
Clinical Decision ◽  
Limited Resources ◽  
Evidence Based ◽  
Speech Language Pathologists ◽  
Insufficient Time ◽  
Ebp Implementation

The goal of this study was to explore the evidence-based practice (EBP) pattern among speech-language pathologists (SLPs) and audiologists in Saudi Arabia. A total of 48 clinicians working in Saudi Arabia completed a questionnaire that investigated patterns, attitudes, skills, and time and resources at the workplace related to EBP. The results showed that SLPs and audiologists held favorable attitudes toward EBP, and the use of research studies to guide clinical decision making was increased among the participants with previous EBP training. Also, the study found that skills and knowledge related to EBP need to be enhanced, but they were not major barriers to EBP implementation. Limited resources appeared to impose some hindrances, whereas insufficient time at the workplace was found to be a major challenge for EBP implementation. Overall, the findings from this study highlight the importance of increasing the continuing education and professional time for EBP activities in the workplace.

scholarly journals A lack of allocated research time challenges the extent of the implementation of evidence-based practice - A three-year retrospective follow-up cohort study of Master of Science in Nursing graduates

2020 ◽  
Vol 10 (8) ◽  
pp. 19
Author(s):  
Connie Berthelsen
Keyword(s):  
Response Rate ◽  
Evidence Based Practice ◽  
Research Utilization ◽  
Evidence Based ◽  
Nursing Graduates ◽  
Nursing Management ◽  
Master Of Science ◽  
Belief Scale ◽  
Ebp Implementation

Objective: To describe and compare the development of Master of Science in Nursing graduates’ research utilization and improvement of knowledge, one to three years after graduation, and to describe their beliefs, abilities and implementation regarding evidence-based practice in the workplace.Methods: Sixty-five Master of Science in Nursing (MSN) graduates, associated with an academic cohort, were invited to participate in a three-year retrospective follow-up study. Forty-five MSN graduates replied, providing a response rate of 69.23%. A questionnaire of four areas, consisting of the customary cohort questionnaire combined with the EBP Belief scale and the EBP Implementation scale, was sent to the participants using SurveyMonkey®.Results: An overall increased development in MSN graduates’ research utilization and knowledge improvement in all parameters was found from one to three years after graduation, along with greater knowledge of, and a stronger belief in the value of, evidence-based practice. However, a strong decrease in allocated time for research was found, leading to a very limited implementation of evidence-based practice by the MSN graduates.Conclusions: The study ends with a question about whether time is still an issue – even for academic nurses, who are educated and employed to implement evidence-based practice. If the barriers to nursing research are not taken seriously by nursing management then the extent of implementation of evidence-based practice and the improvement of quality in patient care and trajectories will continue to be very limited.

The Principles of Evidence-Based Medicine

Cephalalgia ◽  
2000 ◽  
Vol 20 (2_suppl) ◽  
pp. 10-13 ◽  
Author(s):  
S Wiebe
Keyword(s):  
Clinical Practice ◽  
Clinical Research ◽  
Evidence Based Medicine ◽  
Information Overload ◽  
Clinical Performance ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Performance Information ◽  
Research Findings ◽  
Based Medicine

Evidence-based medicine (EBM) integrates individual clinical expertise with the best available external evidence in the care of individual patients. By enabling clinicians to directly appraise and apply current clinical research, EBM deals with the problems of deterioration in clinical performance, information overload, and lag in application of research findings to clinical practice. Thus, EBM is a useful tool to address the problems faced by clinicians attempting to provide optimum, current care for their patients. The rationale for EBM, its principles and application, as well as some limitations, are described here.

scholarly journals Student’s Perception On Implementation Of Evidence Based Practice In Clinical Practice

2021 ◽  
pp. 96-109
Author(s):  
Hafidz Triantoro Aji Pratomo
Keyword(s):  
Clinical Practice ◽  
Clinical Setting ◽  
Scientific Literacy ◽  
Speech Therapy ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Survey Method ◽  
Evidence Based ◽  
Speech Therapist ◽  
Ebp Implementation

Background: Evidence Based Practice (EBP) is an important component in clinical practice of a Speech Therapist. Students can develop critical thinking pattern using credible literature. The sustainable implementation of EBP can improve practical quality of Speech Therapist, particularly in clinical decision making. EBP use in speech therapy clinical setting has been unknown in Indonesia. This research aims to identify the implementation of EBP by speech therapy students in clinical setting. Methods: The respondents employed in this study consisted of 35 students. The research was conducted using survey method. Survey was distributed online using Google form application. Sample comprised last-year students of Speech and Language Therapy Applied Bachelor Study Program. The students were those who have undertaken clinical practice in hospital, clinical, or other healthcare service facilities. Analysis was conducted descriptively with correlational analysis technique. Results: Descriptive analysis shows that students’ perceptions are varying. Inter-variable cororelation was analyzed using correlation test. The result of analysis shows coefficient of correlation (r) > 0.2, meaning that there is a correlation between case experience, EBP level knowledge, knowledge on EBP, speech therapist’s attitude and role, and EBP implementation Conclusion: Survey informs that scientific literacy culture is still weak. This study found the correlation between experience, knowledge, attitude, and EBP implementation. In-depth investigation is required on the different data appearing.

scholarly journals Monitor Alarm Fatigue: An Integrative Review

2012 ◽  
Vol 46 (4) ◽  
pp. 268-277 ◽  
Author(s):  
Maria Cvach
Keyword(s):  
Research Evidence ◽  
Evidence Based Practice ◽  
Integrative Review ◽  
False Alarms ◽  
Evidence Based ◽  
Practice Model ◽  
Alarm Fatigue ◽  
Research Findings ◽  
Alarm Sounds ◽  
Device Technology

Alarm fatigue is a national problem and the number one medical device technology hazard in 2012. The problem of alarm desensitization is multifaceted and related to a high false alarm rate, poor positive predictive value, lack of alarm standardization, and the number of alarming medical devices in hospitals today. This integrative review synthesizes research and non-research findings published between 1/1/2000 and 10/1/2011 using The Johns Hopkins Nursing Evidence-Based Practice model. Seventy-two articles were included. Research evidence was organized into five main themes: excessive alarms and effects on staff; nurse's response to alarms; alarm sounds and audibility; technology to reduce false alarms; and alarm notification systems. Non-research evidence was divided into two main themes: strategies to reduce alarm desensitization, and alarm priority and notification systems. Evidence-based practice recommendations and gaps in research are summarized.

Improving the Implementation of Evidence-Based Practice and Information Systems in Healthcare

2013 ◽  
pp. 247-270
Author(s):  
Priscilla A. Arling ◽  
Bradley N. Doebbeling ◽  
Rebekah L. Fox
Keyword(s):  
Technology Implementation ◽  
Evidence Based Practice ◽  
Future Research ◽  
Systematic Research ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Related Information ◽  
Analytical Foundation ◽  
Mrsa Infection ◽  
Ebp Implementation

In healthcare, evidence-based practice (EBP) integrates clinical expertise with the best available external evidence from systematic research. Yet even with the aid of technology, implementation of EBP in many settings remains a challenge due in part to the complexity of the healthcare system and the lack of a strong theoretical and analytical foundation to guide implementation efforts. This paper combines research from the fields of healthcare implementation science and social networks to present a theoretically based, integrated framework for the study of EBP implementation. This study explores the application of the framework to a complex healthcare collaborative, the MRSA infection control project, a project intended to foster the implementation of EBP to reduce the spread of MRSA infections. The authors consider how the framework can also be used to inform future research into EBP-related information system implementations and innovations.

Translating science into practice in clinical psychology: A reformulation of the evidence-based practice inquiry model

2021 ◽  
pp. 095935432110598
Author(s):  
Tony Ward ◽  
Brian D. Haig ◽  
Max McDonald
Keyword(s):  
Research Evidence ◽  
Information Overload ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Research And Practice ◽  
Conflicting Evidence ◽  
Assessment And Treatment ◽  
Social And Cultural Factors

The model of evidence-based practice (EBP) directs clinicians to integrate the best available research evidence, clinical expertise, client preferences and values, and social and cultural factors in the assessment and treatment of psychological problems. Despite its many strengths, the five-step inquiry component of the EBP model suffers from several conceptual and practical problems that make it difficult to implement in practice. In this article, we first outline the transdisciplinary EBP model. Second, several criticisms of the overall EBP model are outlined and briefly discussed. Third, five pressing problems in the inquiry component of the EBP model are identified: (a) information overload, (b) a focus on questions rather than tasks, (c) neglect of theory, (d) difficulty dealing with conflicting evidence, and (e) an oversimplified view of the role of values in research and practice. Fourth, we suggest ways of modifying the inquiry part of the model to address these problems.

scholarly journals Confirmation bias by consumers of clinical research demonstrates the need for implementation science

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
James Peter Meza
Keyword(s):  
Clinical Practice ◽  
Clinical Research ◽  
Implementation Science ◽  
Research Design ◽  
Evidence Based Medicine ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Confirmation Bias ◽  
Evidence Based ◽  
Based Medicine

<p>The Journal's Editor holds that, although Evidence-based medicine typically only looks for bias of the research design, still evidence-based practice must also include the biases of those using the research evidence and how it is deployed in clinical practice.</p>

scholarly journals Outcomes of a Multiprofessional Educational Intervention in Evidence-Based Practice

2013 ◽  
Vol 3 (2) ◽  
Author(s):  
Susanne Heiwe ◽  
Eva Johansson ◽  
Kerstin Nilsson-Kajermo ◽  
Karin Säflund ◽  
Ann Ödlund Olin
Keyword(s):  
Clinical Practice ◽  
Educational Intervention ◽  
Research Evidence ◽  
Healthcare Professionals ◽  
Evidence Based Practice ◽  
Occupational Therapists ◽  
Evidence Based ◽  
Parametric Statistics ◽  
Over Time ◽  
Use Of Research

Background: Education is a commonly used intervention in the development of evidence-based practice (EBP). The aim of this study was to evaluate the outcome of an educational intervention on healthcare professionals’ perceived skills in finding, reviewing, and using research evidence in clinical practice. A further aim was to identify potential determinants for the outcome.Methods and Findings: A three-day course in EBP was designed for registered nurses, medical social workers, physiotherapists, occupational therapists, and dieticians. The Developing Evidence-Based Practice Questionnaire (DEBP) questionnaire was administered before and six months after the intervention (N = 274). Non-parametric statistics were used. The results showed an overall effect on ability to find research evidence (p = .0005) and ability to review research evidence (p = .0005), whereas there was no overall effect on use of research evidence in clinical practice (p = .18). However, some subgroups showed a significant improvement over time, for example, those whose profession was nursing or midwifery and those who had experience using evidence-based practice prior to the educational intervention.Conclusions: The results showed that a three-day course in EBP improved the participants’ ability to find and review research evidence, but it did not have an overall effect on the use of research evidence in clinical practice.

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