scholarly journals Evidence-based practice competency and its related factors among healthcare students

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
M Tlili ◽  
S Tarchoune ◽  
W Aouicha ◽  
H Lamine ◽  
E Taghouti ◽  
...  
Keyword(s):  
English Language ◽  
Evidence Based Practice ◽  
Quality Of Healthcare ◽  
Health Sciences ◽  
Successful Implementation ◽  
Evidence Based ◽  
Related Factors ◽  
Cross Sectional ◽  
Academic Degree ◽  
Health Sciences Students

Abstract Background Evidence-based practice today is a worldwide approach in optimizing quality of healthcare. This approach remains little known among Tunisian future healthcare professionals. This study aimed to describe health sciences students' competencies in Evidence-based practice (attitudes, skills and knowledge) and to determine factors associated with these competencies. Methods A descriptive cross-sectional study was conducted from February to March 2018, at the Higher School of Health Sciences and Techniques of Sousse (Tunisia) among health sciences students. Data were collected using the validated Evidence Based Practice Competencies Questionnaire (EBP-COQ) measuring students' knowledge, attitudes and skills in Evidence-based practice. The Statistical Package for Social Sciences (SPSS.20) software was used to analyze data. Independent-Samples T test and One-way ANOVA test were performed to assess the differences between the different subgroups and their association with the Evidence-based practice components. Results Altogether, 365 students participated to the study (response rate: 93.11%). The overall Evidence Based Practice Competencies score was 3.26±0.53 out of 5. The attitude, skills and knowledge subscales received 4.04±0.41; 3.05±0.77 and 2.70±0.74 as mean scores respectively. Students' demographic and academic features were significantly associated with their competencies in Evidence-based practice including age (p < 10-6), gender (p < 10-3), academic degree (p < 10-6), English-language reading skills (p < 10-6), students' education in research methodology (p < 10-6) and statistics (p < 10-5), and their familiarity with the term “Evidence-based practice”(p < 10-6). Conclusions The reported knowledge and attitudes among the future caregivers is considered below the required competency standards. These findings highlight the urgent need for changes in the current educational strategies to ensure successful implementation of Evidence-based practice in Tunisia. Key messages The transition from studentship to a professional health-caring role requires that students are well equipped with EBP competencies to increase their likelihood of utilizing EBP in their future. Understanding the underlying factors that may influence Evidence based practice competencies is useful in developing teaching strategies for effective EBP.

scholarly journals Health Sciences—Evidence Based Practice Questionnaire (HS-EBP): Normative Data and Differential Profiles in Spanish Osteopathic Professionals

2020 ◽  
Vol 17 (22) ◽  
pp. 8454
Author(s):  
Juan Carlos Fernández-Domínguez ◽  
Isabel Escobio-Prieto ◽  
Albert Sesé-Abad ◽  
Rafael Jiménez-López ◽  
Natalia Romero-Franco ◽  
...  
Keyword(s):  
Normative Data ◽  
Evidence Based Practice ◽  
Health Sciences ◽  
Evidence Based ◽  
Training Level ◽  
Work Time ◽  
Academic Degree ◽  
Teaching Activity ◽  
Research And Teaching ◽  
And Training

The main goal of this study was to obtain normative data of the scores of the Health-Sciences Evidence Based Practice (HS-EBP) questionnaire, and to analyse evidence-based practice (EBP) among potential clusters of osteopathy professionals in Spain. An online descriptive cross-sectional study has been applied. A total number of 443 Spanish practicing osteopaths answered a survey including the 5 dimensions of the HS-EBP questionnaire and sociodemographic, training, and practice variables using the “LimeSurvey” online platform. Results point out that the median scores for each five HS-EBP questionnaire dimensions were 95.00, 86.00, 78.00, 84.00 and 62.00 considering that the range of possible scores in each of the dimensions was: from 12 to 120 in dimensions 1, 4 and 5; from 14–140 in dimension 2; and from 10–100 in dimension 3. A clustering algorithm extracted 6 different profiles across the five HS-EBP latent dimensions: low scores in all dimensions (cluster 1); low scores in all dimensions but with medium scores in dimension 1 (cluster 2); mixed pattern of scores, low in dimensions 2 and 5 and medium in the rest of the dimensions; medium scores in all dimensions (cluster 4); high scores in all dimensions and low scores in dimension 5 (cluster 5); and high scores in all dimensions (cluster 6). Significant relationship was found among the response patterns in the clusters and: academic degree level, EBP training and training level, and work time invested in healthcare activity, research and teaching activity. These results allow a description of the actual level of EBP and differential profiles of Osteopathy care practice in Spain. Knowledge of normative scores of the HS-EBP questionnaire and identification of different predictors of Spanish osteopaths’ EBP, e.g., academic degree, EBP training and training level, work time invested in healthcare activity, research, and teaching activity, and having a working relationship with an accredited educational centre, enable a comprehensive evaluation of the EBP of osteopathic professionals and can also be useful for developing and implementing formative intervention programs for improving EBP practice in osteopathic practice.

scholarly journals Barriers to Implementation of Evidence Based Practice in Zahedan Teaching Hospitals, Iran, 2014

2015 ◽  
Vol 2015 ◽  
pp. 1-5 ◽  
Author(s):  
Mohammad Khammarnia ◽  
Mahsa Haj Mohammadi ◽  
Zahra Amani ◽  
Shahab Rezaeian ◽  
Fatemeh Setoodehzadeh
Keyword(s):  
English Language ◽  
Evidence Based Practice ◽  
Cross Sectional Study ◽  
Organizational Level ◽  
Teaching Hospitals ◽  
Evidence Based ◽  
Cross Sectional ◽  
Individual Level ◽  
Barriers To Implementation ◽  
The Individual

This study aimed to determine the barriers to implementation of EBP among nurses. This cross-sectional study was conducted in Zahedan City, South East of Iran, in 2014. The questionnaire of barriers to implementation of EBP consists of 27 statements which was distributed among 280 nurses. More than half of the participants agreed that 56% and 57% of barriers to implementation of evidence based practice are related to organizational and individual aspects, respectively. Participants identified barriers at organizational level included the lack of human resources (78.3%), lack of internet access at work (72.2%), and heavy workload (70.0%). Barrier at individual level included lack of time to read literature (83.7%), lack of ability to work with computer (68.8%), and insufficient proficiency in English language (62.0%). Age, educational level, job experience, and employment status were associated with organizational barriers to implementation of EBP. At the individual level only education was associated with barriers to implementation of EBP. Barriers to implementation of EBP occur at both individual and organizational levels. The indicator of quality in nursing practice is EBP. Hence, familiarity with EBP is recommended for Iranian nurses. In addition, knowledge of barriers will help health care system and policy makers to provide a culture of EBP.

scholarly journals School Nurses’ Perceptions, Knowledge, and Related Factors Associated with Evidence-Based Practice in Taiwan

2018 ◽  
Vol 15 (9) ◽  
pp. 1845 ◽  
Author(s):  
Pei-Lin Hsieh ◽  
Sue-Hsien Chen ◽  
Li-Chun Chang
Keyword(s):  
Influencing Factors ◽  
Self Efficacy ◽  
Evidence Based Practice ◽  
Demographic Data ◽  
School Nurse ◽  
School Nurses ◽  
Evidence Based ◽  
Related Factors ◽  
Cross Sectional ◽  
Nurses Perceptions

The implementation of evidence-based practice (EBP) in health care has been focused mainly on hospital settings and there is little research on EBP adoption and implementation among school nurses in Taiwan. This study aimed to determine primary school nurses’ perceptions regarding EBP and to explore the factors that influence EBP in Taiwan. A cross-sectional design was used and the School Nurse Evidence-Based Practice Questionnaire was developed to collect data. A total of 2679 elementary school nurses in Taiwan were invited to participate in this study, and 1200 completed questionnaires were returned, with a 45% response rate. Participants’ mean age was 37.5 (range: 31–62) years and the mean duration of employment as a school nurse was 8.4 (range: 1–20) years. The majority of participants had a Bachelor’s degree (56%). The results revealed that participants had insufficient EBP knowledge and skills. However, they had a positive attitude toward and moderate self-efficacy in EBP. The demographic data positively correlated with knowledge, attitudes, skills, self-efficacy, and influencing factors. Certain influencing factors were highlighted. As school nurses play a crucial role in promoting children’s health, they ought to embrace EBP so as to provide more effective services. School organization should play a supportive role with regard to EBP implementation.

scholarly journals Correlates of Actual and Self-Reported Knowledge and Skills, Attitudes, and Barriers Mitigating Against the Implementation of Evidence-Based Practice in Physiotherapy

2021 ◽  
Vol 3 (2) ◽  
pp. 7-11
Author(s):  
Joseph Balogun ◽  
Chidozie E. Mbada ◽  
Adetoyeje Y. Oyeyemi ◽  
Faith A. Awoleye ◽  
David B. Olakorede ◽  
...  
Keyword(s):  
Clinical Experience ◽  
Evidence Based Practice ◽  
Demographic Data ◽  
Self Report ◽  
Evidence Based ◽  
Limited Information ◽  
Cross Sectional ◽  
Academic Degree ◽  
Actual Knowledge ◽  
Knowledge And Skills

Background: Evidence-based practice (EBP) has in the last decade gained global prominence in healthcare professions including physiotherapy. Several studies have been conducted worldwide to determine physiotherapists' knowledge, attitudes, beliefs, behaviors, skills, and resources, and barriers mitigating against the implementation of EBP in physical therapy, but there is limited information on the correlation among actual (competence) and self-report (perceived) knowledge and skills about EBP. Methods: This cross-sectional study investigated the premise of these associations among 233 Nigerian physiotherapists who completed a previously validated 55-item questionnaire that assessed demographic data, actual and self-report knowledge, skills and resources, attitudes, and barriers about EBP. Result: We found no significant relationship between actual knowledge of EBP and clinical experience (r=.086, p>.05), age (r=.048, p>.05), academic degree (r=.108, p >.05), self-reported knowledge (r=.097, p>.05), and self-reported skills about EBP (r=.095, p>.05). Demographic variables (age, years of clinical experience, and academic degrees) and psychosocial factors (self-reported knowledge, skills and resources, attitudes, and barriers about EBP) are not a significant predictor of actual knowledge of EBP. Conclusion: The physiotherapists perceived that they are competent about EBP but in reality, they are not, and may fail to seek educational resources that will improve their understanding and improve their skills about EBP.

Local politicians in action? The relationship between perceived prerequisites and actions of political committees responsible for social services in supporting the implementation of evidence-based practice

2021 ◽  
Author(s):  
Annika Bäck ◽  
Ulrica von Thiele Schwarz ◽  
Anna Bergström ◽  
Henna Hasson ◽  
Anne Richter
Keyword(s):  
Social Services ◽  
Evidence Based Practice ◽  
Successful Implementation ◽  
Evidence Based ◽  
Cross Sectional ◽  
Implementation Processes ◽  
Vice Chair ◽  
Local Politicians ◽  
Contextual Support ◽  
The Relationship

Background: A supportive context is essential for successful implementation processes. Local politicians are delivery system actors who might both enable and hinder the implementation of health and social policies. Aims and objectives: The study examines the relationship between perceived prerequisites and the type of actions taken by local political committees to support the implementation of evidence-based practice in social services. Methods: A cross-sectional web survey targeting the chair and vice-chair of committees responsible for social services in Sweden (n=181). The data was analysed with regression analysis, cluster analysis and ANOVA. Findings: Three clusters of action were identified (passive, neutral and active), capturing the reported actions taken by the committees to support implementation of EBP. The committees’ perceived prerequisites (capability, motivation, and opportunity) were highest in the active cluster and lowest in the passive cluster. The clusters also differed regarding chair/vice-chair educational level, and type of municipality in which the chair/vice-chair were active. Discussions and conclusion: The variation in reported actions among the committees to support the implementation of EBP implies that some social service organisations might lack the contextual support they need for implementing EBP. The prerequisites for the committees might need to be strengthened with regard to capability, motivation and opportunity. This study is an indication of the relationship between committees’ prerequisites and their actions in the implementation of EBP, but further research is needed.<br /><br />Key messages<ul><li>This study contributes to the literature on the contextual factors that may facilitate local politicians’ actions regarding the implementation of evidence-based practice (EBP).</li><br /><li>The reported actions taken by the political committees to support the implementation of EBP varied greatly.</li><br /><li>Strengthening the prerequisites of political committees should not only encompass capability, but also motivation and opportunity.</li></ul>

scholarly journals Evidence-based practice at Patan Academy of Health Sciences, Nepal: knowledge, attitude, behavior and barriers

2018 ◽  
Vol 5 (1) ◽  
pp. 82-89
Author(s):  
Sudarshan Paudel ◽  
Balakrishnan M. Acharya ◽  
Khagi Maya Pun ◽  
Sushil Paudel ◽  
Krishnan Bahadur KC ◽  
...  
Keyword(s):  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Clinical Decision ◽  
Health Sciences ◽  
Faculty Members ◽  
Survey Study ◽  
Evidence Based ◽  
Senior Faculty ◽  
Cross Sectional Survey ◽  
Cross Sectional

Introduction: Evidence based practice (EBP) is the use of current best evidence in making decisions about the care of individual patients. The aim of this study was to explore the practices, attitudes, knowledge and perceived barriers in relation to EBP among faculty members at Patan Academy of Health Sciences (PAHS), Nepal. Methods: This was a cross-sectional survey study. Participants were faculty members (both clinical and non-clinical) at PAHS. The main outcomes were attitude towards the usefulness of EBP, the frequency of use of EBP in practice, and the barriers to carrying out EBP. Results: One hundred and seventy-two faculty members participated in this survey. Ninety five percent knew it was used for clinical decision making and the majority used it for teaching. Senior faculty spent more time on searching for evidence and reading compared to junior faculty. There was no difference between clinical and non-clinical departments. The main barriers to EBP were inadequate teaching learning support by 49% (85/172) followed by inadequate time 30% (52/172). Conclusions: The study showed that faculty at PAHS had a generally positive attitude towards EBP. EBP could be better facilitated by proper teaching and allocation of dedicated time.

scholarly journals Preparing students for an evidence-based health service

2021 ◽  
Author(s):  
Lilja Marlen Johannessen ◽  
Linn Kristine Kristensen ◽  
Kari Kalland
Keyword(s):  
Flipped Classroom ◽  
Information Needs ◽  
Evidence Based Practice ◽  
Core Competencies ◽  
Health Sciences ◽  
Peer Instruction ◽  
Successful Implementation ◽  
Evidence Based ◽  
Digital Learning ◽  
National Guidelines

The Faculty of Health Sciences, OsloMet, launched the joint course “Introduction to Evidence-Based Practice (EBP) in Health Care” the fall semester 2020, to our knowledge, the first of its kind. The course is developed for all the Bachelor programmes at the Faculty which are part of RETHOS (National guidelines for the Health and Social Studies), and 350 have participated so far. This new course, which is mandatory(5 credits), teaches students about the rationale for evidence-based practice (EBP) and its Core Competencies: 1. Reflection (identify information needs) 2. Asking questions 3. Acquire (finding the evidence, literature search) 4. Appraise and Interpret (critical appraisal) 5. Apply(implementation) 6. Evaluate The course provides a foundation for learning and applying more advanced and field-specific skills. The teaching is designed with "flipped classroom", "team-based", "case based" and “peer instruction” learning activities in class and smaller groups. Digital learning resources are made available to the students in advance, through Canvas. The lectures can beheld as both physical and digital sessions, which facilitates great flexibility regarding size of the classes. Librarians with broad experience and competence in teaching EBP to health sciences students have been part of the working group developing this course from the start, alongside Faculty staff. This includes course descriptions, learning outcomes, parts of the exam paper, with a special responsibility for developing the teaching material covering the two core competencies Ask and Acquire. The librarians also cooperate with the faculty staff at “help desk”, where the students get feedback and guidance on their exam projects. The professional contribution from the University Library constitutes a significant part of the implementation of this course.This presentation will elaborate on the faculty-library collaboration, digital and active learning methods, both major key factors for successful implementation of this course

scholarly journals Stress Perceived by University Health Sciences Students, 1 Year after COVID-19 Pandemic

2021 ◽  
Vol 18 (10) ◽  
pp. 5233
Author(s):  
Yolanda Marcén-Román ◽  
Angel Gasch-Gallen ◽  
Irene Isabel Vela Martín de la Mota ◽  
Estela Calatayud ◽  
Isabel Gómez-Soria ◽  
...  
Keyword(s):  
Nursing Students ◽  
University Students ◽  
Perceived Stress ◽  
Psychological Health ◽  
Health Sciences ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Occupational Therapy Students ◽  
Health Sciences Students ◽  
The Impact

Today’s COVID-19 situation can affect university Health Sciences students’ psychological health. This study aimed to analyze the stress caused by the impact of the COVID-19 pandemic on Health Sciences students from the University of Zaragoza (Spain) almost 1 year after the pandemic began. This cross-sectional descriptive study was conducted with a sample of 252 university students who completed a self-administered online questionnaire. It evaluated the impact of perceived stress with a modified scale (PSS-10-C), and assessed anxiety and depression on the Goldberg scale. Students presented stress (13.1%), anxiety (71.4%) and depression (81%). Females (81.7%) and the third-year Occupational Therapy students (p = 0.010) reported perceived stress. Nursing students perceived less stress (OR: 0.148; 95% CI: 0.026 to 0.842). University students developed stress and anxiety due to COVID-19 almost 1 year after the pandemic began. Psychological support measures for these groups should be prioritized.

scholarly journals Older and Wiser? The Need to Reexamine the Impact of Health Professionals Age and Experience on Competency-Based Practices

2021 ◽  
Vol 7 ◽  
pp. 237796082110290
Author(s):  
Jing Xu ◽  
Kristen Hicks-Roof ◽  
Chloe E. Bailey ◽  
Hanadi Y. Hamadi
Keyword(s):  
Health Professionals ◽  
Online Survey ◽  
Evidence Based Practice ◽  
Core Competencies ◽  
Healthcare Services ◽  
Interdisciplinary Teams ◽  
Evidence Based ◽  
Health Providers ◽  
Cross Sectional ◽  
The Impact

Introduction Delivery of healthcare services makes up a complex system and it requires providers to be competent and to be able to integrate each of the institute of medicine’s (IOM) 5 core competencies into practice. However, healthcare providers are challenged with the task to be able to understand and apply the IOM core competencies into practice. Objective The purpose of the study was to examine the factors that influence health professional’s likelihood of accomplishing the IOM core competencies. Methods A cross-sectional study design was used to administer a validated online survey to health providers. This survey was distributed to physicians, nursing professionals, specialists, and allied healthcare professionals. The final sample included 3,940 participants who completed the survey. Results The study findings show that younger health professionals more consistently practice daily competencies than their older counterparts, especially in the use of evidence-based practice, informatics, and working in interdisciplinary teams. Less experienced health professionals more consistently applied quality improvement methods but less consistently used evidence-based practice compared to their more experienced counterparts. Conclusion There is a need to understand how health professionals’ age and experience impact their engagement with IOM’s core competencies. This study highlights the need for educational resources on the competencies to be tailored to health providers’ age and experience.

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