Evidence-based practice: attitudes, knowledge and behaviour among allied health care professionals

THE QUESTION POSED TO PARTICIPANTS AT THE International Academy of Nurse Editors (INANE) was “Why don’t nurses write for publication?” The answer that surfaced throughout the discussions was because nurses never learned why and how to write professional manuscripts.1 It is our belief that authorship should be part of the curriculum of every advanced practice nursing (APN) program. Four articles published in this issue of Neonatal Network® were written by University of Missouri-Kansas City (UMKC) Neonatal Nurse Practitioner (NNP) students as part of their required course work. Neonatal Network® has chosen to highlight these student writers in an effort to encourage all neonatal nurses to consider this opportunity and to encourage faculty to incorporate this activity into their curricula for APNs. Sharing one’s knowledge and expertise is an essential element of advanced nursing practice and provides the opportunity to enhance the science of nursing practice. By writing for publication, students work toward achieving the following recently published Acute Care NP Competencies:2• Integrates research to promote evidence-based practice for patients with acute, critical, and chronic illness.• Participates in formal and informal education provided to other health care professionals to promote positive outcomes during complex acute, critical, and chronic illness.• Contributes to the knowledge base of the health care community through research, presentations, publications, and involvement in professional organizations.• Promotes valuing lifelong learning and evidence-based practice while continually acquiring knowledge and skills needed to address questions arising in practice to improve patient care.

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Evidence-based practice: a primer for health care professionals

Australian Occupational Therapy Journal ◽

10.1046/j.0045-0766.2001.00267.x ◽

2001 ◽

Vol 48 (4) ◽

pp. 203-204

Author(s):

Annie McCluskey

Keyword(s):

Health Care ◽

Health Care Professionals ◽

Evidence Based Practice ◽

Evidence Based

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Identity Matters- Perceptions of Inter-Professional Feedback in the Context of Workplace-based Assessment in Diabetology Training: A Qualitative Study

10.21203/rs.2.15505/v3 ◽

2020 ◽

Author(s):

Katrin Feller ◽

Christoph Berendonk

Keyword(s):

Health Care ◽

Patient Care ◽

Health Care Professional ◽

Health Care Professionals ◽

Allied Health ◽

University Hospital ◽

Professional Collaboration ◽

Professional Groups ◽

Allied Health Care ◽

Workplace Based Assessment

Abstract Background: Inter-professional collaboration is acknowledged as essential for quality patient-care. However, little is known about receptiveness to inter-professional feedback in the postgraduate training. This study explores, in light of social identity theory, the perceptions of residents, supervising physicians and allied health care professionals regarding inter-professional feedback in the context of workplace-based assessment. Methods: For six months, residents in diabetology at the University Hospital of Bern performed formative workplace-based assessments under direct observation of a supervising physician and an allied health care professional. Feedback from both observers was given to the resident after every assessment. Subsequently, focus group discussions were conducted to collect the participants’ perceptions of inter- and intra-professional feedback. Transcripts were analyzed qualitatively using a thematic analysis approach. Results: We identified four main themes: (1) Identity and hierarchy; (2) Interdependence of feedback source and feedback content; (3) Impact on collaboration and patient-care; (4) Logistical and organizational requirements. While different social identities are the source of inter-professional hierarchies, they did not impede the receptiveness to feedback. Perceived trustworthiness of the feedback was attributed with more importance than professional affiliations, whereas intra-professional hierarchies between physicians led to the perception of a more summative nature of the feedback and rather impeded receptiveness. According to the participants, inter-professional feedback raised awareness of the working reality of other team members and had a positive impact on communication between the different professional groups. Moreover, participants reported positive response from patients regarding the inter-professional collaboration they experienced. Considerable organizational effort is required to enable the parallel observation of a resident’s consultation by a supervising physician and an allied health care professional. Conclusions: Feedback from allied health care professionals can be a valuable learning resource for residents, given its role outside the sometimes conflicting area of intra-professional hierarchies. Inter-professional feedback in the context of workplace-based assessment carries the potential to strengthen collaboration between the different professional groups.

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Identity Matters - Perceptions of Inter- and Intra-Professional Feedback in the Context of Workplace-based Assessment in Diabetology Training: A Qualitative Study

10.21203/rs.2.15505/v1 ◽

2019 ◽

Author(s):

Katrin Feller ◽

Christoph Berendonk

Keyword(s):

Health Care ◽

Patient Care ◽

Health Care Professional ◽

Health Care Professionals ◽

Allied Health ◽

University Hospital ◽

Professional Collaboration ◽

Professional Groups ◽

Allied Health Care ◽

Workplace Based Assessment

Abstract Background: Inter-professional collaboration is acknowledged as essential for quality patient-care. However, little is known about receptiveness to inter-professional feedback in the postgraduate training. This study explores, in light of social identity theory, the perceptions of residents, supervising physicians and allied health care professionals regarding inter- and intra-professional feedback in the context of workplace-based assessment. Methods: For six months, residents in diabetology at the University Hospital of Bern performed formative workplace-based assessments under direct observation of a supervising physician and an allied health care professional. Feedback from both observers was given to the resident after every assessment. Subsequently, focus group discussions were conducted to collect the participants’ perceptions of inter- and intra-professional feedback. Transcripts were analyzed qualitatively using a thematic analysis approach. Results: We identified four main themes: (1) Identity and hierarchy; (2) Interdependence of feedback source and feedback content; (3) Impact on collaboration and patient-care; (4) Logistical and organizational requirements. While different social identities are the source of inter-professional hierarchies, they did not impede the receptiveness to feedback. Perceived trustworthiness of the feedback was attributed with more importance than professional affiliations, whereas intra-professional hierarchies between physicians led to the perception of a more summative nature of the feedback and rather impeded receptiveness. According to the participants, inter-professional feedback raised awareness of the working reality of other team members and had a positive impact on communication between the different professional groups. Moreover, participants reported positive response from patients regarding the inter-professional collaboration they experienced. Considerable organizational effort is required to enable the parallel observation of a resident’s consultation by a supervising physician and an allied health care professional. Conclusions: Feedback from allied health care professionals can be a powerful learning resource for residents, given its role outside the sometimes conflicting area of intra-professional hierarchies. Inter-professional feedback in the context of workplace based assessment carries the potential to strengthen collaboration between the different professional groups and to improve patient care.

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Perceptions of Physicians and Allied Health Care Workers of Pharmacists’ Role In Care Optimization for Schizophrenic Patients At Federal Neuro-Psychiatric Hospital Maiduguri, North-Eastern Nigeria

Bangladesh Journal of Medicine ◽

10.3329/bjmed.v30i1.39918 ◽

2019 ◽

Vol 30 (1) ◽

pp. 19-23

Author(s):

H Yusuf ◽

A Giwa ◽

S Mohammed ◽

SN Aguye Abdu ◽

FM Dungus ◽

...

Keyword(s):

Health Care ◽

Patient Care ◽

Psychiatric Hospital ◽

Health Care Workers ◽

Health Care Professionals ◽

Allied Health ◽

Allied Health Care ◽

Care Workers ◽

Significant Difference ◽

Schizophrenic Patients

Introduction: In clinical practice, it is required that a profession not only clearly describe their own roles and responsibilities to other professionals but should also be aware of other professions’ roles in relation to their own. The objective of this study was to assess the perceptions of physicians and allied health care workers (Other health care professionals) of the roles of pharmacists in optimizing care for schizophrenic patients. Methods: A self-administered 17-item validated questionnaire was distributed to 120 health care professionals working at Federal Neuro-Psychiatric Hospital Maiduguri from September to October 2016. Results obtained were analysed using Chi-square test. Results: Health care professionals mostly had positive perceptions with a statistically significant difference (P< 0.05) across all assessed items. However, competent and knowledge of the pharmacists accounting for 93 (83.8%), involvement of the pharmacist in patient care accounting for 91(82%) and reassuring patients to improve quality of life accounting for 98(88.3%) had the highest number of health care professionals with positive perceptions while documenting patient care, monitoring and reemphasizing physicians instructions had the lowest accounting for 69 (62.2%), 74(66.7%) and 74 (66.7%) respectively in the different sections. Conclusions: The health care professionals surveyed mostly had positive perceptions. Thus, pharmacists can leverage on this to meet their roles in optimizing care for schizophrenic patients. Bangladesh J Medicine Jan 2019; 30(1) : 19-23

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Strategies for Increasing Knowledge Translation of Evidence-Based Practice in Athletic Training

Encyclopedia of Organizational Knowledge, Administration, and Technology - Advances in Logistics, Operations, and Management Science ◽

10.4018/978-1-7998-3473-1.ch126 ◽

2021 ◽

pp. 1831-1840

Author(s):

Brittany V. Allard ◽

Michelle Lee D'Abundo

Keyword(s):

Health Care ◽

Quality Of Care ◽

Athletic Training ◽

Diffusion Of Innovation ◽

Health Care Professionals ◽

Evidence Based Practice ◽

Evidence Based ◽

Aging Populations ◽

Reducing Costs

The field of health care needs to change in order to address challenges such as rising health care costs, aging populations and the need to treat increasing numbers of people with chronic health conditions. All of this must be accomplished while reducing costs and maintaining quality of care. Health care professionals are being tasked with facilitating this change. Like many other health care professions, athletic training has turned to evidence-based practice to assure that athletic trainers are trained to deliver the highest quality of care in the most efficient way to their patients. The transition to integrating evidence-based practice will be challenging and will require a massive diffusion of innovation throughout the field of athletic training.

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