scholarly journals Content validity of a health science evidence-based practice questionnaire (HS-EBP) with a web-based modified Delphi approach

2016 ◽  
Author(s):  
Juan Carlos Fernández-Domínguez ◽  
Albert Sesé-Abad ◽  
Jose Miguel Morales-Asencio ◽  
Pedro Sastre-Fullana ◽  
Sandra Pol-Castañeda ◽  
...  
Keyword(s):  
Content Validity ◽  
Evidence Based Practice ◽  
Health Science ◽  
Evidence Based ◽  
Web Based ◽  
Modified Delphi ◽  
Delphi Approach ◽  
Science Evidence

Psychometric Testing of the Health Care Evidence-Based Practice Assessment Tool

2015 ◽  
Vol 23 (3) ◽  
pp. 485-498
Author(s):  
Martha R. Sleutel ◽  
Celestina Barbosa-Leiker ◽  
Marian Wilson
Keyword(s):  
Health Care ◽  
Content Validity ◽  
Assessment Tool ◽  
Evidence Based Practice ◽  
Factor Model ◽  
Psychometric Testing ◽  
Evidence Based ◽  
Validity And Reliability ◽  
Health Care Outcomes ◽  
Optimal Health

Background and Purpose: Evidence-based practice (EBP) is essential to optimal health care outcomes. Interventions to improve use of evidence depend on accurate assessments from reliable, valid, and user-friendly tools. This study reports psychometric analyses from a modified version of a widely used EBP questionnaire, the information literacy for nursing practice (ILNP). Methods: After content validity assessments by nurse researchers, a convenience sam ple of 2,439 nurses completed the revised 23-item questionnaire. We examined internal consistency and used factor analyses to assess the factor structure. Results: A modified 4-factor model demonstrated adequate fit to the data. Cronbach’s alpha was .80–.92 for the subscales. Conclusions: The shortened ILNP (renamed Healthcare EBP Assessment Tool or HEAT) demonstrated adequate content validity, construct validity, and reliability.

008 – Creation of an Evidence-Based Practice Web-Based Educational Module

2009 ◽  
Vol 24 (2) ◽  
pp. e3
Author(s):  
Sharon Jackson Barton ◽  
Mei Lin Chen-Lim ◽  
Katherine Finn Davis ◽  
Elizabeth Ely
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Web Based ◽  
Educational Module

The Development of Evidence-Based Practice (EBP) Competencies in OT: A Modified Delphi Study

2019 ◽  
Vol 73 (4_Supplement_1) ◽  
pp. 7311510238p1
Author(s):  
Christine Myers ◽  
Samantha DeMaria ◽  
Jamie Pomeranz
Keyword(s):  
Delphi Study ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Modified Delphi

scholarly journals Moving Evidence into Practice by Advanced Practice Nurses in Hospitalization Wards. Protocol for a Multicentre Quasi-Experimental Study in Three Hospitals in Spain

2020 ◽  
Vol 17 (10) ◽  
pp. 3473
Author(s):  
Sandra Pol-Castañeda ◽  
Miguel Ángel Rodríguez-Calero ◽  
Concepción Zaforteza-Lallemand ◽  
Carlos Javier Villafáfila-Gomila ◽  
Ian Blanco-Mavillard ◽  
...  
Keyword(s):  
Clinical Outcomes ◽  
Evidence Based Practice ◽  
Phase 1 ◽  
Health Science ◽  
Assessment Instrument ◽  
Competency Assessment ◽  
Evidence Based ◽  
Advanced Practice ◽  
Quasi Experimental ◽  
The Impact

Evidence-based practice (EBP) combined with quality of care improves patient outcomes. However, there are still difficulties for its implementation in daily clinical practice. This project aims to evaluate the impact of the incorporation of the Advanced Practice Nurse (APN) role on the implementation of EBP at three levels: context, nurses’ perceptions, and clinical outcomes. Mixed-methods study in two phases is proposed. Phase 1: a quasi-experimental design where five APNs are included in five hospitalization wards that are compared with another five similar wards without APNs. Variables from Practice-Environment-Scale-Nursing-Work-Index, Health-Science-Evidence-Based-Practice-Questionnaire, and Advanced-Practice-Nursing-Competency-Assessment-Instrument are used. Clinical outcomes are followed-up with monthly. A descriptive and exploratory analysis is performed. Phase 2: an exploratory qualitative design through focus groups at the intervention wards after one year of APNs implementation. Explicative data are gathered to explain the progression of change and how actors perceive and attribute triggers, barriers, and facilitators for change. An inductive thematic analysis is performed. The inclusion of APN in hospitalization context is insufficiently studied. It is hoped that these figures provide solutions to the multiple barriers in the development of EBP in these sceneries and contribute to resolve the gap between research results and healthcare practice.

scholarly journals Perceived Outcomes of Web-Based Modules Designed to Enhance Athletic Trainers' Knowledge of Evidence-Based Practice

2014 ◽  
Vol 49 (2) ◽  
pp. 220-233 ◽  
Author(s):  
Cailee E. Welch ◽  
Bonnie L. Van Lunen ◽  
Dorice A. Hankemeier ◽  
Aimee L. Wyant ◽  
Jessica M. Mutchler ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Athletic Training ◽  
Evidence Based Practice ◽  
Athletic Trainers ◽  
Knowledge Gain ◽  
Evidence Based ◽  
Web Based ◽  
Didactic Instruction ◽  
Telephone Interviews ◽  
National Athletic Trainers Association

Context: The release of evidence-based practice (EBP) Web-based learning modules to the membership of the National Athletic Trainers' Association has provided athletic trainers (ATs) the opportunity to enhance their knowledge of the various EBP concepts. Whereas increasing the knowledge of EBP among ATs is important, assessing whether this newfound knowledge is being translated into clinical practice and didactic education is crucial. Objective: To explore the effectiveness of an educational intervention regarding EBP on the didactic instruction patterns of athletic training educators and the clinical practice behaviors of clinicians. Design: Qualitative study. Setting: Individual telephone interviews. Patients or Other Participants: A total of 25 ATs (12 educators, 13 clinicians; experience as an AT = 16.00 ± 9.41 years) were interviewed. Data Collection and Analysis: We conducted 1 individual telephone interview with each participant. After transcription, the data were analyzed and coded into common themes and categories. Triangulation of the data occurred via the use of multiple researchers and member checking to confirm the accuracy of the data. Results: Participants perceived the EBP Web-based modules to produce numerous outcomes regarding education and clinical practice. These outcomes included perceived knowledge gain among participants, an increase in the importance and scope of EBP, a positive effect on educators' didactic instruction patterns and on instilling value and practice of EBP among students, and an enhanced ability among clinicians to implement EBP within clinical practice. However, some clinicians reported the Web-based modules had no current effect on clinical practice. Conclusions: Although the EBP Web-based modules were successful at enhancing knowledge among ATs, translation of knowledge into the classroom and clinical practice remains limited. Researchers should aim to identify effective strategies to help ATs implement EBP concepts into didactic education and clinical practice.

scholarly journals Icelandic Physical Therapists' Attitudes Toward Adoption of New Knowledge and Evidence-Based Practice: Cross-Sectional Web-Based Survey

2016 ◽  
Vol 96 (11) ◽  
pp. 1724-1733 ◽  
Author(s):  
Solveig A. Arnadottir ◽  
Bjorg Gudjonsdottir
Keyword(s):  
Evidence Based Practice ◽  
Physical Therapists ◽  
Multivariable Analysis ◽  
Dissemination And Implementation ◽  
Evidence Based ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Web Based ◽  
Positive Attitudes ◽  
New Knowledge

Abstract Background A positive attitude toward evidence-based practice (EBP) has been identified as an important factor in the effectiveness of the dissemination and implementation of EBP in real-world settings. Objective The objectives of this study were: (1) to describe dimensions of Icelandic physical therapists' attitudes toward the adoption of new knowledge and EBP and (2) to explore the association between attitudes and selected personal and environmental factors. Design This study was a cross-sectional, Web-based survey of the total population of full members of the Icelandic Physiotherapy Association. Methods The Evidence-Based Practice Attitude Scale (EBPAS) was used to survey attitudes toward EBP; the total EBPAS and its 4 subscales (requirements, appeal, openness, and divergence) were included. Linear regression was used to explore the association between the EBPAS and selected background variables. Results The response rate was 39.5% (N=211). The total EBPAS and all of its subscales reflected physical therapists' positive attitudes toward the adoption of new knowledge and EBP. Multivariable analysis revealed that being a woman was associated with more positive attitudes, as measured by the total EBPAS and the requirements, openness, and divergence subscales. Physical therapists with postprofessional education were more positive, as measured by the EBPAS openness subscale, and those working with at least 10 other physical therapists demonstrated more positive attitudes on the total EBPAS and the openness subscale. Limitations Because this was a cross-sectional survey, no causal inferences can be made, and there may have been unmeasured confounding factors. Potential nonresponse bias limits generalizability. Conclusions The results expand understanding of the phenomenon of attitudes toward EBP. They reveal potentially modifiable dimensions of attitudes and the associated characteristics of physical therapists and their work environments. The findings encourage investigation of the effectiveness of strategies aimed at influencing various dimensions of attitudes toward EBP.

scholarly journals An Evidence-Based Practice Educational Intervention for Athletic Trainers: A Randomized Controlled Trial

2014 ◽  
Vol 49 (2) ◽  
pp. 210-219 ◽  
Author(s):  
Cailee E. Welch ◽  
Bonnie L. Van Lunen ◽  
Dorice A. Hankemeier
Keyword(s):  
Athletic Training ◽  
Educational Intervention ◽  
Evidence Based Practice ◽  
Controlled Trial ◽  
Athletic Trainers ◽  
Knowledge Assessment ◽  
Control Group ◽  
Evidence Based ◽  
Web Based ◽  
Experimental Group

Context: As evidence-based practice (EBP) becomes a necessity in athletic training, Web-based modules have been developed and made available to the National Athletic Trainers' Association membership as a mechanism to educate athletic trainers (ATs) on concepts of EBP. Objective: To assess the effect of an educational intervention on enhancing knowledge of EBP among ATs. Design: Randomized controlled trial. Setting: Web-based modules and knowledge assessment. Patients or Other Participants: A total of 164 of 473 ATs (34.7% response rate), including professional athletic training students, graduate students, clinical preceptors, educators, and clinicians, were randomized into a control group (40 men, 42 women) or experimental group (33 men, 49 women). Intervention(s): Ten Web-based modules were developed that covered concepts involved in the EBP process. Both groups completed the Evidence-Based Practice Knowledge Assessment before and after the intervention phase. During the intervention phase, the experimental group had access to the Web-based modules for 4 weeks, whereas the control group had no direct responsibilities for the investigation. The knowledge assessment consisted of 60 multiple choice questions pertaining to concepts presented in the 10 modules. Test-retest reliability was determined to be good (intraclass correlation coefficient [2,1] = 0.726, 95% confidence interval = 0.605, 0.814). Main Outcome Measure(s): Independent variables consisted of group (control, experimental) and time (preassessment, postassessment). Knowledge scores were tabulated by awarding 1 point for each correct answer (maximum = 60). Between-group and within-group differences were calculated using a 2 × 2 repeated-measures analysis of variance (P ≤ .05), post hoc t tests, and Hedges g effect size with 95% confidence intervals. Results: We found a group × time interaction (F1,162 = 26.29, P < .001). No differences were identified between the control (30.12 ± 5.73) and experimental (30.65 ± 5.93) groups during the preassessment (t162 = 0.58, P = .84). The experimental group (36.35 ± 8.58) obtained higher scores on the postassessment than the control group (30.99 ± 6.33; t162 = 4.55, P = .01). No differences were identified among time instances within the control group (t81 = 1.77, P = .08); however, the experimental group obtained higher scores on the postassessment than the preassessment (t81 = 7.07, P < .001). Conclusions: An educational intervention consisting of 10 Web-based modules was an effective mechanism to increase knowledge of foundational EBP concepts among ATs. However, it is not known whether ATs are integrating EBP into daily clinical practice. Researchers should determine whether increased knowledge of EBP affects the daily clinical decision making of ATs.

scholarly journals KNOWLEDGE, ATTITUDE AND IMPLEMENTATION OF EVIDENCE-BASED PRACTICE OF PHYSIOTHERAPISTS IN INDIA: A WEB-BASED CROSS-SECTIONAL STUDY

2021 ◽  
Vol 20 (2) ◽  
pp. 228-232
Author(s):  
Rekha Chaturvedi ◽  
◽  
Shaveta Khrolia ◽  
Vandana Yadav ◽  
Meenakshi Bagri ◽  
...  
Keyword(s):  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Early Recognition ◽  
Clinical Skill ◽  
Cross Sectional Study ◽  
Evidence Based ◽  
Sectional Study ◽  
Cross Sectional ◽  
Web Based ◽  
Objective Evidence

Background and objective. Evidence based practice (EBP) is based on the combination of the best research finding and clinical skill to ease clinical decision-making procedure. Patients treated with evidence-based practices have much better results as compared to the other patients. In today’s world, EBP has attained global acceptance in physiotherapy sector. The objective of the study was to access the knowledge, attitude and implementation of EBP of physiotherapists in India via a cross sectional study. Method. A cross sectional survey was held with the help of a web based customized questionnaire and was sent to physiotherapists. Results. Most of the subjects were affirmative regarding EBP but did not have enough knowledge and expertise for its implementation. The chief barriers for EBP implementation was lack of time and the cost of information resources. Conclusions. Physiotherapists need to upgrade their perspective, knowledge, understanding and skills regarding EBP. Furthermore, EBP must be added to the academic curriculum for its early recognition among the medical students

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