When shared decision‐making and evidence based practice clash: Infant sleep practices

Shared decision-making (SDM) has emerged as a key skill to assist clinicians in applying evidence-based practice (EBP). We aimed to develop and pilot a new approach to teaching EBP, which focuses on teaching knowledge and skills about SDM and pre-appraised evidence. We designed a half-day workshop, informed by an international consensus on EBP core competencies and invited practicing clinicians to participate. Skills in SDM and communicating evidence were assessed by audio-recording consultations between clinicians and standardised patients (immediately pre-workshop and post-workshop). These were rated by two independent assessors using the OPTION (Observing Patient Involvement, 0 to 100 points) and ACEPP (Assessing Communication about Evidence and Patient Preferences, 0 to 5 points) tools. Participants also completed a feedback questionnaire (9 Likert scale and four open-ended questions). Fourteen clinicians participated. Skills in SDM and communicating research evidence improved from pre-workshop to post-workshop (mean increase in OPTION score=5.5, 95% CI 1.0 to 9.9; increase in ACEPP score=0.5, 95% CI 0.02 to 1.06). Participant feedback was positive, with most indicating ‘agree’ or ‘strongly agree’ to the questions. A contemporary approach to teaching clinicians EBP, with a focus on SDM and pre-appraised evidence, was feasible, perceived as useful, and showed modest improvements in skills. Results should be interpreted cautiously because of the small study size and pre-post design.

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Het gebruik van shared decision making binnen evidence-based practice

Nederlands Tijdschrift voor Evidence Based Practice ◽

10.1007/s12468-014-0003-0 ◽

2014 ◽

Vol 12 (1) ◽

pp. 7-9 ◽

Cited By ~ 2

Author(s):

Jolanda Friesen-Storms ◽

Gerrie Bours ◽

Sandra Beurskens ◽

Trudy van der Weijden

Keyword(s):

Decision Making ◽

Shared Decision Making ◽

Evidence Based Practice ◽

Evidence Based ◽

Shared Decision

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Shared decision making in chronic care in the context of evidence based practice in nursing

International Journal of Nursing Studies ◽

10.1016/j.ijnurstu.2014.06.012 ◽

2015 ◽

Vol 52 (1) ◽

pp. 393-402 ◽

Cited By ~ 29

Author(s):

Jolanda H.H.M. Friesen-Storms ◽

Gerrie J.J.W. Bours ◽

Trudy van der Weijden ◽

Anna J.H.M. Beurskens

Keyword(s):

Decision Making ◽

Shared Decision Making ◽

Chronic Care ◽

Evidence Based Practice ◽

Evidence Based ◽

Shared Decision

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Effect of Education on Shared Decision-making using Clinical Practice Guidelines: A Randomized Controlled trial.

10.21203/rs.3.rs-52479/v2 ◽

2020 ◽

Author(s):

Shuhei Fujimoto ◽

Tatsuya Ogawa ◽

Kanako Komukai ◽

Takeo Nakayama

Keyword(s):

Decision Making ◽

Clinical Practice ◽

Shared Decision Making ◽

Clinical Practice Guidelines ◽

Practice Guidelines ◽

Evidence Based Practice ◽

Occupational Therapists ◽

Evidence Based ◽

Shared Decision ◽

Randomized Controlled

Abstract Background: To investigate the influence of the evidence–practice gap on physiotherapists and occupational therapists through shared decision making (SDM) using clinical practice guidelines (CPGs).Methods: The study was designed as a blocked, randomized controlled multicenter trial. Participants included 126 therapists with 42 continuous samplings from three institutions. Being a permanent employee from any of these institutions was a necessary inclusion criterion. However, participants with disorders (visual, auditory, attentional disorder) were excluded. An allocator was assigned to mask the participation’s attribution until the allocation was completed. The evaluator and analyzer were also masked. For the intervention group, a workshop was conducted on SDM using CPGs. Lecture on the knowledge of CPGs (CPG group) and lecture on the knowledge of SDM (SDM group) were the control groups. The primary outcomes were “education, attitudes and beliefs, and interest and perceived role in evidence-based practice (EPIC scale).” The secondary outcome included evidence-based practice (EBP) knowledge. To review the intervention effect of education on SDM using CPGs, two-factor variance analysis (mixed model) was adopted to conduct Holm’s method.Results: In each group, 42 participants were randomized and analyzed. The EPIC scale showed significant difference between the CPG with SDM and CPG groups (CPG with SDM group [mean ± standard deviation, pre/post]：2.4±0.9/4.4±1.7; CPG group： 3.0±1.5/3.5±2.0; SDM group： 2.6±1.2/ 3.3±1.8）. The question on EBP “I learned the foundations for EBP as a part of my academic preparation” showed significant differences between the CPG with SDM and CPG groups （CPG with SDM group： 1.8±0.8/2.2±1.0; CPG group： 2.3±1.1/ 2.0±1.0）.Conclusion: SDM education using CPGs for physical and occupational therapists improves EBP self-efficacy.

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Shared Decision-Making and Evidence-Based Practice

Community Mental Health Journal ◽

10.1007/s10597-005-9005-8 ◽

2006 ◽

Vol 42 (1) ◽

pp. 87-105 ◽

Cited By ~ 163

Author(s):

Jared R. Adams ◽

Robert E. Drake

Keyword(s):

Decision Making ◽

Shared Decision Making ◽

Evidence Based Practice ◽

Evidence Based ◽

Shared Decision

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The Effect of Education on Clinical Practice Guidelines with Shared Decision Making: A Randomized Controlled trial

10.21203/rs.3.rs-52479/v1 ◽

2020 ◽

Author(s):

Shuhei Fujimoto ◽

Tatsuya Ogawa ◽

Kanako Komukai ◽

Takeo Nakayama

Keyword(s):

Decision Making ◽

Clinical Practice ◽

Shared Decision Making ◽

Clinical Practice Guidelines ◽

Practice Guidelines ◽

Evidence Based Practice ◽

Occupational Therapists ◽

Secondary Outcome ◽

Evidence Based ◽

Shared Decision

Abstract Background: To investigate the influence of the evidence-practice gap on physiotherapists and occupational therapists through shared decision making (SDM) education using clinical practice guidelines (CPGs).Methods: The study design was a multicenter, blocked, randomized control trial. Participants included 126 therapists with 42 continuous samplings from the three institutions. Inclusion criteria were being a permanent employee from the institutions. Exclusion criteria were participants with disorders that may cause intervention (visual, auditory, attentional disorder). An allocator assigned masked the participation’s attribution until the allocation was completed. The evaluator and analyzer were masked. For the intervention group, workshop on SDM using the CPGs were conducted. The control group was lecture on the knowledge of CPGs (CPG group) and lecture on the knowledge of SDM (SDM group). The primary outcomes were education, attitudes and beliefs, and interest and perceived role in evidence-based practice (EPIC scale). The secondary outcome was the Evidence based practice (EBP) knowledge. To review the intervention effect of the education on SDM using CPGs, two-factor variance analysis (mixed model) was adopted to conduct Holm’s method in comparison to a post-hoc test.Results: Participants randomized and analysed in each group were 42. The EPIC scale showed significant difference between CPGs with SDM group and the CPG group (CPG with SDM group (mean ± standard deviation, pre/post）：2.4±0.9/4.4±1.7; CPG group：3.0±1.5/3.5±2.0; SDM group ：2.6±1.2/ 3.3±1.8）. The question item on EBP “I learned the foundations for EBP as part of my academic preparation” had significant differences between CPGs with SDM group and CPGs group（CPG with SDM group：1.8±0.8/2.2±1.0; CPG group：2.3±1.1/ 2.0±1.0）.Conclusions: EBP education on the SDM using CPGs increased confidence in using EBP for physiotherapists and occupational therapists.

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