Evidence‐Based Practice Culture and Mentorship Predict EBP Implementation, Nurse Job Satisfaction, and Intent to Stay: Support for the ARCC © Model

2021 ◽  
Author(s):  
Bernadette Mazurek Melnyk ◽  
Alai Tan ◽  
Andreanna Pavan Hsieh ◽  
Lynn Gallagher‐Ford
Keyword(s):  
Job Satisfaction ◽  
Evidence Based Practice ◽  
Intent To Stay ◽  
Evidence Based ◽  
Nurse Job Satisfaction ◽  
Practice Culture ◽  
Ebp Implementation

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.

Predictors of Evidence-Based Practice Implementation, Job Satisfaction, and Group Cohesion Among Regional Fellowship Program Participants

2016 ◽  
Vol 13 (5) ◽  
pp. 340-348 ◽  
Author(s):  
Son Chae Kim ◽  
Jaynelle F. Stichler ◽  
Laurie Ecoff ◽  
Caroline E. Brown ◽  
Ana-Maria Gallo ◽  
...  
Keyword(s):  
Job Satisfaction ◽  
Evidence Based Practice ◽  
Group Cohesion ◽  
Evidence Based ◽  
Fellowship Program ◽  
Practice Implementation

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.

scholarly journals Indian nurses’ views on a collaborative model of best practices: Evidence-based practice, job satisfaction, learning environment, and nursing quality

2018 ◽  
Vol 8 (9) ◽  
pp. 87
Author(s):  
Kaisa Bjuresäter ◽  
Sister Tessy Sebastian ◽  
Bhalchandra Kulkarni ◽  
Elsy Athlin
Keyword(s):  
Job Satisfaction ◽  
Quality Of Care ◽  
Clinical Practice ◽  
Nursing Students ◽  
Learning Environment ◽  
Evidence Based Practice ◽  
Positive Impact ◽  
Evidence Based ◽  
Collaborative Model

Introduction: This study is a part of a project aimed at implementing and evaluating the Collaborative Model of Best Practice, (CMBP) to promoting evidence-based practice (EBP) in health care contexts. The aim of the study was to assess nurses’ interest, attitudes, utilisation, and views on promotors of and resources related to EBP before and after taking part in the CMBP project, and to investigate their views on the CMBP in relation to collaboration between the academy and clinical practice, the earning environment, job satisfaction, and nursing quality.Methods: A descriptive, comparative design was used with pre- and post-test measurements. The Research Utilization Questionnaire (RUQ) and study-specific questions were distributed to ward nurses (n = 67) in a rural Indian hospital.Results: Most of the nurses thought that the CMBP had a positive impact on quality of care, on their attitudes to, interest in, and knowledge EBP, and on their job satisfaction. They also considered that the collaboration between the nursing college and clinical practice had a positive impact on the learning environment and that more resources were available at the end of the project.Conclusions: The CMBP project was an attempt to improve the quality of care for patients and the learning environment for nursing students and nurses on the project wards. The results indicated fulfilment of these goals, which strengthens the usability of the model. Implementation of EBP is challenging and requires long-lasting activities and comprehensive support from leaders and facilitators. More studies are needed in which EBP is systematically implemented, accomplished, evaluated, and reported.

scholarly journals Evidence-based practice work file: A learning strategy for occupational therapy students during clinical placements: a descriptive cross-sectional study

2019 ◽  
Author(s):  
Susanne Johnson ◽  
Else Britt Bruset ◽  
Kari Margrete Hjelle ◽  
Malin Mongs ◽  
Unni Sveen
Keyword(s):  
Occupational Therapy ◽  
Teaching And Learning ◽  
Evidence Based Practice ◽  
Clinical Placement ◽  
Evidence Based ◽  
Cross Sectional ◽  
Clinical Placements ◽  
Occupational Therapy Students ◽  
Second Year ◽  
Ebp Implementation

Abstract Background: Healthcare professionals and students are expected to work according to evidence-based practice (EBP). The EBP work file, an online learning tool that covers all steps in the EBP process, is an approach to teaching and learning EBP. The aim of this study was to examine possible differences in occupational therapy students’ self-reported attitude, skills, use and implementation of EBP during their second-year clinical placement by comparing students who applied the EBP work file with students who did not use it.Methods: A descriptive, cross-sectional comparative study was conducted. The sample comprised three cohorts (1, 2 and 3) of second-year occupational therapy students from Western Norway University of Applied Sciences and two cohorts (4 and 5) from Oslo Metropolitan University. Five cohorts in total took part in the study (n = 126 students). The students answered two questionnaires (“EBP Beliefs Scale” and “EBP Implementation Scale”) after completing their second-year clinical placement. The analysis was based on descriptive statistics and calculation of the frequencies, percentages, means and standard deviations of all participating students’ scores on the two questionnaires. ANOVA with Bonferroni correction was conducted to analyse differences between the mean totals of the questionnaires. Results: The response rate was 57.3%. The average scores were 56.8 on the EBP Beliefs Scale and 15.8 on the EBP Implementation Scale. Students from cohort 5 (who had extra instruction and assignments via the EBP work file) had statistically lower scores than students form cohort 1 on the Implementation Scale. These students believed that EBP results in the best clinical care for patients, but they lacked confidence in their ability to use EBP. Conclusions: Additional EBP work-file assignments were insufficient to support students in the implementation of EBP during clinical placements. It is important to teach students EBP skills and to demonstrate how they can use this competency in their work with patients. Including clinical instructors in EBP teaching and learning seems essential.

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.

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