scholarly journals Building capacity: getting evidence-based practice into healthcare professional curricula

2020 ◽  
pp. bmjebm-2020-111385
Author(s):  
Elaine Lehane ◽  
Heloise Agreli ◽  
Simone O' Connor ◽  
Josephine Hegarty ◽  
Patricia Leahy Warren ◽  
...  
Keyword(s):  
Professional Training ◽  
Evidence Based Practice ◽  
Implementation Strategies ◽  
Clinical Effectiveness ◽  
Competency Framework ◽  
Empirical Literature ◽  
Evidence Based ◽  
Education Standards ◽  
Department Of Health ◽  
Health And Social Care

Fostering a culture of clinical effectiveness in healthcare is crucial to achieving optimum outcomes for patients. Evidence-based practice (EBP) is a cornerstone of clinical effectiveness. An EBP capacity-building project commenced in Ireland in 2016, in collaboration with the Centre of Evidence-Based Medicine in Oxford. A key part of this project, reported here, was the development of a competency framework for education in EBP and clinical effectiveness to ensure responsiveness of education standards and curricula of healthcare professionals in this area.MethodsFollowing a review of national and international reports, professional guidance documents and empirical literature pertaining to clinical effectiveness education (CEE), a preliminary competency framework was developed. Stakeholder consultations were conducted over a 6-month period, which consisted of 13 focus groups (n=45) and included representatives from clinical practice, higher education and professional training sectors, regulator/accrediting bodies, the Department of Health (Ireland) and patient/service user groups.ResultsAn overarching interprofessional competency framework for CEE was proposed and included the following domains: EBP, quality improvement processes, implementation strategies and collaborative practice: a total of 16 competencies and 60 indicators.ConclusionA competency framework for CEE for health and social care professionals is presented. It is intended that this framework will provide guidance to healthcare educators and regulators in the construction and revision of curricula, learning outcomes, teaching and assessment strategies, and graduate/clinician attributes.

scholarly journals Strategies, facilitators and barriers to implementation of evidence-based practice in community nursing: a systematic mixed-studies review and qualitative synthesis

2018 ◽  
Vol 20 ◽  
Author(s):  
Amy Mathieson ◽  
Gunn Grande ◽  
Karen Luker
Keyword(s):  
Evidence Based Practice ◽  
Grey Literature ◽  
Empirical Literature ◽  
Successful Implementation ◽  
Evidence Based ◽  
Community Nursing ◽  
Health And Social Care ◽  
Mixed Studies Review ◽  
Facilitators And Barriers ◽  
Systematic Mixed Studies Review

AbstractAimTo appraise and synthesize empirical literature on implementation of evidence within community nursing. To explore the use of implementation theory and identify the strategies required for, and the barriers and facilitators to, successful implementation within this context.BackgroundThere is an international consensus that evidence-based practice can improve outcomes for people using health and social care services. However, these practices are not always translated into care delivery. Community nursing is a relatively understudied area; little is known about how innovations in practice are implemented within this setting.MethodsSystematic mixed-studies review, synthesizing quantitative and qualitative research. The electronic databases AMED, PsycINFO, Ovid Medline, CINAHL Plus, ASSIA, British Nursing Index and EMBASE were used. Two grey literature databases were also searched: OpenGrey and EThOS. English language, peer-reviewed papers published between January 2010 and July 2017 were considered. Criteria included implementation of an innovation and change to practice within adult community nursing. An approach called Critical Interpretive Synthesis was used to integrate the evidence from across the studies into a comprehensible theoretical framework.ResultsIn total, 22 papers were reviewed. Few studies discussed the use of theory when planning, guiding and evaluating the implementation of the innovation (n=6). A number of implementation strategies, facilitators and barriers were identified across the included studies, highlighting the interplay of both service context and individual factors in successful implementation.ConclusionImplementation is an expanding area of research; yet is challenged by a lack of consistency in terminology and limited use of theory. Implementation within community nursing is a complex process, requiring both individual and organizational adoption, and managerial support. Successful adoption of evidence-based practice however, is only possible if community nurses themselves deem it useful and there is evidence that it could have a positive impact on the patient and/or their primary carer.

Evidence-based Practice Implementation Strategies: Results of a Qualitative Study

2007 ◽  
Vol 44 (3) ◽  
pp. 213-224 ◽  
Author(s):  
Charles A. Rapp ◽  
Diane Etzel-Wise ◽  
Doug Marty ◽  
Melinda Coffman ◽  
Linda Carlson ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Evidence Based Practice ◽  
Implementation Strategies ◽  
Evidence Based ◽  
Practice Implementation

scholarly journals Systematic Review and its Relationship with Evidence-Based Practice in Health

2010 ◽  
Vol 18 (4) ◽  
pp. 824-831 ◽  
Author(s):  
Eugenia Urra Medina ◽  
René Mauricio Barría Pailaquilén
Keyword(s):  
Systematic Review ◽  
Latin America ◽  
Systematic Reviews ◽  
Evidence Based Practice ◽  
Clinical Effectiveness ◽  
Health Professions ◽  
Health Interventions ◽  
Evidence Based ◽  
The World

Systematic reviews (SR) have gained relevance in the world and Latin America because of their credibility in the search, compilation, arranging and analysis of the information obtained from research about health interventions, during a period of time. Consequently, evidence-based practice uses SR as a way to capture the best evidence of clinical effectiveness. This article reviews SR methodology, process, and its usefulness in health professions like nursing and medicine.

scholarly journals Formulating Answerable Questions: Question Negotiation in Evidence-based Practice

2014 ◽  
Vol 34 (2) ◽  
pp. 55 ◽  
Author(s):  
Lorie Kloda ◽  
Joan C. Bartlett
Keyword(s):  
Social Sciences ◽  
Social Care ◽  
Evidence Based Practice ◽  
Literature Discussion ◽  
Evidence Based ◽  
Health And Social Care ◽  
Different Types

Objective: This review explores the different question formulation structures proposed in the literature that may be helpful to librarians for conducting the reference interview and for teaching students and clinicians. Method: We present and compare several known question formulation structures identified in the health and social sciences literature. Discussion: Health and social care professionals should be made aware of the plurality of question formulation structures and their applicability to different fields of practice, as well as their utility for different types of questions within a field of practice.

Changing Clinicians’ Behavior: a Randomized Controlled Trial of Fees and Education

2008 ◽  
Vol 87 (7) ◽  
pp. 640-644 ◽  
Author(s):  
J.E. Clarkson ◽  
S. Turner ◽  
J.M. Grimshaw ◽  
C.R. Ramsay ◽  
M. Johnston ◽  
...  
Keyword(s):  
Evidence Based Practice ◽  
Controlled Trial ◽  
Implementation Strategies ◽  
Cost Effective ◽  
Evidence Based ◽  
Permanent Molars ◽  
Primary Hypothesis ◽  
And Control ◽  
Treatment Education ◽  
Fissure Sealing

The fissure-sealing of newly erupted molars is an effective caries prevention treatment, but remains underutilized. Two plausible reasons are the financial disincentive produced by the dental remuneration system, and dentists’ lack of awareness of evidence-based practice. The primary hypothesis was that implementation strategies based on remuneration or training in evidence-based healthcare would produce a higher proportion of children receiving sealed second permanent molars than standard care. The four study arms were: fee per sealant treatment, education in evidence-based practice, fee plus education, and control. A cost-effectiveness analysis was conducted. Analysis was based on 133 dentists and 2833 children. After adjustment for baseline differences, the primary outcome was 9.8% higher when a fee was offered. The education intervention had no statistically significant effect. ‘Fee only’ was the most cost-effective intervention. The study contributes to the incentives in health care provision debate, and led to the introduction of a direct fee for this treatment.

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