Evidence-based Practice: Making the Research Relevant to Your Situation—CLUE #4: Apply

2018 ◽  
Vol 33 (3) ◽  
pp. 154-157 ◽  
Author(s):  
Catherine F. Yonkaitis ◽  
Erin D. Maughan
Keyword(s):  
Evidence Based Practice ◽  
School Nurses ◽  
Venn Diagram ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Fourth Step

Evidence-based practice (EBP) is often thought to be synonymous with research and literature. This article focuses on the fourth step in the EBP process: Apply. In this step, we fully integrate the EBP Venn diagram, which illustrates that EBP occurs at the intersection of evidence and data, clinical expertise and resources, and population’s values and cultures. Only when school nurses include each component into their practice decision will true EBP occur.

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.

scholarly journals Effectiveness of an Evidence-Based Practice Educational Intervention among School Nurses

2020 ◽  
Vol 17 (11) ◽  
pp. 4063
Author(s):  
Pei-Lin Hsieh ◽  
Sue-Hsien Chen
Keyword(s):  
Self Efficacy ◽  
Primary Schools ◽  
Flipped Classroom ◽  
Evidence Based Practice ◽  
Quality Care ◽  
School Nurses ◽  
Evidence Based ◽  
Learning Technology ◽  
Post Test

The evidence-based practice (EBP) approach to high-quality care is designed to improve patient outcomes. However, little research has been conducted to determine how EBP is adopted and implemented among school nurses in Taiwan. This study evaluated an EBP training program implemented among school nurses in Taiwan to determine whether and how effectively it improved their knowledge levels, attitudes, skills, and self-efficacy. A pretest-posttest research design was employed. Participants were recruited via convenience sampling from among 193 primary schools throughout Tao-Yuan and New Taipei City in Taiwan. The EBP program implemented both mobile learning technology and the flipped classroom format. The learning outcomes were evaluated before, immediately after, and at a 3-month follow-up. In this regard, the data were collected using the School Nurse Evidence-Based Practice Questionnaire. The results showed that the participant scores for the items of knowledge and self-efficacy significantly increased over the study period. Somewhat differently, scores for the skill items significantly increased from the pre-test to the immediate post-test, but significantly decreased from the immediate post-test to the final follow-up. Overall, however, the EBP program led to marked improvements in knowledge, skills, and self-efficacy. These findings can help guide the development of a creative evidence-based school nursing curriculum.

Unlocking Data Collection: Practical Tips for School Nurses

2017 ◽  
Vol 33 (1) ◽  
pp. 27-28 ◽  
Author(s):  
Angela M. Lepkowski
Keyword(s):  
Data Collection ◽  
Evidence Based Practice ◽  
School Nurses ◽  
Health Data ◽  
Evidence Based ◽  
Quality Of Data ◽  
Specific Health

School nurses contend with a variety of challenges related to collecting and using their own data. Seemingly small steps can be taken to overcome these challenges, which will result in significant improvements in data collection and use. Improving the quality of data collection assists school nurses to identify and define practice issues and guide implementation of evidence-based practice within their schools and districts. This article provides school nurses with practical steps to collect and use school or district specific health data.

scholarly journals The practice of evidence-based psychiatry today

2011 ◽  
Vol 17 (5) ◽  
pp. 389-395 ◽  
Author(s):  
John Wallace
Keyword(s):  
Real Life ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Answerable Question ◽  
Fourth Step ◽  
The Common ◽  
Common Problems ◽  
New Research ◽  
Available Information ◽  
Published Research

SummaryResearch that should change clinical practice is often ignored for years. Fifty-five new trials are reported in medicine every day. Psychiatrists need to have some way to sift, digest and act on new research to benefit their patients. This article outlines the key elements of evidence-based psychiatry in an attempt to address these needs. Initially, an evidence-based approach is about asking an answerable question, searching for the evidence and then critically appraising the available information for its validity and relevance. The fourth step involves integrating the evidence with clinical expertise and the patient's values. The whole idea is to improve real-life patient care. This article outlines a number of the tools needed to overcome some of the common problems that psychiatrists face when trying to find and use published research results to help solve patients' problems.

scholarly journals Evidence based practice: knowledge, attitude and practice among undergraduate and postgraduate medical students of a medical college in North Karnataka, India

2018 ◽  
Vol 5 (6) ◽  
pp. 2411 ◽  
Author(s):  
Manjula R. ◽  
Anjani Kumar Srivastava ◽  
Ashok S. Dorle
Keyword(s):  
Medical Students ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical College ◽  
Attitude And Practice ◽  
Knowledge Attitude And Practice

Background: Evidence based practice (EBP) is based on the integration of the best research evidence with clinical expertise to facilitate clinical decision making. Those patients who receive evidence-based therapies have better outcomes than those who do not.Evidence-based medicine is becoming a specialty in its own right, and it's an area that medical students should pay close attention to when determining their path. The objective of the study was to assess the knowledge, attitude and practice regarding evidence based practice among the undergraduate and postgraduate students of a medical college in North Karnataka.Methods: After obtaining ethical clearance from institutional ethical committee, this cross-sectional study was conducted in a Medical College in North Karnataka from November 2016–January 2017. All the interns and postgraduates studying in the College were included in the study. After obtaining informed consent, data was collected through pre-designed semi-structured questionnaire. Data was compiled and tabulated by using MS Excel and was analyzed.Results: Overall, majority of the participants hold positive attitudes toward EBP but lack sufficient knowledge and skills for implementation. The main barriers to implement EBP are insufficient time to read scientific research articles and the cost to its access.Conclusions: More focus should be given to EBP from the medical school itself, either through continuing medical education or various workshops, it can even be included in the curriculum so that all the undergraduate medical students can be sensitized to it from a very initial stage.

scholarly journals Is the Movement of Evidence-based Practice a Real Threat to Music Therapy?

2013 ◽  
Vol 13 (2) ◽  
Author(s):  
Masako Otera
Keyword(s):  
Music Therapy ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Music Therapists ◽  
Treatment Protocols ◽  
Empirically Supported ◽  
Standardized Treatment ◽  
The Individual ◽  
Based Medicine

The author discusses what music therapists must work on to establish Evidence-based practice (EBP) in music therapy by referring to Saito's discussion of the misunderstandings and various interpretations of Evidence-based medicine (EBM), the issue of Empirically Supported Treatments (ESTs) in EBP in psychology (EBPP), and related discussions. Although the EBP movement tends to be recognized as a threat to music therapy, some recent discussions of EBM and EBP are encouraging for the development of EBP in music therapy. This paper shows that an integration of evidence of multiple types with clinical expertise and the individual needs in clients has become a consensus of EBP. However, the issues related to conducting Randomized controlled Trials (RCTs) and employment of standardized treatment protocols in music therapy have persisted as difficult problems. Because the issue of EBP is very complex and easily biased, effective learning of this issue should be promoted among music therapists so that they can successfully relate to the EBP movement and bring benefits to the field of music therapy. The author suggests that incorporating the ideas of EBP positively into the field of music therapy and constructing methodologies and theories will enhance EBP.

History of Evidence-Based Practice

2020 ◽  
Author(s):  
Scott O. Lilienfeld ◽  
Candice Basterfield
Keyword(s):  
Evidence Based Practice ◽  
Systematic Research ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Psychological Conditions ◽  
Empirically Supported ◽  
American Psychology ◽  
History Of ◽  
Meta Analyses ◽  
Patient Change

Evidence-based therapies stemmed from the movement toward evidence-based medicine, and later, evidence-based practice (EBP) in psychology and allied fields. EBP reflects a progressive historical shift from naïve empiricism, which is based on raw and untutored observations of patient change, to systematic empiricism, which refines and hones such observations with the aid of systematic research techniques. EBP traces its roots in part to the development of methods of randomization in the early 20th century. In American psychology, EBP has traditionally been conceptualized as a three-legged stool comprising high-quality treatment outcome evidence, clinical expertise, and patient preferences and values. The research leg of the stool is typically operationalized in terms of a hierarchy of evidentiary certainty, with randomized controlled trials and meta-analyses of such trials toward the apex. The most influential operationalization of the EBP research leg is the effort to identify empirically supported treatments, which are psychotherapies that have been demonstrated to work for specific psychological conditions. Still, EBP remains scientifically controversial in many quarters, and some critics have maintained that the research base underpinning it is less compelling than claimed by its proponents.

Commentary on a “unified approach to behaviours that challenge”: implementing evidence-based practice – a clinician’s perspective

2020 ◽  
Vol 25 (3) ◽  
pp. 163-167
Author(s):  
Steven Carnaby
Keyword(s):  
Learning Disabilities ◽  
Lived Experience ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Unified Approach ◽  
Content Type ◽  
Effective Implementation ◽  
Adults With Learning Disabilities

Purpose This paper aims to provide a commentary on papers in this special edition concerning the implementation of evidence-based practice from a clinician’s perspective. Design/methodology/approach The commentary makes a number of points drawing on both recent literature and the author’s own experience working as a clinician with children and adults with learning disabilities including those who are autistic whose behaviours can challenge themselves, their parents, carers and support networks. Findings Effective implementation requires clinical expertise to operate within a context of collaboration and partnership working, where co-production with those who have lived experience ensures that what clinicians offer resonates and contributes to improvements in quality of life for all. Originality/value The paper will be of value to clinicians working alongside children and adults with learning disabilities and their families, particularly clinical psychologists and behaviour specialists, and to other stakeholders wanting to enable and facilitate the development of high-quality support.

History of Evidence-Based Practice

2020 ◽  
Author(s):  
scott lilienfeld ◽  
Candice Basterfield
Keyword(s):  
Evidence Based Practice ◽  
Systematic Research ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Psychological Conditions ◽  
Empirically Supported ◽  
American Psychology ◽  
History Of ◽  
Meta Analyses ◽  
Patient Change

Evidence-based therapies stemmed from the movement toward evidence-based medicine, and later, evidence-based practice (EBP) in psychology and allied fields. EBP reflects a progressive historical shift from naïve empiricism, which is based on raw and untutored observations of patient change, to systematic empiricism, which refines and hones such observations with the aid of systematic research techniques. EBP traces its roots in part to the development of methods of randomization in the early 20th century. In American psychology, EBP has traditionally been conceptualized as a three-legged stool comprising high-quality treatment outcome evidence, clinical expertise, and patient preferences and values. The research leg of the stool is typically operationalized in terms of a hierarchy of evidentiary certainty, with randomized controlled trials and meta-analyses of such trials toward the apex. The most influential operationalization of the EBP research leg is the effort to identify empirically supported treatments, which are psychotherapies that have been demonstrated to work for specific psychological conditions. Still, EBP remains scientifically controversial in many quarters, and some critics have maintained that the research base underpinning it is less compelling than claimed by its proponents.

Improving the Implementation of Evidence-Based Practice and Information Systems in Healthcare

2013 ◽  
pp. 247-270
Author(s):  
Priscilla A. Arling ◽  
Bradley N. Doebbeling ◽  
Rebekah L. Fox
Keyword(s):  
Technology Implementation ◽  
Evidence Based Practice ◽  
Future Research ◽  
Systematic Research ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Related Information ◽  
Analytical Foundation ◽  
Mrsa Infection ◽  
Ebp Implementation

In healthcare, evidence-based practice (EBP) integrates clinical expertise with the best available external evidence from systematic research. Yet even with the aid of technology, implementation of EBP in many settings remains a challenge due in part to the complexity of the healthcare system and the lack of a strong theoretical and analytical foundation to guide implementation efforts. This paper combines research from the fields of healthcare implementation science and social networks to present a theoretically based, integrated framework for the study of EBP implementation. This study explores the application of the framework to a complex healthcare collaborative, the MRSA infection control project, a project intended to foster the implementation of EBP to reduce the spread of MRSA infections. The authors consider how the framework can also be used to inform future research into EBP-related information system implementations and innovations.

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