Examining peer learning as a strategy for advancing uptake of evidence-based practices: a scoping review

2021 ◽  
Author(s):  
S. Kathleen Worton ◽  
Ellis Furman
Keyword(s):  
Capacity Building ◽  
Learning Strategies ◽  
Scoping Review ◽  
Peer Learning ◽  
Knowledge Generation ◽  
Evidence Based ◽  
Multiple Forms ◽  
Evidence Based Practices ◽  
Advance Knowledge ◽  
Forms Of Knowledge

Background: Continued evolution of knowledge-to-action (KTA) theories requires increased attention to dynamics of power and ways to integrate multiple forms of knowledge. Peer learning – a process through which knowledge users interact with other learners – is a valuable but largely unexamined strategy for integrating practice-based knowledge in the KTA process.Aims and objectives: This study undertakes a scoping review to examine how peer-learning strategies have been used to advance knowledge users’ capacity for implementing evidence-based practices.Methods: A search of ten online databases and a manual search of five journals was conducted to identify studies published between 2001 and 2018. Selected publications included 26 studies conducted in Canada, the US, the UK, Australia, and the Netherlands. Studies utilised peer learning as a capacity-building strategy to advance the uptake or implementation of evidence-based practices among professionals in social services, education, or health/mental health sectors.Findings: Links between peer-learning strategies and multiple individual and/or collective capacities for implementing evidence-based practices were identified from selected studies. Individual capacities linked to peer learning include knowledge of the practice, attitudes (for example, motivation and ‘buy-in’), and practical skills. Collective capacities supported through peer learning included knowledge exchange, knowledge generation, relationship development, networking, and resource/tool sharing. Peer learning was often paired with didactic or expert-led activities.Discussion and conclusions: This scoping review identifies how peer learning has been used as a capacity-building strategy in implementation initiatives. Peer-learning activities provide a means to help integrate multiple forms of knowledge in the KTA process.<br />Key messages<br /><ul><li>In this review, we examined peer learning strategies that build capacity among knowledge users in implementation;</li><br /><li>Peer learning strategies are often used in combination with didactic instruction and/or expert facilitation;</li><br /><li>Peer learning has been used to advance knowledge users’ individual and collective capacity for implementation;</li><br /><li>Evaluative research is needed to better understand how peer learning influences implementation capacity.</li></ul>

scholarly journals Making evidence and policy in public health emergencies: lessons from COVID-19 for adaptive evidence-making and intervention

2020 ◽  
Vol 16 (3) ◽  
pp. 477-490 ◽  
Author(s):  
Kari Lancaster ◽  
Tim Rhodes ◽  
Marsha Rosengarten
Keyword(s):  
Public Health ◽  
Rapid Assessment ◽  
Social Practices ◽  
Knowledge Generation ◽  
Evidence Based ◽  
Multiple Forms ◽  
Policy And Practice ◽  
Public Health Emergencies ◽  
Key Points ◽  
Speed Up

Background:In public health emergencies, evidence, intervention, decisions and translation proceed simultaneously, in greatly compressed timeframes, with knowledge and advice constantly in flux. Idealised approaches to evidence-based policy and practice are ill equipped to deal with the uncertainties arising in evolving situations of need. Key points for discussion:There is much to learn from rapid assessment and outbreak science approaches. These emphasise methodological pluralism, adaptive knowledge generation, intervention pragmatism, and an understanding of health and intervention as situated in their practices of implementation. The unprecedented challenges of novel viral outbreaks like COVID-19 do not simply require us to speed up existing evidence-based approaches, but necessitate new ways of thinking about how a more emergent and adaptive evidence-making might be done. The COVID-19 pandemic requires us to appraise critically what constitutes ‘evidence-enough’ for iterative rapid decisions in-the-now. There are important lessons for how evidence and intervention co-emerge in social practices, and for how evidence-making and intervening proceeds through dialogue incorporating multiple forms of evidence and expertise. Conclusions and implications:Rather than treating adaptive evidence-making and decision making as a break from the routine, we argue that this should be a defining feature of an ‘evidence-making intervention’ approach to health.

Evidence-Based Practices in a Changing World: Reconsidering the Counterfactual in Educational Research

2019 ◽  
Author(s):  
Christopher Lemons ◽  
Douglas Fuchs ◽  
Jennifer K. Gilbert ◽  
Lynn S. Fuchs
Keyword(s):  
Educational Research ◽  
Learning Strategies ◽  
Reading Program ◽  
Control Group ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Quasi Experimental ◽  
Nuanced Understanding ◽  
Counterfactual Model ◽  
Over Time

Experimental and quasi-experimental designs are used in educational research to establish causality and develop effective practices. These research designs rely on a counterfactual model that, in simple form, calls for a comparison between a treatment group and control group. Developers of educational practices often assume that the population from which control groups are drawn is unchanging in its behavior or performance. This is not always the case. Populations and study samples can change over time—sometimes dramatically so. We illustrate this important point by presenting data from 5 randomized control trials of the efficacy of Kindergarten Peer-Assisted Learning Strategies, a supplemental, peer-mediated reading program. The studies were conducted across 9 years and involved 2,591 students. Findings demonstrate a dramatic increase in the performance of control students over time, and suggest the need for a more nuanced understanding of the counterfactual model and its role in establishing evidence-based practices.

scholarly journals Simulation design for improvement of undergraduate nursing students’ experience of evidence-based practice: A scoping-review protocol

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0260238
Author(s):  
Chi Eun Song ◽  
Aeri Jang
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Scoping Review ◽  
Evidence Based Practice ◽  
Data Extraction ◽  
Evidence Based ◽  
Simulation Design ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

Simulation may be an effective educational strategy for undergraduate nursing students to experience evidence-based practice. The aim of this scoping review is to explore such simulations to discover the design characteristics that best achieve this goal. In this review, we will consider studies in which the focus was on evidence-based practice-related simulation programs for undergraduate students in academic, clinical, or virtual settings. We will also focus on the active learning strategies applied in such simulation programs. This scoping review will be conducted in accordance with the Joanna Briggs Institute methodology. Studies will be searched in Medical Literature Analysis and Retrieval System Online (MEDLINE; PubMed), the Cumulative Index to Nursing and Allied Health Literature (CINAHL), the Education Resources Information Center (ERIC), and the Excerpta Medica database (EMBASE). Sources of unpublished studies/gray literature will not be included in this scoping review. Data extraction will be undertaken by using a data-extraction tool developed by the reviewers, based on the National League for Nursing Jeffries Simulation Theory. Via a narrative summary and tabulated results, we will describe how the simulation programs were designed or implemented in an undergraduate curriculum.

scholarly journals Technosociality in the daily lives of primary care professionals and health promotion: scoping review

2021 ◽  
Vol 45 (131) ◽  
pp. 1183-1198
Author(s):  
Tamires Carolina Silva ◽  
Andresa Guerra de Carvalho ◽  
Adriana Dutra Tholl ◽  
Maria Aurora Rodriguez Borrego ◽  
Pablo Jesús López Soto ◽  
...  
Keyword(s):  
Primary Care ◽  
Scoping Review ◽  
Health Conditions ◽  
Evidence Based ◽  
Life Choices ◽  
Daily Lives ◽  
Evidence Based Practices ◽  
Primary Health ◽  
Primary Care Professionals

ABSTRACT This study aimed to map the available evidence on technosociality in the daily lives of primary care professionals to promote the health of people/families. This is a scoping review based on the Joanna Briggs Institute and Prisma-ScR. The PCC strategy (participants, concept and context) was used. The sample comprises 25 articles. The predominant language was English, the year, 2018, the strength of evidence, 5 and the quality of evidence, high and moderate. Technologies are part of the daily life of PHC professionals and include health control, curative and medication measures. They are sources of communication between professionals and professionals and users. For the use of technologies, it is essential that professionals are trained, using evidence-based practices to achieve the objectives in view of the needs of each one. The use of technologies to promote the health of people/families represents a technological innovation in Primary Health Care, with the possibility of impacting health conditions and promoting healthier life choices.

Action Research, Action Learning, and Appreciative Inquiry

2019 ◽  
pp. 76-92 ◽  
Author(s):  
Karen E. Watkins ◽  
Victoria J. Marsick ◽  
Ilene Wasserman
Keyword(s):  
Action Research ◽  
Learning Strategies ◽  
Appreciative Inquiry ◽  
Local Knowledge ◽  
Action Learning ◽  
Knowledge Generation ◽  
Evidence Based ◽  
Learning And Change ◽  
Research Action ◽  
Insight Into

This chapter introduces Action Research (AR), Action Learning (AL), and Appreciative Inquiry (AI) as three evidence-based intervention approaches to support learning and change for individuals, groups, and larger systems. The authors show that, despite differences, all three approaches share intellectual roots and participatory learning strategies. Each approach privileges relevance for local knowledge; hence, knowledge is defined in local terms. What is particularly powerful about these approaches is that they have embedded processes, tested over time, that facilitate transformation and that reliably support local knowledge generation along with insight into conditions and system dynamics that improve results. From the perspective of organization development (OD), the authors rely on these approaches as particularly effective because they operate at multiple levels: they change individuals, groups, and systems. These multi-faceted, systemic evidence-based approaches are very powerful OD strategies that simultaneously deepen individual and organizational learning and growth.

scholarly journals Theories, models, and frameworks for de-implementation of low-value care: A scoping review of the literature

2020 ◽  
Vol 1 ◽  
pp. 263348952095376
Author(s):  
Per Nilsen ◽  
Sara Ingvarsson ◽  
Henna Hasson ◽  
Ulrica von Thiele Schwarz ◽  
Hanna Augustsson
Keyword(s):  
Scoping Review ◽  
Evidence Based Practice ◽  
Empirical Studies ◽  
Policy Implications ◽  
Evidence Based ◽  
Plain Language ◽  
Evidence Based Practices ◽  
Implementation Processes ◽  
Theoretical Approaches ◽  
Multi Level

Background: The aim of this scoping review was to identify theories, models, and frameworks for understanding the processes and determinants of de-implementing low-value care (LVC). We investigated theories, models, and frameworks developed specifically for de-implementation of LVC (conceptual studies) and those that were originally developed for implementation of evidence-based practices but were applied in studies to analyze de-implementation of LVC (empirical studies). Methods: We performed a scoping review to identify theories, models, and frameworks used to describe, guide, or explain de-implementation of LVC, encompassing four stages following the identification of the research question: (1) identifying relevant studies; (2) study selection; (3) charting the data; and (4) collating, summarizing, and reporting the results. The database searches yielded 9,642 citations. After removing duplicates, 6,653 remained for the abstract screening process. After screening the abstracts, 76 citations remained. Of these, 10 studies were included in the review. Results: We identified 10 studies describing theories, models, and frameworks that have been used to understand de-implementation of LVC. Five studies presented theories, models, or frameworks developed specifically for de-implementation of LVC (i.e., conceptual studies) and five studies applied an existing theory, model, or framework concerning implementation of evidence-based practices (i.e., empirical studies). Conclusion: Most of the theories, models, and frameworks that are used to analyze LVC suggest a multi-level understanding of de-implementation of LVC. The role of the patient is inconsistent in these theories, models, and frameworks; patients are accounted for in some but not in others. The findings point to the need for more research to identify the most important processes and determinants for successful de-implementation of LVC and to explore differences between de-implementation and implementation. Plain language abstract Achieving an evidence-based practice not only depends on implementation of evidence-based interventions (programs, methods, etc.) but also requires de-implementing interventions that are not evidence-based, that is, low-value care (LVC). Thus, de-implementation is the other side of the coin of an evidence-based practice. However, this is quite a new topic and knowledge is lacking concerning how de-implementation and implementation processes and determinants might differ. It is almost mandatory for implementation researchers to use theories, models, and frameworks (i.e., “theoretical approaches”) to describe, guide, or explain implementation processes and determinants. To what extent are such approaches also used with regard to de-implementation of LVC? And what are the characteristics of such approaches when analyzing de-implementation processes? We reviewed the literature to explore issues such as these. We identified only 10 studies describing theoretical approaches that have been used concerning de-implementation of LVC. Five studies presented approaches developed specifically for de-implementation of LVC and five studies applied an already-existing approach usually applied to analyze implementation processes. Most of the theoretical approaches we found suggest a multi-level understanding of de-implementation of LVC, that is, successfully de-implementing LVC may require strategies that target teams, departments, and organizations and merely focus on individual health care practitioners. The findings point to the need for more research to identify the most important processes and determinants for successful de-implementation of LVC, and to explore differences between de-implementation and implementation. In terms of practice and policy implications, the study underscores the relevance of addressing multiple levels when attempting to de-implement LVC.

Self-Regulation and the Writing Process: Enhancing the Performance of Students With Language and Learning Difficulties

2009 ◽  
Vol 16 (1) ◽  
pp. 28-36 ◽  
Author(s):  
Gary A. Troia
Keyword(s):  
Writing Process ◽  
Self Regulation ◽  
Learning Difficulties ◽  
Evidence Based ◽  
Struggling Learners ◽  
Evidence Based Practices

Abstract This article first provides an overview of components of self-regulation in writing and specific examples of each component are given. The remainder of the article addresses common reasons why struggling learners experience trouble with revising, followed by evidence-based practices to help students revise their papers more effectively.

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