scholarly journals The WHAAM application: a tool to support the evidence-based practice in the functional behaviour assessment

2018 ◽  
Vol 25 (2) ◽  
pp. 63-70 ◽  
Author(s):  
Gianluca Merlo ◽  
Giuseppe Chiazzese ◽  
Manuela Sanches-Ferreira ◽  
Antonella Chifari ◽  
Luciano Seta ◽  
...  
Keyword(s):  
Case Studies ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Statistical Index ◽  
Direct Observations ◽  
Use Of Technology ◽  
Problem Behaviours ◽  
Applied Behaviour Analysis ◽  
Health Application ◽  
The Web

BackgroundThe most recent computing technologies can promote the application of evidence-based practice (EBP) in the field of applied behaviour analysis (ABA).ObjectiveThe study describes how the use of technology can simplify the application of EBPs in ABA.MethodsThe Web Health Application for ADHD Monitoring (WHAAM) application demonstrates this in the following two case studies. We are monitoring dysfunctional behaviours, collecting behavioural data, performing systematic direct observations, creating both visual baseline and intervention charts and evaluating the planned interventions using the TAU-U statistical index.ResultsSignificant positive changes of children’s problem behaviours are observed and recorded. Both the duration of the previously identified behaviour ‘to get out of bed in time’ (r= −0.79, TAU-U = −0.58,p< 0.05) and the frequency of the behaviour ‘interrupting others’ (r= −0.96, TAU-U = −0.82,p< 0.01) decreased.ConclusionsThe WHAAM application is an effective tool to support functional behaviour assessments and it is an example of how technology can support practitioners by facilitating the application of EBPs and increasing the communication among clinical, educational and family environments.

scholarly journals Actitudes de alumnado preadolescente ante la seguridad digital: un análisis desde la perspectiva de género

2019 ◽  
Vol 19 (61) ◽  
Author(s):  
Almudena Alonso-Ferreiro ◽  
Uxía Regueira ◽  
María-Helena Zapico-Barbeito
Keyword(s):  
Case Studies ◽  
Competence Assessment ◽  
Privacy Management ◽  
Autonomous Community ◽  
Digital Competence ◽  
Security Issues ◽  
Use Of Technology ◽  
La Red ◽  
The Web ◽  
Competencia Digital

Este artículo presenta los resultados de una investigación centrada en conocer el grado de desarrollo de la competencia digital de niñas y niños de 11 y 12 años de la Comunidad Autónoma de Galicia. El foco se pone en el desarrollo de la identidad digital y la gestión de la privacidad, cuestiones de seguridad digital en el marco de referencia DigComp. Se presenta un estudio mixto que combina seis estudios de casos y la administración de una prueba de evaluación de la competencia digital (ECODIES) en la que participan, atendiendo a las variables de género y dimensión seguridad, 486 escolares. Los resultados apuntan a una discordancia entre las buenas actitudes y alta concienciación en el uso seguro de la tecnología, especialmente por parte de las niñas, y las prácticas reales en la red, mediadas por los discursos de alarma social que afectan a las formas de participación de uno y otro género, This article presents the results of an investigation focused on knowing the degree of development of the digital competence of girls and boys aged 11 and 12 in the Autonomous Community of Galicia (Spain). The focus is on the development of digital identity and privacy management, digital security issues in the DigComp framework. We present a mixed study that combines six case studies and the administration of a digital competence assessment test (ECODIES) that included participation, according to the gender and security dimension variables, of 486 schoolchildren. The results reveal a disagreement between good attitudes and high awareness in the safe use of technology, especially by girls, and real practices on the web, mediated by social alarm discourses that affect the forms of participation of both genders.

scholarly journals Educational strategies for teaching evidence-based practice to undergraduate health students: systematic review

2016 ◽  
Vol 13 ◽  
pp. 34 ◽  
Author(s):  
Konstantinos Kyriakoulis ◽  
Athina Patelarou ◽  
Aggelos Laliotis ◽  
Andrew C Wan ◽  
Michail Matalliotakis ◽  
...  
Keyword(s):  
Systematic Review ◽  
Evidence Based Practice ◽  
Journal Club ◽  
Educational Interventions ◽  
Free Text ◽  
Evidence Based ◽  
Educational Strategies ◽  
Medical Subject Headings ◽  
Journal Clubs ◽  
Use Of Technology

Purpose: The aim of this systematic review was to find best teaching strategies for teaching evidence-based practice (EBP) to undergraduate health students that have been adopted over the last years in healthcare institutions worldwide. Methods: The authors carried out a systematic, comprehensive bibliographic search using Medline database for the years 2005 to March 2015 (updated in March 2016). Search terms used were chosen from the USNLM Institutes of Health list of MeSH (Medical Subject Headings) and free text key terms were used as well. Selected articles were measured based on the inclusion criteria of this study and initially compared in terms of titles or abstracts. Finally, articles relevant to the subject of this review were retrieved in full text. Critical appraisal was done to determine the effects of strategy of teaching evidence-based medicine (EBM). Results: Twenty articles were included in the review. The majority of the studies sampled medical students (n=13) and only few conducted among nursing (n=2), pharmacy (n=2), physiotherapy/therapy (n=1), dentistry (n=1), or mixed disciplines (n=1) students. Studies evaluated a variety of educational interventions of varying duration, frequency and format (lectures, tutorials, workshops, conferences, journal clubs, and online sessions), or combination of these to teach EBP. We categorized interventions into single interventions covering a workshop, conference, lecture, journal club, or e-learning and multifaceted interventions where a combination of strategies had been assessed. Seven studies reported an overall increase to all EBP domains indicating a higher EBP competence and two studies focused on the searching databases skill. Conclusion: Followings were deduced from above analysis: multifaceted approach may be best suited when teaching EBM to health students; the use of technology to promote EBP through mobile devices, simulation, and the web is on the rise; and the duration of the interventions varying form some hours to even months was not related to the students’ EBP competence.

scholarly journals Evidence-based practice: reflections from five European case studies

2014 ◽  
Vol 6 (5) ◽  
pp. 98-102
Author(s):  
Juan I Baeza ◽  
Alec Fraser ◽  
Annette Boaz
Keyword(s):  
Case Studies ◽  
Evidence Based Practice ◽  
Evidence Based

Therapy Session 2.0: From Static to Dynamic With the iPad

2012 ◽  
Vol 17 (3) ◽  
pp. 84-93 ◽  
Author(s):  
Andrea Hirsch Atticks
Keyword(s):  
Mobile Devices ◽  
Augmentative And Alternative Communication ◽  
Evidence Based Practice ◽  
Critical Role ◽  
Therapy Session ◽  
Evidence Based ◽  
Engineering Research ◽  
Communication Deficits ◽  
Digital World ◽  
Use Of Technology

Tablets, specifically the iPad, quickly are becoming a valuable therapy tool for clients with cognitive-communication deficits. Speech-language pathologists are beginning to introduce the iPad into therapy in innovative ways that capture their clients' attention, motivate them, and empower them to be successful outside of the therapy session. The popularity and proliferation of mobile technology is threefold: incoming clinicians, who have been born into a digital world, are readily using technology and mobile devices with their clients; mobile devices and apps are replacing the larger isolating Augmentative and Alternative Communication (AAC) predecessors; and many clients are requesting the use of technology in their therapy sessions. These mobile devices are readily available, relatively inexpensive compared to AAC devices of the past, and do not isolate individuals with cognitive-communication deficits from the general population. These devices, rather, are the “it factor” that spans generations (The Rehabilitation Engineering Research Center on Communication Enhancement, 2011). Although these multifunctional devices are innovative and accessible, they do not replace a speech-language pathologist. Evidence-based practice and appropriate objectives are essential. Experienced clinicians must serve as advocates for our clients and provide ongoing support and assistance. Therapy does not end in the session by simply handing the client an iPad. Clinicians serve a critical role in identifying the appropriate software applications (apps) for their clients, using evidence-based practice, and providing continued support and training for clients to be successful and to meet their personal goals.

PIRAMHIDS - Positive and Innovative Resources. A Mental Health Interactive Database (Scotland) National Resource for Sharing Evidence Based Practice

2009 ◽  
Vol 24 (S1) ◽  
pp. 1-1
Author(s):  
D. Thomson
Keyword(s):  
Mental Health ◽  
Evidence Based Practice ◽  
Initial Response ◽  
Evidence Based ◽  
Mental Health Nursing ◽  
National Review ◽  
Use Of Technology ◽  
Development Unit ◽  
Health Nursing ◽  
National Resource

PIRAMHIDS is a multidisciplinary, multi agency database designed as a vehicle to promote and support the sharing of positive and innovative practice in mental health that is evidence based and quality assured. The use of technology as an information-sharing tool contributes to improved patient care by promoting an improved equitable service throughout Scotland and beyond.The resource promotes a culture of local ownership of a national resource and encourages contribution from statutory and non statutory services. Consideration is given to the quality of submission in terms of identifying underpinning evidence and quality assurance processes. Networking opportunities are also promoted by encouraging contact with contributors from those considering adopting the examples of practice or developing services.The Practice Development Unit of NHS Quality Improvement Scotland is leading this work following recommendation from the National Review of Mental Health Nursing in Scotland, ‘Rights, Relationships and Recovery’ (2006). The database ensures sharing of evidence based practice in a manner which is useful, accessible and user friendly with open access to all. Initial response is enthusiastic from service users, clinicians and educators. This model of sharing practice may be adopted across any national service and have value when sharing practice on an international plane. A process of evaluation including impact on care outcomes is considered and ongoing.

scholarly journals Using a research coach to enhance evidence-based practice integration in undergraduate nursing

2021 ◽  
Vol 11 (12) ◽  
pp. 73
Author(s):  
Melba Sheila D'Souza
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Case Studies ◽  
Undergraduate Students ◽  
Evidence Based Practice ◽  
Thinking Skills ◽  
Evidence Based ◽  
Problem Solving Skills ◽  
Undergraduate Nursing ◽  
Quasi Experimental

Background and objective: Coaching contributes to the understanding and application of knowledge in nursing practice. This study aims to examine the implementation of a research coach to enhance evidence-based practice integration in undergraduate nursing.Methods: Design: This study used a quasi-experimental non-equivalent post-test-only design. Settings and participants: Forty second-year undergraduate nursing students were invited to participate in the study at a public university in 2019. Methods: The evidence-based practice (EBP) questionnaire was used, and the primary outcomes were attitudes, skills, and capabilities of EBP. The undergraduate students worked with a third-year level research coach to engage in evidence-based nursing using clinical case studies. Results: The findings expressed the students’ readiness to capture, select, and organize their critical thinking skills through case studies and online discussion. Students perceived that they needed versatile skills in the interpretation and application of evidence-based nursing.Conclusions: A research coach played an essential role for novice student nurses in improving decision-making skills and transition to practice in this setting. The research coach model enables critical thinking and problem-solving skills through interaction and case studies.

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