scholarly journals Developing a culture of evidence based practice within the library and information profession: the impact of library science education. A teaching and learning model from the Queensland University of Technology

2006 ◽  
pp. 406-433
Keyword(s):  
Science Education ◽  
Teaching And Learning ◽  
Evidence Based Practice ◽  
Learning Model ◽  
Library Science ◽  
Evidence Based ◽  
Culture Of Evidence ◽  
University Of Technology ◽  
The Impact

Teaching and Learning about the Impact of Evidence-Based Practice Implementation

2011 ◽  
Vol 8 (3) ◽  
pp. 187-188 ◽  
Author(s):  
Joyce E. Wilkinson ◽  
Bridie Kent ◽  
Alison Hutchinson ◽  
Margaret B. Harrison
Keyword(s):  
Teaching And Learning ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
The Impact ◽  
Practice Implementation

scholarly journals Older and Wiser? The Need to Reexamine the Impact of Health Professionals Age and Experience on Competency-Based Practices

2021 ◽  
Vol 7 ◽  
pp. 237796082110290
Author(s):  
Jing Xu ◽  
Kristen Hicks-Roof ◽  
Chloe E. Bailey ◽  
Hanadi Y. Hamadi
Keyword(s):  
Health Professionals ◽  
Online Survey ◽  
Evidence Based Practice ◽  
Core Competencies ◽  
Healthcare Services ◽  
Interdisciplinary Teams ◽  
Evidence Based ◽  
Health Providers ◽  
Cross Sectional ◽  
The Impact

Introduction Delivery of healthcare services makes up a complex system and it requires providers to be competent and to be able to integrate each of the institute of medicine’s (IOM) 5 core competencies into practice. However, healthcare providers are challenged with the task to be able to understand and apply the IOM core competencies into practice. Objective The purpose of the study was to examine the factors that influence health professional’s likelihood of accomplishing the IOM core competencies. Methods A cross-sectional study design was used to administer a validated online survey to health providers. This survey was distributed to physicians, nursing professionals, specialists, and allied healthcare professionals. The final sample included 3,940 participants who completed the survey. Results The study findings show that younger health professionals more consistently practice daily competencies than their older counterparts, especially in the use of evidence-based practice, informatics, and working in interdisciplinary teams. Less experienced health professionals more consistently applied quality improvement methods but less consistently used evidence-based practice compared to their more experienced counterparts. Conclusion There is a need to understand how health professionals’ age and experience impact their engagement with IOM’s core competencies. This study highlights the need for educational resources on the competencies to be tailored to health providers’ age and experience.

scholarly journals The Impact of the Implementation Three-Step Interview Cooperative Learning Model in Mathematics Learning Toward the Learners’ Activities And Outcomes

2020 ◽  
Vol 3 (1) ◽  
pp. 8
Author(s):  
Usmadi Usmadi ◽  
Hayatul Hasanah ◽  
Ergusni Ergusni
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Mathematics ◽  
The Impact ◽  
Step Type ◽  
Better Than

This study is motivated by the issues found in observations at school, where the daily teaching activities carried out by teachers show that; teaching and learning activities are classical, the teacher only stands or sits in front of the class, the direct relationship between the teacher and students is rare, and students tend to behave passively, such as coming, listening, reading and writing. To overcome this issues, the researchers conducted a research by applying a three-step type of cooperative learning model interview in learning mathematics in the class. The purpose of this study is to reveal the activities and learning outcomes of students after applying the three-step interview type cooperative learning model. From the results of the study it was found that the learning activities of students during the application of the three step interview cooperative learning model increased at each meeting. Thus it can be concluded that the mathematics learning outcomes of students with learning by applying a three-step interview type cooperative learning model is better than those who do not apply the techniques.

What Makes or Breaks Evidence-Based Supervision? Staff and Organizational Predictors of Evidence-Based Practice in Probation

2021 ◽  
pp. 0306624X2110491
Author(s):  
Sara Debus-Sherrill ◽  
Alex Breno ◽  
Faye S. Taxman
Keyword(s):  
Organizational Culture ◽  
Survey Data ◽  
Evidence Based Practice ◽  
Organizational Factors ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Weak Evidence ◽  
The Impact

Research on staff and organizational factors that affect receptivity, adoption, feasibility, and utilization of innovations in justice settings is limited. This study uses survey data from 349 employees in one probation agency to assess how staff and perceived organizational factors influence attitudes related to evidence-based practices (EBPs) and their self-reported use. Staff characteristics, including education and knowledge about EBPs, and perceptions of the organization, including cynicism about the organization’s ability to change, predicted EBP outcomes. Staff age, tenure at the agency, and caseload size affected perceptions of organizational culture, but did not predict attitudes or use of EBPs. There is weak evidence for a relationship between self-reported use of EBPs with attitudinal support for EBPs, prior EBP training, and knowledge of EBPs. This study contributes to an emerging body of literature about the impact of various individual and organizational factors on support for EBPs with important lessons for implementation.

Evidence-Based Practice, Step by Step: Evaluating and Disseminating the Impact of an Evidence-Based Intervention: Show and Tell

2011 ◽  
Vol 111 (7) ◽  
pp. 56-59 ◽  
Author(s):  
Ellen Fineout-Overholt ◽  
Lynn Gallagher-Ford ◽  
Bernadette Mazurek Melnyk ◽  
Susan B. Stillwell
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
The Impact

Teaching Nurses About Research

2015 ◽  
Vol 34 (1) ◽  
pp. 41-45
Author(s):  
Jobeth Pilcher
Keyword(s):  
Quality Improvement ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Teaching And Learning Strategies

ABSTRACTThe purpose of this article is to provide educators with teaching and learning strategies aimed at engaging participants in learning more about research and related topics, such as quality improvement and evidence-based practice. This article includes various creative strategies.

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