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

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.

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Promoting evidence-based practice: training health professionals for the evidence synthesis

Revista da Escola de Enfermagem da USP ◽

10.1590/1980-220x-reeusp-2021-0180 ◽

2021 ◽

Vol 55 ◽

Author(s):

Daniela Filipa Batista Cardoso ◽

Diana Gabriela Simões Marques Santos ◽

Joana Filipa Cunha Rodrigues ◽

Nichole Bento ◽

Rogério Manuel Clemente Rodrigues ◽

...

Keyword(s):

Systematic Review ◽

Training Program ◽

Systematic Reviews ◽

Health Professionals ◽

Evidence Based Practice ◽

Evidence Synthesis ◽

Evidence Based ◽

Centre Of Excellence ◽

Satisfaction Evaluation ◽

Students Satisfaction

ABSTRACT Objective: To report the experience of the Portugal Centre For Evidence Based Practice (PCEBP): a JBI Centre of Excellence in the training of health professionals, researchers, and professors in the Comprehensive Systematic Review Training Program, a course on Evidence Synthesis, specifically on Systematic Literature Reviews. Method: This article aims to report the experience of the Portugal Centre For Evidence Based Practice: a JBI Centre of Excellence in the implementation of the Comprehensive Systematic Review Training Program that trains health professionals, researchers, and teachers to develop Systematic Reviews, according to the JBI approach. Results: By the end of 2020, 11 editions of the course had been developed with 136 participants from different educational and health institutions, from different countries. As a result of the training of these participants, 13 systematic reviews were published in JBI Evidence Synthesis and 10 reviews were published in other journals. Conclusion: The reported results and the students’ satisfaction evaluation allow us to emphasize the relevance of the course for health professionals training on evidence synthesis.

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Effectiveness of Educational Interventions to Increase Knowledge of Evidence-Based Practice Among Nurses and Physiotherapists in Primary Health Care: Protocol for a Systematic Review

JMIR Research Protocols ◽

10.2196/17621 ◽

2020 ◽

Vol 9 (11) ◽

pp. e17621

Author(s):

Henk Verloo ◽

Pauline Melly ◽

Roger Hilfiker ◽

Filipa Pereira

Keyword(s):

Systematic Review ◽

Primary Care ◽

Health Care ◽

Systematic Reviews ◽

Evidence Based Practice ◽

Daily Practice ◽

Educational Interventions ◽

Care Practice ◽

Evidence Based ◽

Cochrane Central Register

Background The implementation of evidence-based practice (EBP) in daily health care practice is strongly encouraged; it is widely recognized as a means to improve the quality and safety of health care for patients and reduce avoidable costs. Primary care nurses and physiotherapists face numerous challenges in trying to ensure that they deliver effective daily care. Broadly promoted educational interventions aim to increase the integration and implementation of EBP in their daily practice. Objective This systematic review will retrieve and evaluate publications examining the effectiveness of educational interventions to increase the integration and implementation of EBP among nurses, nurse practitioners, and physiotherapists active in primary care. Methods We will conduct a systematic review of published articles in relevant professional, scientific journals (from their start dates) and in the following electronic databases, from inception until October 31, 2020: Medline Ovid SP (from 1946), PubMed (NOT Medline[sb]; from 1996), Embase.com (from 1947), CINAHL Ebesco (from 1937), the Cochrane Central Register of Controlled Trials Wiley (from 1992), PsycINFO Ovid SP (from 1806), Web of Science Core collection (from 1900), PEDro (from 1999), the JBI Database of Systematic Reviews and Implementation Reports (from 1998), and the Trip Database (from 1997). We will use the predefined search terms of “evidence-based practice,” “nurses,” or “physiotherapists” and combinations with other terms, such as “educational interventions.” We will also conduct a hand search of the bibliographies of all the relevant articles and a search for unpublished studies using Google Scholar, the ProQuest Dissertations and Theses dissemination, Mednar, WorldCat, OpenGrey, and Grey Literature Report. We will consider publications in English, French, German, and Portuguese. Results The electronic database searches were completed in October 2020. Retrieved articles are currently being screened, and the entire study is expected to be completed by March 2021. Conclusions This systematic review will provide specific knowledge about the effectiveness of educational interventions to increase the implementation and integration of EBP in the daily practice of nurses and physiotherapists providing primary care services. Its findings will inform us about the types and frequencies of the most successful educational interventions. Trial Registration PROSPERO International Prospective Register of Systematic Reviews CRD42017077309; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=77309 International Registered Report Identifier (IRRID) DERR1-10.2196/17621

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How to Teach Evidence-Based Practice in Social Work: A Systematic Review

Research on Social Work Practice ◽

10.1177/1049731519852150 ◽

2019 ◽

Vol 30 (1) ◽

pp. 19-39 ◽

Cited By ~ 2

Author(s):

Florian Spensberger ◽

Ingo Kollar ◽

Eileen Gambrill ◽

Christian Ghanem ◽

Sabine Pankofer

Keyword(s):

Systematic Review ◽

Social Work ◽

Systematic Reviews ◽

Procedural Knowledge ◽

Evidence Based Practice ◽

Real Life ◽

Social Work Students ◽

Evidence Based ◽

Eligibility Criteria ◽

Empirically Supported

Purpose: This article presents a systematic review of research regarding how best to educate social work students and practitioners concerning of the process of evidence-based practice and/or the application of empirically supported treatments (ESTs). Method: We conducted a systematic review with a narrative synthesis, largely following the Cochrane Handbook of Systematic Reviews for Interventions and PRISMA reporting guidelines for systematic reviews and meta-analyses. Results: Twenty-seven studies met our eligibility criteria. These consisted mostly of uncontrolled designs and their measures relied mainly on learners’ self-perception regarding acquisition of declarative and procedural knowledge, motivation, and satisfaction. Reports were mostly positive (88.7%). Conclusions: Research regarding the education of social work students and practitioners about the process of evidence-based practice as well as ESTs is limited. Further investigation is needed concerning the effectiveness of specific teaching methods using controlled designs and more rigorous outcome measures including observation of practice in real-life situations and/or in role-plays.

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A Primer on Systematic Reviews and Meta-Analyses: Part I

Journal of Clinical Exercise Physiology ◽

10.31189/2165-6193-10.4.160 ◽

2021 ◽

Vol 10 (4) ◽

pp. 160-164

Author(s):

Stuart Fisher ◽

Melissa J Pearson ◽

Neil A. Smart

Keyword(s):

Systematic Review ◽

Systematic Reviews ◽

Evidence Based Practice ◽

Meta Analysis ◽

Exercise Physiology ◽

Moderate Intensity ◽

Forest Plot ◽

Evidence Based ◽

Aerobic Activity ◽

Meta Analyses

ABSTRACT The conduct of systematic reviews and meta-analyses are a cornerstone source of information required for evidence-based practice in all medical and allied health professions. Meta-analyses are important in the exercise sciences because, for instance, sometimes many small underpowered studies may suggest the optimal treatment deviates from the generic guidelines that suggest 30 minutes to 60 minutes of moderate intensity aerobic activity 3 to 5 times weekly, supplemented by 1 or more sessions of resistance exercise. A systematic review and meta-analysis can help by combining studies to increase power and provide an answer. The signature method of presenting results of meta-analyses is the forest plot, and an ability to interpret these data and the associated funnel plots are essential to the practice of evidence-based exercise programming. This work describes the processes of systematic review and meta-analysis and informs the reader on how these works may be presented, interpreted, and applied. Some examples from the field of kinesiology and exercise physiology are presented to illustrate how the results of a meta-analysis may influence evidence-based practice.

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Effectiveness of Educational Interventions to Increase Knowledge of Evidence-Based Practice Among Nurses and Physiotherapists in Primary Health Care: Protocol for a Systematic Review (Preprint)

10.2196/preprints.17621 ◽

2019 ◽

Author(s):

Henk Verloo ◽

Pauline Melly ◽

Roger Hilfiker ◽

Filipa Pereira

Keyword(s):

Systematic Review ◽

Primary Care ◽

Health Care ◽

Systematic Reviews ◽

Evidence Based Practice ◽

Daily Practice ◽

Educational Interventions ◽

Care Practice ◽

Evidence Based ◽

Cochrane Central Register

BACKGROUND The implementation of evidence-based practice (EBP) in daily health care practice is strongly encouraged; it is widely recognized as a means to improve the quality and safety of health care for patients and reduce avoidable costs. Primary care nurses and physiotherapists face numerous challenges in trying to ensure that they deliver effective daily care. Broadly promoted educational interventions aim to increase the integration and implementation of EBP in their daily practice. OBJECTIVE This systematic review will retrieve and evaluate publications examining the effectiveness of educational interventions to increase the integration and implementation of EBP among nurses, nurse practitioners, and physiotherapists active in primary care. METHODS We will conduct a systematic review of published articles in relevant professional, scientific journals (from their start dates) and in the following electronic databases, from inception until October 31, 2020: Medline Ovid SP (from 1946), PubMed (NOT Medline[sb]; from 1996), Embase.com (from 1947), CINAHL Ebesco (from 1937), the Cochrane Central Register of Controlled Trials Wiley (from 1992), PsycINFO Ovid SP (from 1806), Web of Science Core collection (from 1900), PEDro (from 1999), the JBI Database of Systematic Reviews and Implementation Reports (from 1998), and the Trip Database (from 1997). We will use the predefined search terms of “evidence-based practice,” “nurses,” or “physiotherapists” and combinations with other terms, such as “educational interventions.” We will also conduct a hand search of the bibliographies of all the relevant articles and a search for unpublished studies using Google Scholar, the ProQuest Dissertations and Theses dissemination, Mednar, WorldCat, OpenGrey, and Grey Literature Report. We will consider publications in English, French, German, and Portuguese. RESULTS The electronic database searches were completed in October 2020. Retrieved articles are currently being screened, and the entire study is expected to be completed by March 2021. CONCLUSIONS This systematic review will provide specific knowledge about the effectiveness of educational interventions to increase the implementation and integration of EBP in the daily practice of nurses and physiotherapists providing primary care services. Its findings will inform us about the types and frequencies of the most successful educational interventions. CLINICALTRIAL PROSPERO International Prospective Register of Systematic Reviews CRD42017077309; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=77309 INTERNATIONAL REGISTERED REPORT DERR1-10.2196/17621

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British Dietetic Association systematic review of systematic reviews and evidence-based practice guidelines for the use of probiotics in the management of irritable bowel syndrome in adults (2016 update)

Journal of Human Nutrition and Dietetics ◽

10.1111/jhn.12386 ◽

2016 ◽

Vol 29 (5) ◽

pp. 576-592 ◽

Cited By ~ 34

Author(s):

Y. A. McKenzie ◽

J. Thompson ◽

P. Gulia ◽

M. C. E. Lomer ◽

Keyword(s):

Systematic Review ◽

Irritable Bowel Syndrome ◽

Systematic Reviews ◽

Practice Guidelines ◽

Evidence Based Practice ◽

Evidence Based ◽

Irritable Bowel

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Correction: Effectiveness of Educational Interventions to Increase Knowledge of Evidence-Based Practice Among Nurses and Physiotherapists in Primary Health Care: Protocol for a Systematic Review (Preprint)

10.2196/preprints.27092 ◽

2021 ◽

Author(s):

Henk Verloo ◽

Pauline Melly ◽

Roger Hilfiker ◽

Filipa Pereira

Keyword(s):

Systematic Review ◽

Primary Care ◽

Health Care ◽

Systematic Reviews ◽

Evidence Based Practice ◽

Daily Practice ◽

Educational Interventions ◽

Care Practice ◽

Evidence Based ◽

Cochrane Central Register

UNSTRUCTURED The implementation of evidence-based practice (EBP) in daily health care practice is strongly encouraged; it is widely recognized as a means to improve the quality and safety of health care for patients and reduce avoidable costs. Primary care nurses and physiotherapists face numerous challenges in trying to ensure that they deliver effective daily care. Broadly promoted educational interventions aim to increase the integration and implementation of EBP in their daily practice. This systematic review will retrieve and evaluate publications examining the effectiveness of educational interventions to increase the integration and implementation of EBP among nurses, nurse practitioners, and physiotherapists active in primary care. We will conduct a systematic review of published articles in relevant professional, scientific journals (from their start dates) and in the following electronic databases, from inception until October 31, 2020: Medline Ovid SP (from 1946), PubMed (NOT Medline[sb]; from 1996), Embase.com (from 1947), CINAHL Ebesco (from 1937), the Cochrane Central Register of Controlled Trials Wiley (from 1992), PsycINFO Ovid SP (from 1806), Web of Science Core collection (from 1900), PEDro (from 1999), the JBI Database of Systematic Reviews and Implementation Reports (from 1998), and the Trip Database (from 1997). We will use the predefined search terms of “evidence-based practice,” “nurses,” or “physiotherapists” and combinations with other terms, such as “educational interventions.” We will also conduct a hand search of the bibliographies of all the relevant articles and a search for unpublished studies using Google Scholar, the ProQuest Dissertations and Theses dissemination, Mednar, WorldCat, OpenGrey, and Grey Literature Report. We will consider publications in English, French, German, and Portuguese. The electronic database searches were completed in October 2020. Retrieved articles are currently being screened, and the entire study is expected to be completed by March 2021. This systematic review will provide specific knowledge about the effectiveness of educational interventions to increase the implementation and integration of EBP in the daily practice of nurses and physiotherapists providing primary care services. Its findings will inform us about the types and frequencies of the most successful educational interventions. PROSPERO International Prospective Register of Systematic Reviews CRD42017077309; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=77309 International Registered Report Identifier (IRRID): DERR1-10.2196/17621

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