Does Changing Newborn Bath Procedure Alter Newborn Temperatures and Exclusive Breastfeeding?

2018 ◽  
Vol 37 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carol Suchy ◽  
Cyndi Morton ◽  
Rocky Roy Ramos ◽  
Alexandra Ehrgott ◽  
Megan Marie Quental ◽  
...  
Keyword(s):  
Exclusive Breastfeeding ◽  
Staff Training ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Staff Nurse ◽  
Temperature Stabilization ◽  
Breastfeeding Rates ◽  
Hospital Protocol ◽  
Over Time

This evidence-based practice project evaluated effects of changing timing/character of initial newborn baths on infant temperatures and breastfeeding status.The hospital protocol for initial bathing procedures was updated: immersion baths; 12 hours postpartum; family included.Staff nurse champions provided staff training. The evaluation included three seven-week periods (2016–2017) and three measures: adherence, temperature stabilization, and exclusive breastfeeding.Of 1,205 38-week healthy newborns, 322 were born preimplementation (Pre), 486 after (Post), and 397 during maintenance (M). Adherence to bath timing increased and was maintained: 28 percent Pre; 83 percent Post; 85 percent M. Almost 100 percent of newborns had stable temperatures. Breastfeeding exclusivity rates did not change (ps greater than or equal to .05): baths less than 12 hours: 79 percent Pre, 74 percent Post, and 68 percent M; baths 12 hours: 68 percent Pre, 71 percent Post, and 73 percent M.Changing bath time/character for healthy newborns maintained thermoregulation and exclusive breastfeeding rates. Nurses changed practice quickly, maintaining adherence over time.

Increasing Exclusive Breastfeeding Rates in the Well-Baby Population: An Evidence-Based Change Project

2012 ◽  
Vol 16 (6) ◽  
pp. 460-470 ◽  
Author(s):  
Susan Kinney Davis ◽  
Jaynelle F. Stichler ◽  
Debra M. Poeltler
Keyword(s):  
Exclusive Breastfeeding ◽  
Evidence Based ◽  
Breastfeeding Rates

scholarly journals Outcomes of a Multiprofessional Educational Intervention in Evidence-Based Practice

2013 ◽  
Vol 3 (2) ◽  
Author(s):  
Susanne Heiwe ◽  
Eva Johansson ◽  
Kerstin Nilsson-Kajermo ◽  
Karin Säflund ◽  
Ann Ödlund Olin
Keyword(s):  
Clinical Practice ◽  
Educational Intervention ◽  
Research Evidence ◽  
Healthcare Professionals ◽  
Evidence Based Practice ◽  
Occupational Therapists ◽  
Evidence Based ◽  
Parametric Statistics ◽  
Over Time ◽  
Use Of Research

Background: Education is a commonly used intervention in the development of evidence-based practice (EBP). The aim of this study was to evaluate the outcome of an educational intervention on healthcare professionals’ perceived skills in finding, reviewing, and using research evidence in clinical practice. A further aim was to identify potential determinants for the outcome.Methods and Findings: A three-day course in EBP was designed for registered nurses, medical social workers, physiotherapists, occupational therapists, and dieticians. The Developing Evidence-Based Practice Questionnaire (DEBP) questionnaire was administered before and six months after the intervention (N = 274). Non-parametric statistics were used. The results showed an overall effect on ability to find research evidence (p = .0005) and ability to review research evidence (p = .0005), whereas there was no overall effect on use of research evidence in clinical practice (p = .18). However, some subgroups showed a significant improvement over time, for example, those whose profession was nursing or midwifery and those who had experience using evidence-based practice prior to the educational intervention.Conclusions: The results showed that a three-day course in EBP improved the participants’ ability to find and review research evidence, but it did not have an overall effect on the use of research evidence in clinical practice.

Strategies for Starting a Successful Evidence-Based Practice Program

2008 ◽  
Vol 19 (3) ◽  
pp. 301-311
Author(s):  
Christine S. Schulman
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Critical Elements ◽  
Organizational Supports ◽  
Successful Program ◽  
Barriers To Change ◽  
Over Time

Today’s nurses must provide care that is based on the best available evidence. Creating a program that supports the routine use of evidence-based practice (EBP) can seem complicated and time-consuming. This article provides a practical description of the critical elements to consider when starting an EBP program. A successful program includes built-in organizational supports for clinical inquiry, functional and efficient processes for EBP activities, and added details to sustain momentum and interest over time. Strategies for making EBP part of everyday care are identified, along with suggestions for overcoming barriers to change and ideas for acknowledging nurses for EBP work.

Integrating Evidence-Based Practice into a Lebanese Nursing Baccalaureate Program: Challenges and Successes

2017 ◽  
Vol 14 (1) ◽  
Author(s):  
Ola Sukkarieh-Haraty ◽  
Nancy Hoffart
Keyword(s):  
Practice Guidelines ◽  
Evidence Based Practice ◽  
Clinical Skill ◽  
Course Evaluation ◽  
Evidence Based ◽  
Clinical Question ◽  
Assessment Of Student Learning ◽  
Program Challenges ◽  
Different Levels ◽  
Hospital Protocol

AbstractEvidence-based practice (EBP) is defined as “the conscientious use of current best evidence in making clinical decisions about patient care.” This paper describes how we have developed the evidence-based practice concept and integrated it into two courses at two different levels of the BSN curriculum. Students apply EBP knowledge and process by using the PICO clinical question (Population, Intervention, Comparison and Outcome), whereby they observe a selected clinical skill, and then compare their observations to hospital protocol and against the latest evidence-based practice guidelines. The assignment for the second course requires students to pick a more complex clinical skill and to support proposed changes in practice with scholarly literature. Assessment of student learning and course evaluation has shown that the overall experience of integrating EBP projects into the curriculum is fruitful for students, clinical agencies, and faculty.

scholarly journals Application of Modified Lowa Model Evidence Based Practice on Trauma Care Nurses Regarding Head Injury

2021 ◽  
pp. 253-258
Author(s):  
Lina Fating ◽  
Seema Singh ◽  
Ruchira Ankar
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Head Injury ◽  
Trauma Care ◽  
Evidence Based Practice ◽  
Head Injuries ◽  
Evidence Based ◽  
Staff Nurse ◽  
Model Evidence ◽  
Nurses Knowledge

Background: Head injuries are a regular occurrence in emergency departments around the world, with more than 2 million annual visits in North American EDs and more than 400 000 in the United Kingdom alone. Despite the fact that the mechanism of injury is consistent,, Head injuries are a regular occurrence in emergency departments around the world, with over 2 million visits in North American EDs and over 400 000 in the European Union alone. Regardless of how consistent the injury mechanism is. Objectives: Holds data what nurses already know about the modified LOWA model. 2. Develop and test a protocol using a IOWA model that was adjusted. 3. Assess the updated LOWA model's effectiveness 4.To connect the knowledge score to demographic data. Research Approach: Interventional approach Research design: - One group pre test and post test. Setting of the study: - The study will be conducted in AVBRH Hospital. Sample: - Staff Nurse Sample Size is 50Sampling Technique is Purposive sampling. Setting of the study is The study will be conducted in AVBRH Sample: - Staff Nurse Sampling Technique: - convenient sampling  Data Collection: - Field data Will be collected by the use of standardised questionnaires with three key sections: Section A (Standard standards), Section B (Socio-demographics and work history of staff) used the modified LOWA model and check list). Expected Results: Oriented it toward the application of the LOWA model. Those characteristics are what evidence-based practise on trauma care nurses concerning head injury entails, but they may be able to address the issues that Traumatic Brain Injury Nursing faces. Adopting this paradigm into traumatic brain injury nursing units is worth a shot.With the assistance of a specific case, this article will discuss the clinical application of the Lowa Model in traumatic brain injury nursing care. Conclusion: In the light of the study findings, this study shows that, the implementation of LOWA Model evidence based practice has a positive effect on nurse’s knowledge and practices regarding trauma care nurses regarding head injury. There was a significant improvement in the nurses ‘knowledge and practice regarding LOWA Model evidence-based practice implementation compared with that before it. There was positive significant correlation between nurses’ knowledge and their practice before and after program. Nurses’ knowledge and practice about LOWA Model improved after application of this program.

Social work research over time

2018 ◽  
Author(s):  
Ian Shaw
Keyword(s):  
Social Work ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Success Story ◽  
Social Work Research ◽  
The Past ◽  
Over Time

This chapter talks about the influence of scholars' general worldview on how they see social work. Turning its gaze to the past, the chapter briefly demonstrates how the ways scholars write and speak about research have changed, giving significant space to the role of experimentation in social work. The chapter examines the idea of the experimenting society, especially through the work of Ada Sheffield; at the success story of evidence based practice; and at a forgotten strand of experimental sociology. It then moves to consider the emergence of innovations in social work, taking task-centred social work as a main example. The ground covered in this chapter distinctively exemplifies the point regarding the synthesis of scepticism and practicality.

AN ILLUSTRATION OF DELIVERING EVIDENCE-BASED PRACTICE THROUGH STAFF TRAINING: MULTI-DIMENSIONAL PROCESS, OUTCOME AND ORGANIZATIONAL EVALUATION

2003 ◽  
Vol 31 (1) ◽  
pp. 85-98 ◽  
Author(s):  
Derek Milne ◽  
Katy Woodward ◽  
Seirian Hanner ◽  
John Iceton ◽  
Ann Fitzsimmons ◽  
...  
Keyword(s):  
Staff Training ◽  
Evidence Based Practice ◽  
Training Programme ◽  
Favourable Outcome ◽  
Mental Illnesses ◽  
Control Group ◽  
Evidence Based ◽  
Mental Health Nurses ◽  
Organizational Evaluation ◽  
Training Programmes

Developing staff competence in evidence-based interventions for people with a severe mental illnesses is now a government priority. However, evidence concerning the nature and effectiveness of the training programmes that are designed to develop competence is decidedly limited. The purpose of the present study was, therefore, to evaluate systematically a manualized and evidence-based staff training programme. This programme was delivered over a 17-day period, in a modular and experiential workshop format. Staff (mostly mental health nurses) were allocated to either an experimental group (N = 18) who received the training or to a waiting-list, control group condition (N = 7). Multi-dimensional process and outcome evaluations indicated that the staff training was delivered competently, followed an experiential learning approach, and led to significant improvement in the participants' targeted knowledge and skills. The staff were also satisfied with the acceptability and delivery of the training. Generalization to the participants' clients was reported to be very good, which was congruent with evidence of a supportive work environment, the organizational evaluation aspect of this study. While these learning outcomes are typical of such training, the degree of generalization is exceptional. Possible reasons for this favourable outcome are discussed, and conclusions are drawn for developing staff competence in ways that maximize the delivery of evidence-based practice.

Evolution of Covert Coaching as an Evidence-Based Practice in Professional Development and Preparation of Teachers

2018 ◽  
pp. 281-299 ◽  
Author(s):  
Kathleen M. Randolph ◽  
Michael P. Brady
Keyword(s):  
Professional Development ◽  
Communication Systems ◽  
Evidence Based Practice ◽  
Wireless Communication Systems ◽  
Evidence Based ◽  
Immediate Feedback ◽  
Coaching Intervention ◽  
Coaching Process ◽  
Covert Audio Coaching ◽  
Over Time

There is a tradition of coaching in many fields that prepares and improves performance among professionals. Coaching practices evolved over time, with several technological applications developed to improve the coaching process. An application gaining attention as an evidence-based practice is the use of wireless communication systems in which coaching statements are delivered to individuals while they engage in work. In education this has been called Bug-in-Ear coaching or Covert Audio Coaching, and has demonstrated its efficacy as a coaching intervention with teachers, families, and individuals with developmental disabilities. In this chapter the evolution of coaching across disciplines is summarized and specific applications that hold promise as an evidence-based practice for the professional development and preparation of teachers are described. This chapter summarizes 22 studies which support covert coaching as an evidence-based practice. Covert coaching enables immediate feedback without interrupting the participants, and provides opportunities for immediate error correction.

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