scholarly journals EBP e-Toolkit: Providing a Teaching and Learning Open and Innovative Toolkit for Evidence-Based Practice to Nursing European Curriculum – the second transnational project meeting in Warsaw

2019 ◽  
Vol 18 (3) ◽  
pp. 197-199
Author(s):  
Mariusz Panczyk ◽  
Joanna Gotlib
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Teaching And Learning ◽  
Research Evidence ◽  
European Federation ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Clinical Decisions ◽  
Learning Tools ◽  
Efficient Option

AbstractIntroduction. Although European healthcare systems differ from country to country, almost all are currently going through profound changes and are becoming increasingly complex. New tasks and growing social expectations towards healthcare build high expectations of medical professionals regarding their competences. Knowledge and skills allowing for choosing the safest and most efficient option for patient care are particularly welcome. The idea of Evidence-based Nursing Practice (EBP) combines the best available research evidence on the one hand and clinical expertise and patients’ expectations on the other, allowing for solving problems in making clinical decisions. EBP is a tool used for making clinical decisions in nursing care that helps to reduce the cost of healthcare by increasing efficiency and safety. Under the Directive 2013/55/EU European Federation of Nurses Associations developed qualifications framework that provides requirements for nursing training, with the ability to apply research evidence in clinical practice being one of its key elements. Despite the aforementioned recommendations, the actual implementation of EBP into clinical practice is hindered by various obstacles. In addition, the existing European resources enhancing EBP teaching for nursing students are very limited.Summary. The EBP e-Toolkit Project is a response to high needs of the academic world and nursing practitioners, involving six institutions whose cooperation and expertise aim to ensure the development and implementation of high-quality learning tools tailored to the educational needs of modern nursing personnel. The six higher education institutions that jointly implement the aforementioned project involve: the University of Murcia (coordinating institution, Spain), Technological Educational Institute of Crete (Greece), University of Modena e Reggio Emilia (Italy), University of Ostrava (Czech Republic), Medical University of Warsaw (Poland), and Angela Boskin Faculty of Health Care (Slovenia).

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

scholarly journals Development and testing of an evidence-based model of mentoring nursing students in clinical practice

2020 ◽  
Vol 85 ◽  
pp. 104272 ◽  
Author(s):  
Kristina Mikkonen ◽  
Marco Tomietto ◽  
Giancarlo Cicolini ◽  
Boris Miha Kaucic ◽  
Bojana Filej ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Evidence Based ◽  
Evidence Based Model

scholarly journals Indian nurses’ views on a collaborative model of best practices: Evidence-based practice, job satisfaction, learning environment, and nursing quality

2018 ◽  
Vol 8 (9) ◽  
pp. 87
Author(s):  
Kaisa Bjuresäter ◽  
Sister Tessy Sebastian ◽  
Bhalchandra Kulkarni ◽  
Elsy Athlin
Keyword(s):  
Job Satisfaction ◽  
Quality Of Care ◽  
Clinical Practice ◽  
Nursing Students ◽  
Learning Environment ◽  
Evidence Based Practice ◽  
Positive Impact ◽  
Evidence Based ◽  
Collaborative Model

Introduction: This study is a part of a project aimed at implementing and evaluating the Collaborative Model of Best Practice, (CMBP) to promoting evidence-based practice (EBP) in health care contexts. The aim of the study was to assess nurses’ interest, attitudes, utilisation, and views on promotors of and resources related to EBP before and after taking part in the CMBP project, and to investigate their views on the CMBP in relation to collaboration between the academy and clinical practice, the earning environment, job satisfaction, and nursing quality.Methods: A descriptive, comparative design was used with pre- and post-test measurements. The Research Utilization Questionnaire (RUQ) and study-specific questions were distributed to ward nurses (n = 67) in a rural Indian hospital.Results: Most of the nurses thought that the CMBP had a positive impact on quality of care, on their attitudes to, interest in, and knowledge EBP, and on their job satisfaction. They also considered that the collaboration between the nursing college and clinical practice had a positive impact on the learning environment and that more resources were available at the end of the project.Conclusions: The CMBP project was an attempt to improve the quality of care for patients and the learning environment for nursing students and nurses on the project wards. The results indicated fulfilment of these goals, which strengthens the usability of the model. Implementation of EBP is challenging and requires long-lasting activities and comprehensive support from leaders and facilitators. More studies are needed in which EBP is systematically implemented, accomplished, evaluated, and reported.

The Principles of Evidence-Based Medicine

Cephalalgia ◽  
2000 ◽  
Vol 20 (2_suppl) ◽  
pp. 10-13 ◽  
Author(s):  
S Wiebe
Keyword(s):  
Clinical Practice ◽  
Clinical Research ◽  
Evidence Based Medicine ◽  
Information Overload ◽  
Clinical Performance ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Performance Information ◽  
Research Findings ◽  
Based Medicine

Evidence-based medicine (EBM) integrates individual clinical expertise with the best available external evidence in the care of individual patients. By enabling clinicians to directly appraise and apply current clinical research, EBM deals with the problems of deterioration in clinical performance, information overload, and lag in application of research findings to clinical practice. Thus, EBM is a useful tool to address the problems faced by clinicians attempting to provide optimum, current care for their patients. The rationale for EBM, its principles and application, as well as some limitations, are described here.

scholarly journals 28 How is Postpartum Depression Currently Diagnosed and Managed? Insights from a Virtual Patient Simulation

CNS Spectrums ◽  
2019 ◽  
Vol 24 (1) ◽  
pp. 189-190
Author(s):  
Jovana Lubarda ◽  
Martin Warters ◽  
Piyali Chatterjee ◽  
Marlene P. Freeman ◽  
Roger S. McIntyre
Keyword(s):  
Decision Making ◽  
Clinical Practice ◽  
Postpartum Depression ◽  
Clinical Decision Making ◽  
Patient Simulation ◽  
Clinical Decision ◽  
Virtual Patient ◽  
Evidence Based ◽  
Clinical Decisions ◽  
Practice Gaps

AbstractObjectivesThe goal of this study was to determine physician performance in diagnosis and management of postpartum depression (PPD) and to provide needed education in the consequence free environment of a virtual patient simulation (VPS).Methods∙ A continuing medical education activity was delivered via an online VPS learning platform that offers a lifelike clinical care experience with complete freedom of choice in clinical decision-making and expert personalized feedback to address learner’s practice gaps∙ Physicians including psychiatrists, primary care physicians (PCPs), and obstetricians/gynecologists (ob/gyns) were presented with two cases of PPD designed to model the experience of actual practice by including use of electronic health records∙ Following virtual interactions with patients, physicians were asked to make decisions regarding assessments, diagnoses, and pharmacologic therapies. The clinical decisions were analyzed using a sophisticated decision engine, and clinical guidance (CG) based on current evidence-based recommendations was provided in response to learners’ clinical decisions∙ Impact of the education was measured by comparing participant decisions pre- and post-CG using a 2-tailed, paired t-test; P <.05 was considered statistically significant∙ The activity launched on Medscape Education on April 26, 2018, and data were collected through to June 17,2018.Results∙ From pre- to post-CG in the simulation, physicians were more likely to make evidence-based clinical decisions related to:∙ Ordering appropriate baseline tests including tools/scales to screen for PPD: in case 1, psychiatrists (n=624) improved from 34% to 42% on average (P<.05); PCPs (n=197) improved from 38% to 48% on average (P<.05); and, ob/gyns (n=216) improved from 30% to 38% on average (P<.05)∙ Diagnosing moderate-to-severe PPD: in case 2, psychiatrists (n=531) improved from 46% to 62% (P<.05); PCPs (n=154) improved from 43% to 55% (P<.05); and, ob/gyns (n=137) improved from 55% to 73% (P<.05)∙ Ordering appropriate treatments for moderate-to-severe PPD such as selective serotonin-reuptake inhibitors: in case 2, psychiatrists (n=531) improved from 47% CG to 75% (P<.05); PCPs (n=154) improved from 55% to 74% (P<.05); and, ob/gyns (n=137) improved from 51% to 78% (P<.05)∙ Interestingly, a small percentage of physicians (average of 5%) chose investigational agents for PPD which were in clinical trials pre-CG, and this increased to an average of 9% post-CGConclusionsPhysicians who participated in VPS-based education significantly improved their clinical decision-making in PPD, particularly in selection of validated screening tools/scales, diagnosis, and pharmacologic treatments based on severity. Given that VPS immerses physicians in an authentic, practical learning experience matching the scope of clinical practice, this type of intervention can be used to determine clinical practice gaps and translate knowledge into practice.Funding Acknowledgements: The educational activity and outcomes measurement were funded through an independent educational grant from Sage Therapeutics, Inc.

Clinical Training Pathways for Resonance and Craniofacial Anomalies

2014 ◽  
Vol 24 (1) ◽  
pp. 27-33 ◽  
Author(s):  
Kerry Mandulak ◽  
Adriane Baylis
Keyword(s):  
Clinical Practice ◽  
Clinical Training ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Craniofacial Anomalies ◽  
Journal Articles ◽  
Clinical Area ◽  
Clinical Competencies ◽  
Feeding Management ◽  
Training Opportunities

This paper will describe the multiple pathways that new or established clinicians may take as they embark on the process of obtaining clinical expertise in cleft/craniofacial anomalies and velopharyngeal dysfunction. Examples of clinical competencies for speech-language evaluation, treatment, and feeding management for working with craniofacial population will be discussed. Various training opportunities including observation and fellowship experiences, mentored clinical practice, instrumentation/imaging courses, and other learning experiences will be described. Last, strategies for selecting quality resources including textbooks, journal articles, webinars, and CEU courses to facilitate evidence-based practice in this clinical area will be discussed.

Translating science into practice in clinical psychology: A reformulation of the evidence-based practice inquiry model

2021 ◽  
pp. 095935432110598
Author(s):  
Tony Ward ◽  
Brian D. Haig ◽  
Max McDonald
Keyword(s):  
Research Evidence ◽  
Information Overload ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Research And Practice ◽  
Conflicting Evidence ◽  
Assessment And Treatment ◽  
Social And Cultural Factors

The model of evidence-based practice (EBP) directs clinicians to integrate the best available research evidence, clinical expertise, client preferences and values, and social and cultural factors in the assessment and treatment of psychological problems. Despite its many strengths, the five-step inquiry component of the EBP model suffers from several conceptual and practical problems that make it difficult to implement in practice. In this article, we first outline the transdisciplinary EBP model. Second, several criticisms of the overall EBP model are outlined and briefly discussed. Third, five pressing problems in the inquiry component of the EBP model are identified: (a) information overload, (b) a focus on questions rather than tasks, (c) neglect of theory, (d) difficulty dealing with conflicting evidence, and (e) an oversimplified view of the role of values in research and practice. Fourth, we suggest ways of modifying the inquiry part of the model to address these problems.

RESEARCH IN CLINICAL PERIODONTOLOGY: CURRENT APPROACHES AND FUTURE PERSPECTIVES

2021 ◽  
pp. 198-200
Author(s):  
Sharanya Bose. ◽  
Subhapriya Mandal ◽  
Ravi Prakash B S ◽  
Himadri Chakrabarty ◽  
Abhijit Chakraborty
Keyword(s):  
Clinical Practice ◽  
Material Science ◽  
Research Evidence ◽  
Practice Research ◽  
Controlled Trials ◽  
Evidence Based ◽  
Future Perspectives ◽  
Randomized Controlled ◽  
Periodontal Research ◽  
Evidence Based Dentistry

Research in the eld of periodontology has observed a huge upheaval in the last two decades unveiling newer alterations in techniques, methodologies, and material science. The recent centre of attention in periodontal research is an evidence-based approach which offers a bridge from science to clinical practice. Research inculcates scientic and inductive thinking and it promotes the development of logical habits of thinking and organization. In terms of research methodology, the article aim to inform the reader on topics relating to randomized controlled trials in periodontal research, evidence-based dentistry, calibration of clinical examiners and statistics relevant to periodontal research.

Disseminating, Teaching, and Implementing Evidence-Based Practices

2016 ◽  
pp. 247-266
Author(s):  
John C. Norcross ◽  
Thomas P. Hogan ◽  
Gerald P. Koocher ◽  
Lauren A. Maggio
Keyword(s):  
Implementation Science ◽  
Empirical Research ◽  
Healthcare System ◽  
Research Evidence ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Evidence Based Practices ◽  
What Works ◽  
System P

Moving research evidence from science to service, from the lab bench to the bedside, poses a challenge for evidence-based practices (EBPs). Translation(al) research inclusively refers to the process of successfully moving research-supported discoveries into established practice and policy. This chapter begins with synopses of the empirical research on predicting adoption of EBP and the barriers to its implementation. The chapter then reviews effective methods for disseminating, teaching, and implementing EBPs. Like EBP itself, the new field of implementation science sensitively integrates the best research evidence, clinical expertise, and staff characteristics and preferences into deciding what works in each unique healthcare system.

scholarly journals Students’ perspectives regarding clinical preceptors (CPs) in the baccalaureate undergraduate nursing programme in Karachi, Pakistan

2019 ◽  
Vol 3 (1) ◽  
pp. 26
Author(s):  
Amina Aijaz Khowaja ◽  
Jacqueline Maria Dias
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Undergraduate Students ◽  
Private School ◽  
Teaching And Learning ◽  
Clinical Environment ◽  
Creative Commons ◽  
Undergraduate Nursing

Introduction Clinical practice is considered an integral part of nursing education. It is in the clinical area that the students integrate the theory learnt in the classroom into practice. An enabling clinical environment with the assistance of a clinical preceptor (CP) ensures that student nurses become independent practitioners and competent in their roles and responsibilities. DesignA comprehensive study was undertaken to explore the emerging role of CPs in Pakistan. This research has been reported in the literature. This paper will deal exclusively with the perceptions of nursing students when working with CPs in the four-year undergraduate baccalaureate program at a private school of nursing (SON) in Pakistan. Through focus group discussions, the perceptions of undergraduate students were explored. ResultsFour main themes emerged. These included the creation of a conducive clinical environment, development of competencies, engagement in patient care, and personal and professional development. ConclusionBased on the study findings, recommendations for strengthening the role of CPs in supporting undergraduate nursing students in their clinical practice are presented.   How to cite this article:  KHOWAJA, Amina Aijaz; DIAS, Jacqueline Maria. Students’ perspectives regarding clinical preceptors (CPs) in the baccalaureate undergraduate nursing programme in Karachi, Pakistan. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 26-35, Apr. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=68&path%5B%5D=39   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/  

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