scholarly journals Effectiveness of an Evidence-Based Practice Educational Intervention among School Nurses

2020 ◽  
Vol 17 (11) ◽  
pp. 4063
Author(s):  
Pei-Lin Hsieh ◽  
Sue-Hsien Chen
Keyword(s):  
Self Efficacy ◽  
Primary Schools ◽  
Flipped Classroom ◽  
Evidence Based Practice ◽  
Quality Care ◽  
School Nurses ◽  
Evidence Based ◽  
Learning Technology ◽  
Post Test

The evidence-based practice (EBP) approach to high-quality care is designed to improve patient outcomes. However, little research has been conducted to determine how EBP is adopted and implemented among school nurses in Taiwan. This study evaluated an EBP training program implemented among school nurses in Taiwan to determine whether and how effectively it improved their knowledge levels, attitudes, skills, and self-efficacy. A pretest-posttest research design was employed. Participants were recruited via convenience sampling from among 193 primary schools throughout Tao-Yuan and New Taipei City in Taiwan. The EBP program implemented both mobile learning technology and the flipped classroom format. The learning outcomes were evaluated before, immediately after, and at a 3-month follow-up. In this regard, the data were collected using the School Nurse Evidence-Based Practice Questionnaire. The results showed that the participant scores for the items of knowledge and self-efficacy significantly increased over the study period. Somewhat differently, scores for the skill items significantly increased from the pre-test to the immediate post-test, but significantly decreased from the immediate post-test to the final follow-up. Overall, however, the EBP program led to marked improvements in knowledge, skills, and self-efficacy. These findings can help guide the development of a creative evidence-based school nursing curriculum.

scholarly journals School Nurses’ Perceptions, Knowledge, and Related Factors Associated with Evidence-Based Practice in Taiwan

2018 ◽  
Vol 15 (9) ◽  
pp. 1845 ◽  
Author(s):  
Pei-Lin Hsieh ◽  
Sue-Hsien Chen ◽  
Li-Chun Chang
Keyword(s):  
Influencing Factors ◽  
Self Efficacy ◽  
Evidence Based Practice ◽  
Demographic Data ◽  
School Nurse ◽  
School Nurses ◽  
Evidence Based ◽  
Related Factors ◽  
Cross Sectional ◽  
Nurses Perceptions

The implementation of evidence-based practice (EBP) in health care has been focused mainly on hospital settings and there is little research on EBP adoption and implementation among school nurses in Taiwan. This study aimed to determine primary school nurses’ perceptions regarding EBP and to explore the factors that influence EBP in Taiwan. A cross-sectional design was used and the School Nurse Evidence-Based Practice Questionnaire was developed to collect data. A total of 2679 elementary school nurses in Taiwan were invited to participate in this study, and 1200 completed questionnaires were returned, with a 45% response rate. Participants’ mean age was 37.5 (range: 31–62) years and the mean duration of employment as a school nurse was 8.4 (range: 1–20) years. The majority of participants had a Bachelor’s degree (56%). The results revealed that participants had insufficient EBP knowledge and skills. However, they had a positive attitude toward and moderate self-efficacy in EBP. The demographic data positively correlated with knowledge, attitudes, skills, self-efficacy, and influencing factors. Certain influencing factors were highlighted. As school nurses play a crucial role in promoting children’s health, they ought to embrace EBP so as to provide more effective services. School organization should play a supportive role with regard to EBP implementation.

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 Grandparent Resilience: Improving Self-Efficacy in Grandparents Raising Grandchildren

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 510-510
Author(s):  
Aimee Fox ◽  
Nathaniel Riggs ◽  
Loriena Yancura ◽  
Christine Fruhauf
Keyword(s):  
Self Efficacy ◽  
Emotional Health ◽  
Well Being ◽  
Individual Variability ◽  
Health Issues ◽  
Grandparents Raising Grandchildren ◽  
Post Intervention ◽  
Paired Samples ◽  
Post Test

Abstract Grandparents often protect against childhood trauma and promote resilience through their nurturance, love, and support when raising grandchildren. Despite the beneficial role grandparents have on their grandchildren, grandparents may experience challenges of their own, including physical, mental, and emotional health issues, lack of resources, and social isolation. Few interventions exist to help grandparents successfully adapt to the challenges they face as primary parenting figures. The purpose of this study was to test preliminary efficacy of a strengths-based intervention for grandparents raising grandchildren aimed at increasing self-care behaviors, managing emotions, and connecting to community resources. Grandparents (N = 137) providing primary care to grandchildren were recruited to participate in a single-group, pre- and post-test design, 6-week intervention. Self-efficacy was assessed at baseline, post-intervention, and at a 6-month follow-up. To evaluate who the intervention might be most beneficial for, grandparents’ service knowledge, perceived support from others, and length of care provided, measured at baseline, were analyzed for moderating effects. Results of paired-samples t-tests reveal significant increases in self-efficacy (p = .013) from baseline to post-test, which were maintained at the 6-month follow-up (p = .010). Hierarchical multiple regression showed interaction effects of the hypothesized moderators were not significant, indicating improvements in self-efficacy regardless of individual variability at baseline. As demonstrated, interventions can be effective at increasing self-efficacy in grandparents raising grandchildren and strengths-based approaches have the potential to provide universal benefits to grandparents, thus improving functioning in grandfamilies and promoting the health and well-being of grandparents and their grandchildren.

Evidence-based Practice: Making the Research Relevant to Your Situation—CLUE #4: Apply

2018 ◽  
Vol 33 (3) ◽  
pp. 154-157 ◽  
Author(s):  
Catherine F. Yonkaitis ◽  
Erin D. Maughan
Keyword(s):  
Evidence Based Practice ◽  
School Nurses ◽  
Venn Diagram ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Fourth Step

Evidence-based practice (EBP) is often thought to be synonymous with research and literature. This article focuses on the fourth step in the EBP process: Apply. In this step, we fully integrate the EBP Venn diagram, which illustrates that EBP occurs at the intersection of evidence and data, clinical expertise and resources, and population’s values and cultures. Only when school nurses include each component into their practice decision will true EBP occur.

scholarly journals Effect of Follow-up Telephone by Enterostomal Nurses on Patients with Permanent Colostomy: A Systematic Review

2022 ◽  
Vol 21 (1) ◽  
pp. 54-66
Author(s):  
Herlina Semi ◽  
Sitti Syahriani Sambari ◽  
Yuliana Syam ◽  
Andi Masyitha Irwan
Keyword(s):  
Systematic Review ◽  
Self Efficacy ◽  
Controlled Trial ◽  
Quality Care ◽  
Medical Science ◽  
Management Service ◽  
Adjustment Problems ◽  
Permanent Colostomy ◽  
Care Services

Background: Patients with permanent colostomy experience quality of life (QoL) decrease, complications, and colostomy adjustment problems. Technology-based interventions can be provided with telephone follow-up (TFU) to provide health education and advice on managing symptoms, identifying complications, and providing quality care services. Objective: To systematically describe and assess the effect of TFU on permanent colostomy include population, model and duration, instruments used, and effect of TFU. Materials and Methods: A systematic review was carried out using the Randomized Controlled Trial (RCT) approach in eight databases, including PubMed, Proquest, ScienceDirect, EBSCOhost, CANCERLIT, Wiley, Gray literature, and Scopus, to identify studies reported in English, published in the last ten years, available full text, and about TFU in permanent colostomy patients. Results and Discussion: Based on the 11 RCT articles analyzed, it was found that the TFU duration ranged from 27 days to 3 years. The TFU improved self-efficacy, QoL, colostomy adjustment, self-care, self-management, service satisfaction, and complications. Conclusion: The TFU has more effect on self-efficacy, QoL, and complications in patients with a permanent colostomy, and effective TFU was performed for at least three months. Further research is needed on the frequency or duration of telephone calls. Bangladesh Journal of Medical Science Vol. 21(1) 2022 Page : 54-66

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