Bridging the Theory–Practice Gap With Evidence-Based Practice

2006 ◽  
Vol 37 (6) ◽  
pp. 248-249 ◽  
Author(s):  
Allen Hanberg ◽  
Suzanne C Brown
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Practice Gap ◽  
Theory Practice Gap

The Best-Laid Plans

2021 ◽  
pp. 45-58
Author(s):  
David A. Patterson Silver Wolf
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Research To Practice ◽  
Front Line ◽  
Evidence Based Practices ◽  
Beliefs And Practices ◽  
New Science ◽  
Practice Gap ◽  
Sustained Recovery ◽  
Research To Practice Gap

This chapter opens with a story of how current beliefs and practices can have disastrous outcomes. It discusses the search to understand why front-line therapists and the treatment systems that employ them were not using empirically proven practices, and a new science that was investigating this research-to-practice gap. This chapter discusses the startling things discovered. Even if it could be guaranteed that every therapist would use evidence-based interventions with every patient every time, there would still be no way to measure and monitor the effectiveness of those validated treatments. In addition to evidence-based practice, a vital tool is still missing to make sure services result in sustained recovery. Along with evidence-based practices, performance-based practice is also needed.

scholarly journals Cross-Sectional Study to Examine Evidence-Based Practice Skills and Behaviors of Physical Therapy Graduates: Is There a Knowledge-to-Practice Gap?

2015 ◽  
Vol 95 (4) ◽  
pp. 568-578 ◽  
Author(s):  
Patricia J. Manns ◽  
Amy V. Norton ◽  
Johanna Darrah
Keyword(s):  
Decision Making ◽  
Clinical Experience ◽  
Evidence Based Practice ◽  
Cross Sectional Study ◽  
Evidence Based ◽  
Sectional Study ◽  
Cross Sectional ◽  
Academic Knowledge ◽  
Practice Gap ◽  
Practice Skills

Background Curricula changes in physical therapist education programs in Canada emphasize evidence-based practice skills, including literature retrieval and evaluation. Do graduates use these skills in practice? Objectives The aim of this study was to evaluate the use of research information in the clinical decision making of therapists with different years of experience and evidence-based practice preparation. Perceptions about evidence-based practice were explored qualitatively. Design A cross-sectional study with 4 graduating cohorts was conducted. Methods Eighty physical therapists representing 4 different graduating cohorts participated in interviews focused on 2 clinical scenarios. Participants had varying years of clinical experience (range=1–15 years) and academic knowledge of evidence-based practice skills. Therapists discussed the effectiveness of interventions related to the scenarios and identified the sources of information used to reach decisions. Participants also answered general questions related to evidence-based practice knowledge. Results Recent graduates demonstrated better knowledge of evidence-based practice skills compared with therapists with 6 to 15 years of clinical experience. However, all groups used clinical experience most frequently as their source of information for clinical decisions. Research evidence was infrequently included in decision making. Limitations This study used a convenience sample of therapists who agreed to volunteer for the study. Conclusions The results suggest a knowledge-to-practice gap; graduates are not using the new skills to inform their practice. Tailoring academic evidence-based activities more to the time constraints of clinical practice may help students to be more successful in applying evidence in practice. Academic programs need to do more to create and nurture environments in both academic and clinical settings to ensure students practice using evidence-based practice skills across settings.

scholarly journals Assessment of Nursing Care and Teaching: A Qualitative Approach

2019 ◽  
Vol 16 (15) ◽  
pp. 2774 ◽  
Author(s):  
Jose Manuel Martínez-Linares ◽  
Rocío Martínez-Yébenes ◽  
Francisco Antonio Andújar-Afán ◽  
Olga María López-Entrambasaguas
Keyword(s):  
Higher Education ◽  
Nursing Care ◽  
Theory And Practice ◽  
Evidence Based ◽  
Great Effort ◽  
Structured Interviews ◽  
Healthcare Practice ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
Nursing Professionals

Background: The reform of the Spanish higher education to adapt to the European Higher Education Area involves, among other issues, the students’ participation in the curriculum assessment. The aim is to understand the insights of both nursing professionals and current undergraduate students of nursing on the connection between the knowledge acquired throughout the degree and the professional healthcare practice. Methods: An exploratory, descriptive qualitative study was carried out at a Spanish University. By convenience sampling, twelve nursing professionals and twelve 4th-year students of the Degree in Nursing were included. In two phases, twelve semi-structured interviews and two focus groups were conducted in order to triangulate data. A thematic analysis of data was carried out, later to be coded by two researchers. Results: Two main themes were identified: Evidence-based nursing vs. experience-based nursing, and a theory-practice gap. The topics that were specifically highlighted were the coexistence between professionals who work according to evidence and those whose work is based on experience, and the lack of connection between the training received during the degree and actual healthcare practice. Conclusion: Nursing care work varies in terms of the implementation of evidence-based care. Nursing training is perceived as being affected by a theory-practice gap. To achieve the linking between nursing theory and practice, a great effort on stakeholders would be needed.

Bridging the Research-to-Practice Gap: A Review of the Literature Focusing on Inclusive Education

2011 ◽  
Vol 35 (2) ◽  
pp. 117-136 ◽  
Author(s):  
Christine R. Grima-Farrell ◽  
Alan Bain ◽  
Sarah H. McDonagh
Keyword(s):  
Adverse Effect ◽  
Inclusive Education ◽  
Classroom Practice ◽  
Evidence Based Practice ◽  
Educational Practice ◽  
Evidence Based ◽  
Review Of The Literature ◽  
Research To Practice ◽  
Practice Gap ◽  
Research To Practice Gap

AbstractDespite advances in our knowledge of evidence-based inclusive educational practice, much of this knowledge does not reach routine classroom practice. There remains a significant gap between our accumulated knowledge about what can work in classrooms and the extent to which evidence-based practice is used in sustainable ways. This inability to bridge the research-to-practice gap has an adverse effect on the progress of inclusion in schools and the ability of individual teachers to respond to the needs of all students. This review examines those factors that both enable and interfere with the successful translation of research to practice in education settings.

scholarly journals Enhancing the evidence base in orofacial myology

2019 ◽  
Vol 45 (1) ◽  
pp. 4-12
Author(s):  
Hope Reed ◽  
Keyword(s):  
Evidence Based Practice ◽  
International Association ◽  
Evidence Base ◽  
Institutional Review Board ◽  
Evidence Based ◽  
Research To Practice ◽  
Institutional Review ◽  
Practice Gap ◽  
Board Process ◽  
Research To Practice Gap

The purpose of this article is to stimulate research in orofacial myology. The research-to-practice gap may be reduced by highlighting concepts relating to evidence-based practice. Information is also presented on the International Association of Orofacial Myology Institutional Review Board process.

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