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.

scholarly journals Evidence-Based Practice (EBP) in Rehabilitative Physiotherapy

2012 ◽  
Author(s):  
Chris Cimdi
Keyword(s):  
Professional Development ◽  
Survey Methodology ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Research Literature ◽  
Small Scale ◽  
Successful Implementation ◽  
Evidence Based ◽  
Positive Effects ◽  
Wide Range

Evidence-Based Practice (EBP) is considered to be an essential component of clinical service delivery in healthcare. Australian physiotherapists have access to a wide range of resources to support the implementation of EBP. However, research indicates variability in how physiotherapists apply EBP with a range of factors affecting the successful implementation of EBP into everyday clinical practice. Using survey methodology, this study examined whether participation in an EBP professional development workshop is an effective strategy to enhance knowledge, attitudes and behaviours associated with EBP of physiotherapists working in a rehabilitation setting. Results revealed that nearly one third of participants rated their EBP knowledge and skills at a higher level following attendance at the workshop. An increase in the frequency in EBP related activities by physiotherapists including conducting searches and reading or reviewing research literature to support clinical decision-making was observed following attendance at the EBP workshop. Participants’ opinions of the value of EBP in improving the quality of patient care were noted to be more positive following the workshop. This small-scale study provides some promising results regarding the positive effects that designated EBP professional development can have on knowledge, attitudes, and behaviours of physiotherapists in their application of EBP. The elements that are required to further support and sustain a strong EBP culture amongst physiotherapists working in rehabilitation are also discussed.

scholarly journals Through the Eyes of Faculty: Using Personas as a Tool for Learner-Centered Professional Development

2019 ◽  
Vol 18 (4) ◽  
pp. ar62 ◽  
Author(s):  
Patricia Zagallo ◽  
Jill McCourt ◽  
Robert Idsardi ◽  
Michelle K. Smith ◽  
Mark Urban-Lurain ◽  
...  
Keyword(s):  
Professional Development ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Scientific Practices ◽  
User Centered Design ◽  
College Science ◽  
Learner Centered ◽  
The Subject ◽  
Science Instructors

College science instructors need continuous professional development (PD) to meet the call to evidence-based practice. New PD efforts need to focus on the nuanced blend of factors that influence instructors’ teaching practices. We used persona methodology to describe the diversity among instructors who were participating in a long-term PD initiative. Persona methodology originates from ethnography. It takes data from product users and compiles those data in the form of fictional characters. Personas facilitate user-centered design. We identified four personas among our participants: Emma the Expert views herself as the subject-matter expert in the classroom and values her hard-earned excellence in lecturing. Ray the Relater relates to students and focuses on their points of view about innovative pedagogies. Carmen the Coach coaches her students by setting goals for them and helping them develop skill in scientific practices. Beth the Burdened owns the responsibility for her students’ learning and feels overwhelmed that students still struggle despite her use of evidence-based practice. Each persona needs unique PD. We suggest ways that PD facilitators can use our personas as a reflection tool to determine how to approach the learners in their PD. We also suggest further avenues of research on learner-centered PD.

Practical Steps for Evidence-Based Practice

2008 ◽  
Vol 19 (3) ◽  
pp. 314-324
Author(s):  
Bradi B. Granger
Keyword(s):  
Professional Development ◽  
Patient Care ◽  
Patient Outcomes ◽  
Systematic Approach ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Nursing Research ◽  
Clinical Area ◽  
Clinical Questions

Evidence-based practice is a goal for all institutions and often an accreditation requirement. However, moving forward to “just do it” poses a problem for nurses in most patient care units. In spite of increased focus on evidence-based practice initiatives, creation of a systematic approach that effectively integrates the evidence for our practice into the minute-by-minute activities of patient care is still needed. In this article, the steps for accomplishing evidence-based practice in the clinical area are described, beginning with establishing a system to identify, evaluate, and prioritize clinical questions and existing research. Although conducting new, unit-based nursing research may seem a distant goal, beginning with initiatives to increase the use of existing evidence in practice is a first step to this goal, one that contributes to professional development and improved patient outcomes.

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.

Understanding Teachers' Knowledge and Perceptions on Writing Through a Self-Regulated Strategy Development (SRSD) Professional Development Opportunity

2019 ◽  
Vol 2 (2) ◽  
pp. 102-121 ◽  
Author(s):  
Yuko Iwai ◽  
Leslie Rogers ◽  
Debra McKeown ◽  
Mary Brindle
Keyword(s):  
Professional Development ◽  
Writing Instruction ◽  
Evidence Based Practice ◽  
Opportunity To Learn ◽  
Strategy Development ◽  
Future Research ◽  
Evidence Based ◽  
Preparation Programs ◽  
Development Opportunity ◽  
Professional Development Opportunity

Teachers must be equipped with the skills necessary to effectively deliver quality instruction, especially when implementing an evidence-based practice. Delivering these practices with high levels of fidelity requires knowledge that goes beyond what is learned in initial teacher preparation programs, often requiring ongoing and targeted professional development. In the current study, 19 teachers and instructional personnel attended and completed a professional development opportunity to learn how to use the Self-Regulated Strategy Development (SRSD) model, an evidence-based practice, when teaching writing. Pre- and post-professional development surveys were completed and analyzed to evaluate whether meaningful outcomes occurred. Results indicated that the professional development caused participants to re-conceptualize their knowledge and perceptions of quality writing and quality writing instruction and to explicitly share intentions to implement SRSD writing instruction in their classrooms. Results will be shared and implications for future research discussed.

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.

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.

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