scholarly journals The Delphi Method: An Approach for Facilitating Evidence Based Practice in Athletic Training

2008 ◽  
Vol 3 (4) ◽  
pp. 135-142 ◽  
Author(s):  
Michelle A. Sandrey ◽  
Sean M. Bulger
Keyword(s):  
Athletic Training ◽  
Delphi Method ◽  
Delphi Technique ◽  
Evidence Based Practice ◽  
Nominal Group Technique ◽  
Scientific Data ◽  
The Body ◽  
Nominal Group ◽  
Evidence Based ◽  
Consensus Methods

Objective: The growing importance of evidence based practice in athletic training is necessitating academics and clinicians to be able to make judgments about the quality or lack of the body of research evidence and peer-reviewed standards pertaining to clinical questions. To assist in the judgment process, consensus methods, namely brainstorming, nominal group technique and the Delphi method can be used. The purpose of this paper is to review the literature related to the Delphi Method and its potential implications for evidence-based practice and peer-reviewed standards in athletic training. Data Sources: We searched PubMed and MEDLINE (1978–2007), CINAHL (1993–2006), Dissertation Abstracts (1979–2006) and Google Scholar (1983–2007) using the terms “Delphi method,” “modified Delphi technique,” “consensus methods,” “Delphi technique,” and combined search terms of “Delphi method AND allied health, AND medicine AND dentistry, AND nursing. Data Synthesis: Textual support for the use of the Delphi Method in athletic training and a brief review of the literature pertaining to the: objectives; advantages; limitations commonly associated with the use of the Delphi Method; and research protocol. Conclusions/Recommendations: The Delphi Method in athletic training has been used to fulfill two objectives; the need for evidence based practice and the need to establish policies and procedures when none are in existence or it is difficult for one individual to make a decision. The Delphi Method and other consensus development methods should not be viewed as a scientific method for creating new knowledge, but rather as processes for making the best use of available information, be that scientific data or the collective wisdom of participants.

Doctor of Nursing Practice: Integrating Theory, Research, and Evidence-Based Practice

2013 ◽  
Vol 6 (1) ◽  
pp. 4-8 ◽  
Author(s):  
Bridget R. Roberts
Keyword(s):  
Nursing Practice ◽  
Evidence Based Practice ◽  
Strong Relationship ◽  
The Body ◽  
Evidence Based ◽  
Advanced Practice ◽  
Nursing Knowledge ◽  
Doctor Of Nursing Practice ◽  
Practice Nurses ◽  
Theory Research

A strong relationship exists between theory, research, and evidence-based practice; and these three entities are necessary to guide practice and contribute to the body of nursing knowledge. Doctor of nursing practice graduates can serve as leaders as they enter into their respective clinical practice areas. Through education of peers, along with translation and evaluation of current theoretical literature and empirical data, these advanced practice nurses can positively influence nursing practice and patient care.

scholarly journals Monitoring of the load regime applied on the osseointegrated fixation of a trans-femoral amputee: A tool for evidence-based practice

2008 ◽  
Vol 32 (1) ◽  
pp. 68-78 ◽  
Author(s):  
Laurent Frossard ◽  
Nathan Stevenson ◽  
James Smeathers ◽  
Eva Häggström ◽  
Kerstin Hagberg ◽  
...  
Keyword(s):  
Performance Indicators ◽  
Daily Living ◽  
Evidence Based Practice ◽  
Maximum Load ◽  
The Body ◽  
Evidence Based ◽  
Data Logger ◽  
Actual Usage ◽  
Load Regime ◽  
User Friendly

This study aimed to provide a description of the continuous recording of the true load regime experienced during daily living by the abutment of a trans-femoral amputee fitted with an osseointegrated fixation. The specific objectives: (i) To present an apparatus and a procedure allowing recording of the load regime, and (ii) an example of the raw data and six performance indicators of the usage of the prosthesis obtained with this method. A subject was monitored for a period of 5 hours as he went about his daily activities. The load regime was directly measured and recorded using a commercial transducer and data logger. The overall load profile presented alternative periods of variable length of inactivity (64%) and activity (36%), respectively. The maximum load applied on the mediolateral, anteroposterior and the long axes represented 21%, 21% and 120% of the body weight, respectively. The anteroposterior, mediolateral and long components of the impulse were 395 kN.s, 359 kN.s and 2,323 kN.s, respectively. The amputee generated a total of 2312 gait cycles of the prosthetic leg, giving an approximate overall cadence of 8 stride/min. Preliminary outcomes indicated that the proposed method was an improvement on the current techniques as it provided the true loading and actual usage of the prosthesis during daily living. This study is a stepping stone in the development of future affordable, on-board and user-friendly load recording systems that can be used in evidence-based practice.

Using a Critical Appraisal Assignment to Infuse Evidence-Based Practice into a Therapeutic Modality Course

2014 ◽  
Vol 9 (1) ◽  
pp. 22-28 ◽  
Author(s):  
Mary Beth Zwart ◽  
Bernadette Olson
Keyword(s):  
Clinical Practice ◽  
Athletic Training ◽  
Critical Appraisal ◽  
Evidence Based Practice ◽  
Clinical Findings ◽  
Therapeutic Modality ◽  
Future Research ◽  
Evidence Based ◽  
Clinical Question ◽  
Starting Point

Context It is the responsibility of athletic training educators, through curriculum and clinical experiences, to engage students towards adopting evidence-based practice (EBP) into their practice. The initial task of implementing EBP into a curriculum or course can seem like a large task for educators and students. As a way to start scaffolding EBP concepts across the curriculum, a modified critical appraisal assignment was developed to teach therapeutic modality concepts. Objective The purpose of this action research project was to demonstrate how a modified critical appraisal assignment can be used to introduce the process and aspects of critical appraisal and begin scaffolding the development of critical appraisal skills over time. The objectives of this study were to evaluate the students' ability to (1) successfully locate relevant research needed to answer clinical questions and (2) successfully appraise the literature according to basic EBP strategy. From a program perspective, the modified critical appraisal assignment was a starting point from which to include EBP principles into didactic coursework. Design Seventeen athletic training students completed 3 modified critical appraisal assignments pertaining to the use of therapeutic modalities. Each paper included 5 sections: (1) clinical question, (2) key clinical findings, (3) clinical applicability based on information from the appraisal and significance of results, (4) article comparison table, and (5) implications for clinical practice, patient education, and future research. The instructor evaluated the assignments blind. Conclusions Students were generally able to complete the critical appraisal assignment; however, students had difficulty locating research that answered the clinical question. Students struggled to relate the key clinical findings of the research articles and implications for clinical practice to the given clinical question. Findings from this study have informed faculty teaching, including introducing EBP skills earlier in the curriculum and inserting assignments that stress various aspects of the critical appraisal process.

scholarly journals Use of Evidence-Based Practice Among Athletic Training Educators, Clinicians, and Students, Part 2: Attitudes, Beliefs, Accessibility, and Barriers

2013 ◽  
Vol 48 (3) ◽  
pp. 405-415 ◽  
Author(s):  
Cailee W. McCarty ◽  
Dorice A. Hankemeier ◽  
Jessica M. Walter ◽  
Eric J. Newton ◽  
Bonnie L. Van Lunen
Keyword(s):  
Clinical Practice ◽  
Athletic Training ◽  
Evidence Based Practice ◽  
Athletic Trainers ◽  
Perceived Barriers ◽  
Successful Implementation ◽  
Evidence Based ◽  
Attitudes And Beliefs ◽  
Athletic Training Educators ◽  
Personal Skills

Context: Successful implementation of evidence-based practice (EBP) within athletic training is contingent upon understanding the attitudes and beliefs and perceived barriers toward EBP as well as the accessibility to EBP resources of athletic training educators, clinicians, and students. Objective: To assess the attitudes, beliefs, and perceived barriers toward EBP and accessibility to EBP resources among athletic training educators, clinicians, and students. Design: Cross-sectional study. Setting: Online survey instrument. Patients or Other Participants: A total of 1209 athletic trainers participated: professional athletic training education program directors (n = 132), clinical preceptors (n = 266), clinicians (n = 716), postprofessional athletic training educators (n = 24) and postprofessional students (n = 71). Main Outcome Measure(s): Likert-scale items (1 = strongly disagree, 4 = strongly agree) assessed attitudes and beliefs and perceived barriers, whereas multipart questions assessed accessibility to resources. Kruskal-Wallis H tests (P ≤ .05) and Mann-Whitney U tests with a Bonferroni adjustment (P ≤ .01) were used to determine differences among groups. Results: Athletic trainers agreed (3.27 ± 0.39 out of 4.0) that EBP has various benefits to clinical practice and disagreed (2.23 ± 0.42 out of 4.0) that negative perceptions are associated with EBP. Benefits to practice scores (P = .002) and negative perception scores (P < .001) differed among groups. With respect to perceived barriers, athletic trainers disagreed that personal skills and attributes (2.29 ± 0.52 out of 4.0) as well as support and accessibility to resources (2.40 ± 0.40 out of 4.0) were barriers to EBP implementation. Differences were found among groups for personal skills and attributes scores (P < .001) and support and accessibility to resources scores (P < .001). Time (76.6%) and availability of EBP mentors (69.6%) were the 2 most prevalent barriers reported. Of the resources assessed, participants were most unfamiliar with clinical prediction rules (37.6%) and Cochrane databases (52.5%); direct access to these 2 resources varied among participants. Conclusions: Athletic trainers had positive attitudes toward the implementation of EBP within didactic education and clinical practice. However, accessibility and resource use remained low for some EBP-related resources. Although the perceived barriers to implementation are minimal, effective integration of EBP within athletic training will present challenges until these barriers dissolve.

scholarly journals Single-Case Research Design: An Alternative Strategy for Evidence-Based Practice

2015 ◽  
Vol 10 (3) ◽  
pp. 256-266 ◽  
Author(s):  
Drue Stapleton ◽  
Andrew Hawkins
Keyword(s):  
Athletic Training ◽  
Allied Health ◽  
Evidence Based Practice ◽  
Single Case ◽  
Pedagogical Practices ◽  
Single Subject ◽  
Evidence Based ◽  
Single Case Design ◽  
Proquest Dissertation ◽  
Case Design

Objective The trend of utilizing evidence-based practice (EBP) in athletic training is now requiring clinicians, researchers, educators, and students to be equipped to both engage in and make judgments about research evidence. Single-case design (SCD) research may provide an alternative approach to develop such skills and inform clinical and pedagogical practices. The purpose of this paper is to review the literature related to SCD and its potential contributions to EBP in athletic training. Data Source(s) We searched PubMed, CINAHL, Proquest Dissertation and Theses, and Google Scholar using terms “single case design”, “single subject design”, “within subjects”, and combined search terms of “single case design AND athletic training, AND allied health, AND medicine, AND nursing”. Data Synthesis Textual support for the use of SCD in athletic training and a brief review of literature pertaining to: general features, strengths, limitations, and design options commonly associated with the use of SCD. Conclusions Use of SCD in allied health professions is limited, with fewer studies in athletic training settings. Low awareness and misinterpretation of SCD may be contributing to the low use of SCD in athletic training research. The key characteristics of SCD make it appropriate for use in clinical and educational settings and may provide clinicians, educators, and researchers an alternative tool for the development of evidence necessary to engage in evidence-based practice.

Mentee characteristics in inter-organizational mentoring for managers: a hybrid Delphi survey

2020 ◽  
Vol 44 (4/5) ◽  
pp. 369-389
Author(s):  
Nuria Gisbert-Trejo ◽  
Eneka Albizu ◽  
Jon Landeta ◽  
Pilar Fernández-Ferrín
Keyword(s):  
Human Resource Development ◽  
Delphi Method ◽  
Design Methodology ◽  
Nominal Group Technique ◽  
Delphi Survey ◽  
Nominal Group ◽  
Review Of The Literature ◽  
Business Professionals ◽  
Content Type ◽  
Development Tool

Purpose Inter-organizational mentoring (IOM) is a human resource development tool that is used when the mentor and mentee belong to different organizations. As mentees are the focus of the IOM process, the success of this type of program is highly reliant on their characteristics. Therefore, the purpose of this paper was to derive the most desirable characteristics for mentees in IOM. Design/methodology/approach An intensive review of the literature on mentoring for managers and business professionals was carried out to identify mentee characteristics. These characteristics were then ranked for their importance to IOM using the Hybrid Delphi method (with 130 informants taking part in a Delphi survey and 19 expert IOM practitioners taking part in Focus Group and Nominal Group Technique sessions). An exploratory factor analysis identified the three main underlying factors behind the listed mentee characteristics. Findings In total, 17 relevant mentee characteristics were identified and ranked and then synthesized into three essential factors for the mentee. The results were discussed in the light of existing studies. Originality/value The mentee characteristics and factors identified in this study will be of great practical value to coordinators of IOM programs. Also, the review of the literature and the obtained results will help other researchers who wish to expand on this topic.

Integrating Evidence-Based Practice into a Therapeutic Exercise Course: Real-Time Patient Experience

2014 ◽  
Vol 9 (2) ◽  
pp. 94-95
Author(s):  
Jennifer K. Popp
Keyword(s):  
Real Time ◽  
Athletic Training ◽  
Clinical Education ◽  
Evidence Based Practice ◽  
Rehabilitation Program ◽  
Evidence Based ◽  
Therapeutic Exercise ◽  
Problem Solving Skills ◽  
Care Experience ◽  
Education Environment

Athletic training students need real-time patient experiences in order to transfer the knowledge and skills learned in the classroom into clinical practice. The objective is to present a description of an assignment that could be incorporated into a therapeutic exercise course giving the student an opportunity to evaluate a patient, design a program utilizing evidence-based practice (EBP), and work with the patient in a 1-on-1 capacity over a period of time to implement the program. Students may not always have the opportunity in the clinical education environment to develop a rehabilitation program for a patient based on their own evaluation of the patient and utilize EBP concepts in the development of a program. This assignment involves utilizing patient evaluation techniques, including the use of a patient-rated outcome measures instrument, as well as the use of clinician-based measures, to develop a rehabilitation program. The program must be anchored in sound evidence and patient needs, incorporating multiple facets (eg, range of motion exercises, strengthening exercises) within the limitations of the injury/condition. Students report increased confidence in their ability to design a rehabilitation program, as well as their ability to utilize EBP in the clinical setting. They also develop problem-solving skills and cultivate professional attributes (communication skills, interpersonal skills) through this activity. In conclusion, this assignment is 1 way to infuse EBP concepts into a classroom assignment that requires real-time patient care experience over a period of time.

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