scholarly journals Formulating Answerable Questions: Question Negotiation in Evidence-based Practice

2014 ◽  
Vol 34 (2) ◽  
pp. 55 ◽  
Author(s):  
Lorie Kloda ◽  
Joan C. Bartlett
Keyword(s):  
Social Sciences ◽  
Social Care ◽  
Evidence Based Practice ◽  
Literature Discussion ◽  
Evidence Based ◽  
Health And Social Care ◽  
Different Types

Objective: This review explores the different question formulation structures proposed in the literature that may be helpful to librarians for conducting the reference interview and for teaching students and clinicians. Method: We present and compare several known question formulation structures identified in the health and social sciences literature. Discussion: Health and social care professionals should be made aware of the plurality of question formulation structures and their applicability to different fields of practice, as well as their utility for different types of questions within a field of practice.

Evidence-based practice in health and social care: where are we now?

2002 ◽  
Vol 16 (4) ◽  
pp. 335-347 ◽  
Author(s):  
Annette Swinkels ◽  
John W. Albarran ◽  
Robin I. Means ◽  
Theresa Mitchell ◽  
Mary C. Stewart
Keyword(s):  
Social Care ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Health And Social Care

scholarly journals Experiences with using a mobile application for learning evidence-based practice in health and social care education: An interpretive descriptive study

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0254272
Author(s):  
Susanne Grødem Johnson ◽  
Kristine Berg Titlestad ◽  
Lillebeth Larun ◽  
Donna Ciliska ◽  
Nina Rydland Olsen
Keyword(s):  
Mobile Application ◽  
Information Needs ◽  
Social Care ◽  
Evidence Based Practice ◽  
Teaching Method ◽  
Evidence Based ◽  
Design Features ◽  
Convenience Sample ◽  
Clinical Placements ◽  
Health And Social Care

Background Health and social care students are expected to apply evidence-based practice (EBP). An innovative mobile application, EBPsteps, was developed to support learning EBP. Aim The aim of this study was to explore health and social care students’ experiences of learning about EBP using the mobile application EBPsteps during their clinical placements. Methods An interpretive description approach guided the exploration of student experiences. Four focus groups were conducted with a convenience sample of students from three undergraduate degree programs: occupational therapy, physical therapy, and social education. The constant comparison method was used to categorize and compare the qualitative data. Results Three integrated themes were generated: "triggers for EBP", "barriers to EBP", and "design matters". Information needs, academic requirements, and encouragement from clinical instructors triggered the students to use EBPsteps. Lack of EBP knowledge, lack of academic demand, and lack of emphasis on EBP in clinical placement were barriers to using EBPsteps. Design issues mattered, as use of the app was motivated by design features such as the opportunity to practice EBP in one place and taking notes in a digital notebook. The use of the app was hindered by anticipation that the use of phones during clinical placements would be viewed negatively by others and by specific design features, such as unfamiliar icons. Conclusions The students perceived the EBPsteps app as a relevant tool for learning EBP, although they also suggested specific changes to the design of the app. Requirements must be embedded in the curriculum to ensure that the app is used. Our findings bring important information to developing and implementing mobile applications as a teaching method in health and social care educations.

scholarly journals The Bridge Building Model: connecting evidence-based practice, evidence-based research, public involvement and needs led research

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Heidi Ormstad ◽  
Gro Jamtvedt ◽  
Ida Svege ◽  
Sally Crowe
Keyword(s):  
Public Engagement ◽  
Public Involvement ◽  
Social Care ◽  
Evidence Based Practice ◽  
Interdisciplinary Team ◽  
Evidence Based ◽  
Care Needs ◽  
Building Model ◽  
Health And Social Care ◽  
Bridge Building

AbstractThis paper describes a model developed by an interdisciplinary team of research and public engagement specialists, with backgrounds in health and social care research, higher education, evidence-based practice, leadership, commissioning research and public involvement and engagement. The model we propose combines evidence-based practice, evidence-based research, public involvement and needs led research. Our aim is to capitalise on the joining of the rationale and methods for these approaches, which have all been highlighted as important, but for which there has been a lack of models for integration. Our ambition is to argue for and show an effective and evidence-based way of working that bridges health and social care needs identification, evidence-based practice and research.

Evidence-Based Practice and Continuing Professional Development

1997 ◽  
Vol 60 (11) ◽  
pp. 503-508 ◽  
Author(s):  
Auldeen Alsop
Keyword(s):  
Professional Development ◽  
Social Care ◽  
Evidence Based Practice ◽  
Skill Development ◽  
Continuing Professional Development ◽  
Evidence Based ◽  
Care Services ◽  
Health And Social Care

This article discusses how evidence-based practice informs the process of contracting for health and social care services and explores the difficulties that practitioners seem to have in integrating research into their work. It addresses the need for practitioners to develop appropriate skills to seek, develop and use evidence to underpin their practice and so demonstrate the effectiveness of the work they do. Strategies for skill development through continuing professional development are outlined.

Sign in / Sign up

Export Citation Format

Share Document