Evidence-based Practice Intentions and Long-term Behaviours of Physiotherapy Graduates Following an Intensive Education Programme

2016 ◽  
Vol 22 (3) ◽  
pp. e1666 ◽  
Author(s):  
L. Perraton ◽  
Z. Machotka ◽  
C. Gibbs ◽  
C. Mahar ◽  
K. Kennedy ◽  
...  
Keyword(s):  
Evidence Based Practice ◽  
Education Programme ◽  
Evidence Based ◽  
Intensive Education

Development and Evaluation of a Workshop to Support Evidence-Based Practice Change in Long-Term Care

2015 ◽  
Vol 31 (1) ◽  
pp. 28-34 ◽  
Author(s):  
Kathryn Smith Higuchi ◽  
Nancy Edwards ◽  
Tracy Carr ◽  
Patricia Marck ◽  
Ghadah Abdullah
Keyword(s):  
Long Term Care ◽  
Evidence Based Practice ◽  
Practice Change ◽  
Evidence Based ◽  
Term Care ◽  
Support Evidence

Nursing unit leaders' influence on the long-term sustainability of evidence-based practice improvements

2015 ◽  
Vol 24 (3) ◽  
pp. 309-318 ◽  
Author(s):  
Andrea R. Fleiszer ◽  
Sonia E. Semenic ◽  
Judith A. Ritchie ◽  
Marie-Claire Richer ◽  
Jean-Louis Denis
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Nursing Unit

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.

Long-Term Outcomes of a Collaborative Regional Evidence-Based Practice Fellowship

2021 ◽  
Vol 51 (9) ◽  
pp. 455-460
Author(s):  
Andrea Burdge Smith ◽  
Kathy A. Baker ◽  
Susan Mace Weeks
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Long Term Outcomes

scholarly journals Evidence based practice a viable tool to manage the COVID-19 pandemic

2020 ◽  
Vol 7 (8) ◽  
pp. 3267
Author(s):  
Syeda Mehwish ◽  
Sheharyar Khan ◽  
Erum Choudry ◽  
Syed Uzair Mahmood ◽  
Aisha Yaqub Mulla ◽  
...  
Keyword(s):  
Treatment Regimen ◽  
Healthcare System ◽  
Healthcare Workers ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
New Disease ◽  
Future Treatments ◽  
Important Evidence ◽  
Limited Scope

Evidence based practice is the steps taken for precaution, treatment and intervention of a disease that is dictated by the previous studies. The data collected by the predecessors who observed the initiation, progression and the termination or cure of a disease would be the guidance to future treatment. Years of trials and tests are done to determine the timeline of a disease and its termination, along with the effects that it leaves behind in long term. These facts and figures are important evidence to the future treatments. The idea of evidence based practice was coined in the late 1970s. It dictates that the care of patients done based on the evidence provided by the previous studies results in better recovery of the patients and less load on the healthcare system. This system is supposed to be efficient and provide the basic guidelines for the healthcare workers with a concrete basis for their work. The patients treated under evidence based practice ideally have a higher chance of survival than those who are treated without it. COVID-19 being a new disease has lack of previously accumulated evidence to support any treatment regimen that can ease the symptoms. Most of the treatments are based on recent trials and tests which are helping but in a limited scope.

scholarly journals "Critical appraisal", riktlinjer och praktikerns dilemma

2018 ◽  
Vol 24 (3-4) ◽  
Author(s):  
Pia Nykänen
Keyword(s):  
Social Services ◽  
Critical Appraisal ◽  
Evidence Based Practice ◽  
Empirical Support ◽  
Evidence Based ◽  
The Social ◽  
Local Levels ◽  
Term Objective

  Critical appraisal, guidelines and the practitioner’s dilemma In 2008 a Swedish governmental report pointed out that the social services increasingly need to conduct their work based on an understanding of the effects of their services. The report stressed the development of an evidence-based practice as the long-term objective. However, the Swedish social services have been relatively slow to implement EBP. Several reasons can be given for this, including lack of contact between national, regional and local levels and tensions between state authorities, researchers and professionals regarding if and how EBP should be pursued in practice. The aim of this article is twofold; to identify and evaluate arguments for and against the critical appraisal approach and the guidelines approach with respect to how EBP ought to be conducted in the social services, and secondly, to suggest characteristics that other versions should have in order to try to avoid some of the counter-arguments that the two former approaches face. The examination of arguments shows that some arguments can be directed against both approaches and that some arguments are in need of empirical support. A hypothetical and a ”practical” dilemma for the practitioner is presented. The first arises when a hypothetical practitioner agrees with counter-arguments against the two approaches when it comes to the question of who should appraise evidence. The second might arise in today’s practical context in terms of the practitioner facing a ”contradictory environment”. Finally, ”stability and continuity”, ”sufficient proximity” and ”multi-disciplinarity” are suggested as desirable characteristics of other versions of EBP organizing.

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