Key considerations for selecting instruments when evaluating healthcare professionals’ evidence‐based practice competencies: A discussion paper

2018 ◽  
Vol 74 (10) ◽  
pp. 2301-2311 ◽  
Author(s):  
Hannele Saunders ◽  
Katri Vehviläinen‐Julkunen
Keyword(s):  
Healthcare Professionals ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Discussion Paper

scholarly journals Development of a Consumer Engagement Framework

2016 ◽  
Vol 11 (1) ◽  
pp. 46-49
Author(s):  
Lucylynn Lizarondo ◽  
Kate Kennedy ◽  
Debra Kay
Keyword(s):  
Healthcare Professionals ◽  
Evidence Based Practice ◽  
International Association ◽  
Model Development ◽  
Evidence Based ◽  
Strategic Partnerships ◽  
Consumer Engagement ◽  
Policy Makers ◽  
Australian Health ◽  
Group Experience

Objective: The purpose of this project was to develop a Consumer Engagement Model to plan for effective baby boomer engagement to inform policy makers in the healthcare system. This is the first stage of that process. Design: Initial model development for healthcare systems based on literature review and author group experience in evidence-based practice and research, and consumer advocacy and engagement. Setting and population: South Australian health and community service systems, and healthcare professionals that work with baby boomers. Findings: To develop an evidence-based Consumer Engagement Plan, it is recommended that policy makers undertake the four steps outlined in this document to design a question, determine consumer and community segments and scope of engagement, determine the breadth and depth of engagement and address the implications, assess risk and develop strategic partnerships to ensure the Plan is evidencebased,reasonable and achievable. Conclusions: We believe this process provides a framework for planning consumer engagement and for implementation, monitoring, evaluation and review of consumer engagement for policy excellence. We propose to undertake a validation of the model thus populating the model with examples of practice-based strategies and revising the model accordingly. Abbreviations: EBP – Evidence-Based Practice; IAP2 – International Association of Public Participation; PIO – Patient Intervention and Outcome.

A conceptual approach to practitioners’ health information literacy

2016 ◽  
Vol 44 (2) ◽  
pp. 178-190
Author(s):  
Ann Hallyburton
Keyword(s):  
Health Literacy ◽  
Health Information ◽  
Information Literacy ◽  
Healthcare Professionals ◽  
Evidence Based Practice ◽  
Information Behavior ◽  
Evidence Based ◽  
Research Information ◽  
Content Type ◽  
Information Behaviors

Purpose The purpose of this paper is to examine healthcare professionals’ own health literacy through the lenses of information behavior and evidence-based practice. These practitioners’ health information literacy is critical to client care. Design/methodology/approach This conceptual paper applies general and professional-specific models of information behavior and issues of bias to methods in which healthcare practitioners seek, evaluate and use research information within professional practice. Findings Case examples from library, medical and the broader healthcare literature are used to explore ways in which care professionals’ information behaviors align with or deviate from information behavior models and the role of different types of bias in their information behavior. Adaption of evidence-based practice precepts, already familiar to healthcare professionals, is proposed as a method to improve practitioners’ health information literacy. Originality/value Explorations of “health literacy” have primarily focused on healthcare consumers’ interactions with basic health information and services. The health literacy (and health information literacy) of care practitioners has received much less attention. By gaining a greater understanding of how information behaviors intersect with healthcare practitioners’ own health literacy, the librarians and educators who serve future and current care professionals can offer more informed information literacy instruction, enabling practitioners to provide improved patient care.

Students 4 Best Evidence as a digital Problem-Based Learning method to improve Evidence-Based Practice competencies in undergraduate physiotherapy students: an observational study

2020 ◽  
pp. bmjebm-2020-111395
Author(s):  
Chiara Arienti ◽  
Stefano Giuseppe Lazzarini ◽  
Joel Pollet ◽  
Stefano Negrini
Keyword(s):  
Online Community ◽  
Healthcare Professionals ◽  
Evidence Based Practice ◽  
Quality Care ◽  
Problem Based Learning ◽  
Essential Element ◽  
Evidence Based ◽  
Professional Students ◽  
Research Students ◽  
Physiotherapy Students

BackgroundEvidence-based practice (EBP) is an essential element in the delivery of high-quality care and healthcare professionals make clinical decisions based on the best available research. Experts and international organisations have emphasised the need for healthcare professionals to possess adequate competencies for EBP. An EBP learning laboratory has been established at an Italian university to educate medical and other health professional students in the use of evidence in clinical practice and research. Students 4 Best Evidence (S4BE) is an online community of students from around the world, from school age to university, who are interested in learning more about EBP. As well as featuring a library of learning resources, the site also provides a platform for students to write their own blogs.ObjectivesThe aim of this study is to evaluate the effectiveness of an EBP laboratory, using S4BE as an educational tool, to teach EBP competencies to undergraduate physiotherapy students.DesignWe ran an observational pretest and post-test study.Participants and settingThe sample included 121 students completing a bachelor’s degree in Physiotherapy at an Italian University.InterventionThe intervention consisted of using the S4BE platform as the digital Problem-Based Learning (DPBL) method to teach EBP competencies.Main outcome measuresResultsThe students showed a significant improvement in all domains (p<0.001), except in the sympathy domain, where the percentage score decreased from 71% to 60%. The best improvements were reached in terminology (54% to 65%) and in practice (41% to 55%) domains.ConclusionThis study proposed an effective educational protocol, based on a DPBL approach, using S4BE as a digital technology tool. Further research is needed to test the effectiveness of this educational protocol compared with traditional learning methods for physiotherapy students.Trial registration numberNCT03707119.

scholarly journals Reconsidering evidence-based practice in prosthetic rehabilitation: a shared enterprise

2012 ◽  
Vol 37 (3) ◽  
pp. 203-211 ◽  
Author(s):  
Sacha van Twillert ◽  
Jan Geertzen ◽  
Titia Hemminga ◽  
Klaas Postema ◽  
Ant Lettinga
Keyword(s):  
Evidence Based Practice ◽  
Classification Systems ◽  
Evidence Based ◽  
Prosthetic Rehabilitation ◽  
Multiple Sources ◽  
Literature Study ◽  
Discussion Paper ◽  
Rehabilitation Team ◽  
Qualitative Research Design ◽  
Modifying Factors

Background: A divide is experienced between producers and users of evidence in prosthetic rehabilitation. Objective: To discuss the complexity inherent in establishing evidence-based practice in a prosthetic rehabilitation team illustrated by the case of prosthetic prescription for elderly dysvascular transfemoral amputee patients. Study Design: A qualitative research design was used, in which data from multiple sources was triangulated to extract themes for discussion. Methods: This discussion paper draws on empirical material gathered by individual and focus-group interviews with members of a prosthetic rehabilitation team, information on technological advancements presented on websites of orthopaedic industry, guidelines and literature study. Results: A prosthetic rehabilitation team needs to deal with lack of evidence, contradictory results, various classification systems, diverging interests of different stakeholders and many modifying factors, and all of this in a continuous technological changing environment. Integrating research designs with different strengths but not sharing the same biases may help researchers to deal with the multimorbidity and multifaceted disability of the target group. Articulating clinical knowledge, patients’ needs and values in a systematic way provides depth, detail, nuance and context for evidence-based practice issues in prosthetic rehabilitation. Conclusions: Reconsidering the relationship between evidence, technology and rehabilitation practice is an imperative shared enterprise for clinicians and researchers. Scientific, clinical and patient-related knowledge are seen as important knowledge practices that should inform and strengthen each other. Clinical relevance This discussion paper puts the academic clinical debate on evidence-based practice in prosthetics and orthotics in another light. By demonstrating the complexities surrounding evidence-based practice, it is argued and illustrated how both researchers and clinicians can contribute to optimal patient care in which evidence, technology and rehabilitation practice are integrated.

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.

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