Adaptation and validation of the Evidence-Based Practice Belief and Implementation scales for French-speaking Swiss nurses and allied healthcare providers

2017 ◽  
Vol 26 (17-18) ◽  
pp. 2735-2743 ◽  
Author(s):  
Henk Verloo ◽  
Mario Desmedt ◽  
Diane Morin
Keyword(s):  
Evidence Based Practice ◽  
Healthcare Providers ◽  
Evidence Based ◽  
French Speaking ◽  
Allied Healthcare

Online Lactation Education for Healthcare Providers: A Theoretical Approach to Understanding Learning Outcomes

2017 ◽  
Vol 33 (4) ◽  
pp. 725-735 ◽  
Author(s):  
Amanda L. Watkins ◽  
Joan E. Dodgson ◽  
Darya Bonds McClain
Keyword(s):  
Theory Of Planned Behavior ◽  
Learning Outcomes ◽  
Planned Behavior ◽  
Evidence Based Practice ◽  
Behavioral Control ◽  
Healthcare Providers ◽  
Meaningful Learning ◽  
Perceived Behavioral Control ◽  
Evidence Based ◽  
Support Practices

Background: Breastfeeding competencies are not standardized in healthcare education for any of the health professions. A few continuing education/professional development programs have been implemented, but research regarding the efficacy of these programs is scarce. Research aim: After a 45-hour lactation course, (a) Does breastfeeding knowledge increase? (b) Do beliefs and attitudes about infant feeding improve? (c) Does perceived behavioral control over performance of evidence-based lactation support practices increase? and (d) Do intentions to carry out evidence-based lactation support practices increase? Methods: A nonexperimental pretest–posttest self-report survey design was conducted with a nonprobability sample of participants ( N = 71) in a lactation course. Theory of Planned Behavior variables were measured and a before–after course analysis was completed. Results: Significantly higher scores were found on the posttests for knowledge, beliefs about breastfeeding scale, and the perceived behavioral control scale. Participants’ self-efficacy increased after the course; their beliefs about social norms and their ability to effect change in their workplaces did not change significantly. Participants’ intention to perform actions that are consistent with the evidence-based breastfeeding supportive behaviors increased significantly. Positive beliefs about formula feeding significantly increased; this was unexpected. Conclusion: The Theory of Planned Behavior provided a useful approach for examining more meaningful learning outcomes than the traditional knowledge and/or satisfaction outcomes. This study was the first to suggest that more meaningful learning outcomes are needed to evaluate lactation programs. However, it is not enough to educate healthcare providers in evidence-based practice; the places they practice must have the infrastructure to support evidence-based practice.

Evidence based practice among healthcare providers: a cross-sectional study

2019 ◽  
Vol 32 (5) ◽  
pp. 867-878
Author(s):  
Khalil Kalavani ◽  
Rafat Mohebbifar ◽  
Sima Rafiei
Keyword(s):  
Health Workforce ◽  
Positive Attitude ◽  
Evidence Based Practice ◽  
Service Providers ◽  
Healthcare Providers ◽  
Evidence Based ◽  
Content Type ◽  
Knowledge And Skills ◽  
Study Results ◽  
Self Administered Questionnaire

Purpose Nowadays health systems in most of the countries are trying to build their healthcare provision system based on scientific knowledge based evidence. Evidence-based practice (EBP) is a crucial factor for quality improvement focusing on compliance with clinical standards. The purpose of this paper is to assess evidence-based knowledge and skills among healthcare providers in Qazvin hospitals in 2016. Design/methodology/approach This was a descriptive study conducted among 300 health professionals working in hospitals affiliated by Qazvin University of Medical Sciences in 2016. A self-administered questionnaire was used to gather data on health providers’ attitude, knowledge and skill regarding EBP. Descriptive statistics and multiple linear regressions were used to analyze data using SPSS 16 software. Findings A total of 254 participants (84.6 percent) completed the questionnaire in which their attitude, knowledge and skill toward EBP were assessed at a low level. Study results indicated that among different occupational groups, physicians and those with greater awareness toward EBP terminology had a more positive attitude compared with others. Furthermore, a higher level of knowledge and skill toward EBP was associated with being a physician and having a positive attitude toward the issue. Practical implications Given the importance of EBP and due to insufficient knowledge of healthcare providers about the issue, it is necessary to hold appropriate educational courses to empower health workforce in implementing EBP principles. Originality/value The authors applied a self-administered questionnaire to assess health workforce knowledge and skills toward EBP. The results obtaining from the analysis not only highlights weaknesses related to service providers’ knowledge and capabilities to implement EBP but also reveals facilities required for realization of the subject in hospital settings.

What Does the Evidence Say Is Best for Your Student? CLUE #3: Appraise

2018 ◽  
Vol 33 (2) ◽  
pp. 99-103 ◽  
Author(s):  
Erin D. Maughan ◽  
Catherine F. Yonkaitis
Keyword(s):  
Nursing Practice ◽  
Evidence Based Practice ◽  
Healthcare Providers ◽  
School Nurses ◽  
School Nursing ◽  
Current Evidence ◽  
Evidence Based ◽  
The Third

School nurses are often faced with various requests from parents, teachers, and even healthcare providers. How do you know what requests should be honored? What does the current evidence indicate? This article is the third in a series of articles outlining the steps of evidence-based practice. The article explains and provides tips for accomplishing the third step: Appraise the evidence. Appraising the evidence means better understanding what the literature says and how strong the evidence is. This is an important step in evidence-based school nursing practice.

Establishing A Global EBP Tool to Measure Evidence-Based Practice Knowledge: Translating and Testing the French Version of EKAN

2020 ◽  
Vol 28 (2) ◽  
pp. 370-381
Author(s):  
Jan M. Nick ◽  
Lisa Roberts ◽  
Farah Martine Adrien ◽  
Amy H. Wonder
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Evidence Based Practice ◽  
Knowledge Score ◽  
Baccalaureate Nursing Students ◽  
Evidence Based ◽  
Baseline Measure ◽  
Cross Sectional ◽  
French Speaking ◽  
Practice Knowledge

Background and PurposeGovernment and professional organizations around the world have issued a call for evidence-based practice (EBP), affecting nursing globally. This study aimed to establish a baseline measure of EBP knowledge in French-speaking, baccalaureate nursing students and test the psychometric performance of a newly translated instrument.MethodsFor the cross-sectional, descriptive, correlational study, 103 baccalaureate nursing students from Haiti were included in the analysis.ResultsRasch analysis showed strong evidence of validity (Weighted MS M = 984; Unweighted MS M = 1.01). Individual items showed item reliability (.94). The mean EBP knowledge score was 5.9 (SD = 1.93; Range = 2–10 points).ConclusionsThis study provides initial psychometric evidence for an EBP knowledge measure that can be used as a catalyst for research in 29 French-speaking countries.

scholarly journals Mental healthcare providers’ attitudes towards the adoption of evidence-based practice in the treatment of post-traumatic stress disorder in South Africa

2016 ◽  
Vol 47 (2) ◽  
pp. 198-208 ◽  
Author(s):  
Anita Padmanabhanunni ◽  
Xin-Cheng Sui
Keyword(s):  
Social Workers ◽  
Post Traumatic Stress Disorder ◽  
Traumatic Stress ◽  
Stress Disorder ◽  
Evidence Based Practice ◽  
Healthcare Providers ◽  
Mental Healthcare ◽  
Evidence Based ◽  
Post Traumatic Stress ◽  
Post Traumatic

South African society is characterised by a high prevalence of exposure to traumatic events that can lead to post-traumatic stress disorder. In treating post-traumatic stress disorder, mental healthcare providers are tasked with ensuring that their practice is evidence based. However, existing evidence indicates that the rates of adoption of evidence-based practice are generally poor. The promotion and implementation of evidence-based practice into routine clinical settings requires an understanding of the attitudes of mental healthcare providers towards these practices. This study investigated attitudes towards evidence-based practice in the treatment of post-traumatic stress disorder. Participants were 60 mental healthcare providers (clinical/counselling psychologists, social workers, and registered counsellors) in the Western Cape Province working predominantly with trauma survivors. Participants completed a demographic survey and the Attitude Towards Evidence-Based Practice Scale, adapted to assess for attitudes towards the adoption of evidence-based practice in relation to the treatment of post-traumatic stress disorder. Overall, participants reported favourable attitudes towards evidence-based practice in the treatment of post-traumatic stress disorder. Statistical analysis revealed that occupation, age, and gender significantly correlated with attitudes. Social workers and registered counsellors were more likely to report adopting evidence-based practice for post-traumatic stress disorder compared to clinical and counselling psychologists. Older participants and women also reported more favourable attitudes towards evidence-based practice. The implications of these findings are discussed.

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe
Keyword(s):  
Clinical Education ◽  
Real World ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
University Faculty ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Basic Principles ◽  
The Real ◽  
Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

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