Evidence‐based practice among epilepsy specialist nurses in the Republic of Ireland: Findings from the SENsE study

ObjectivesTo explore the extent to which doctors and dentists in training within the UK and Republic of Ireland (RoI) engage in and with evidence-based practice (EBP), and to identify motivators and barriers to them doing so.DesignAn observational, prepiloted web-based survey developed by a trainee-led focus group.SettingThe survey instrument was disseminated to doctors and dentists in training within the UK and RoI during June 2017 via social media and through deaneries, Royal Colleges and specialty-specific mailing lists.ParticipantsData from 243 trainees were analysed; 188 doctors from 31 specialties and 55 dentists from 9 specialties. Responses were received from trainees at all stages of postgraduate training though the overall response rate was low.Primary and secondary outcome measuresThe motivators and barriers to, and the extent of, trainee engagement with EBP.ResultsCronbach’s α was 0.83. Most trainees (87.6% (n=148) of doctors and 75.1% (n=39) of dentists) consulted the evidence base at least monthly, while 23.1% [n=39 doctors, 12 dentists] of both specialties did so daily. The two most commonly cited barriers to engagement with EBP for both doctors and dentists, respectively, were insufficient time (57.6% (n=95) and 45.1% (n=23)) and a tendency to follow departmental practice (40.6% (n=67) and 45.1% (n=23)). Key motivators for EBP included curiosity, following the example set by senior colleagues and a desire to avoid harm. Most trainees reported high levels of confidence interpreting evidence yet for 26.8% (n=45) of doctors and 36.5% (n=19) of dentists, medical hierarchy would impede them querying a colleague’s management plan based on their own reading of the evidence.ConclusionsTime, accepted departmental practice and the behaviour of senior clinicians all highly impact on trainee engagement with EBP. Given the low response rate, the extent to which these data represent the overall population is unclear.

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Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland

10.31124/advance.13686640 ◽

2021 ◽

Author(s):

Lorna Barry ◽

Jennifer Holloway ◽

Stephen Gallagher ◽

Jennifer McMahon

Keyword(s):

Teacher Characteristics ◽

Evidence Based ◽

School Teachers ◽

Evidence Based Practices ◽

Republic Of Ireland ◽

Students With Autism ◽

Mainstream School ◽

The Republic ◽

Autism Education

This research was conducted with mainstream school teachers in the Republic of Ireland to examine their use and knowledge of EBPs for students with autism.

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Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland

10.31124/advance.13686640.v1 ◽

2021 ◽

Author(s):

Lorna Barry ◽

Jennifer Holloway ◽

Stephen Gallagher ◽

Jennifer McMahon

Keyword(s):

Teacher Characteristics ◽

Evidence Based ◽

School Teachers ◽

Evidence Based Practices ◽

Republic Of Ireland ◽

Students With Autism ◽

Mainstream School ◽

The Republic ◽

Autism Education

This research was conducted with mainstream school teachers in the Republic of Ireland to examine their use and knowledge of EBPs for students with autism.

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Attitudes, perceptions and barriers around evidence-based practice in sports physiotherapy in Kenya

South African Journal of Physiotherapy ◽

10.4102/sajp.v77i1.1561 ◽

2021 ◽

Vol 77 (1) ◽

Author(s):

Thomas K. Mwololo ◽

Benita Oliver ◽

Wallace M. Karuguti ◽

Joseph M. Matheri

Keyword(s):

Evidence Based Practice ◽

Evidence Based ◽

Training Experience ◽

Chi Square ◽

Positive Attitudes ◽

Insufficient Time ◽

The Republic ◽

Evidence Based Guidelines ◽

Self Administered Questionnaire

Background: Healthcare practitioners are required to integrate clinical experience with the best research evidence for the benefit of the patient.Objective: Determine the attitudes, perceptions and barriers regarding evidence-based practice (EBP) in sports physiotherapy in Kenya.Method: A quantitative crosssectional study was conducted among licensed physiotherapists in the Republic of Kenya through a self-administered questionnaire. Associations between selected sociodemographic characteristics (gender, age, training, experience, specialisation) and attitudes, perceptions and barriers were determined using a Chi-square test.Results: A 55.9% (n = 391) response rate was recorded. A positive attitude towards EBP was reported by 94.6% (n = 370) of the respondents. The most obvious areas of agreement with attitude-and perception-related statements were that ‘EBP is important in that patients can receive the best possible treatment’ (95.9%; n = 375), and that it is important that ‘evidence-based guidelines related to work exist’ (84.6%; n = 331). There were no significant associations between the demographic characteristics (gender p = 0.104 [X2 = 2.638;1]; age p = 0.495 [X2 = 2.393;3]; training p = 0.590 [X2 = 4.644;6]; experience p = 0.980 [X2 = 0.426;4] and specialisation p = 0.649 [X2= 0.207;1]); and attitudes and perceptions regarding EBP. Insufficient time was highlighted by 57.8% (n = 226) of the respondents as one of the ‘most important barriers’.Conclusion: Although physiotherapists presented with strong positive attitudes towards EBP in sports physiotherapy, barriers were identified which could hinder the implementation of EBP in sports physiotherapy.Clinical implications: Barriers to applying EBP in sports physiotherapy may lead to inferior quality of care for athletes while addressing these barriers is crucial.

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A Nursing Partnership: The Forces of Magnetism Guiding Evidence-Based Practice in the Republic of Armenia

The Journal of Continuing Education in Nursing ◽

10.3928/0022-0124-20050701-09 ◽

2005 ◽

Vol 36 (4) ◽

pp. 175-179 ◽

Cited By ~ 3

Author(s):

Joanne Bentson ◽

Monica B Latayan ◽

Linda Olander ◽

Joanne Rocco

Keyword(s):

Evidence Based Practice ◽

Evidence Based ◽

The Republic

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

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-19-00171 ◽

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.

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

Perspectives on Administration and Supervision ◽

10.1044/aas20.3.100 ◽

2010 ◽

Vol 20 (3) ◽

pp. 100-105 ◽

Cited By ~ 3

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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