scholarly journals Impact of a Hospital Evidence‐Based Practice Center ( EPC ) on Nursing Policy and Practice

2019 ◽  
Vol 16 (1) ◽  
pp. 4-11
Author(s):  
Julia G. Lavenberg ◽  
Pamela Z. Cacchione ◽  
Kishore L. Jayakumar ◽  
Brian F. Leas ◽  
Matthew D. Mitchell ◽  
...  
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Policy And Practice ◽  
Nursing Policy

What Does Evidence-Based School Nursing Practice Even Mean? Get a CLUE

2017 ◽  
Vol 32 (5) ◽  
pp. 287-289 ◽  
Author(s):  
Erin D. Maughan ◽  
Catherine F. Yonkaitis
Keyword(s):  
Nursing Practice ◽  
Evidence Based Practice ◽  
School Nurse ◽  
School Nursing ◽  
Evidence Based ◽  
Nursing Policy ◽  
Three Components

Evidence-based practice (EBP) is a phrase used frequently in nursing, policy, and education. This article explains three components of EBP, why it is important for school nursing, barriers to practicing EBP, and solutions to practicing EBP. This article is the first in a series of articles for NASN School Nurse that will delve into what EBP is and how it applies to school nursing using practical examples.

Evidence-Based Practice for Career Development

2020 ◽  
Author(s):  
Peter J. Robertson
Keyword(s):  
Career Development ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Medical Model ◽  
Practice Research ◽  
Evidence Based ◽  
Service Users ◽  
Policy And Practice ◽  
Political Processes ◽  
Development Interventions

Evidence is essential to enable practitioners and services to best meet the needs of their service users. The concept of evidence-based practice has been imported to career development, but its implicit medical model is problematic to apply to the social nature of the field. Evaluating the effectiveness of career development interventions presents formidable methodological challenges, not least the conceptual and definitional issues raised by the selection of outcome measures. The use of research evidence in policy and practice requires the synthesis and communication of findings to practitioners and stakeholders. Both policymaking and practice are political processes and research evidence is necessary but not sufficient to influence decision-making. Knowledge generated from research can rarely be applied to career development practice without attention to multilevel contextual factors. To best inform practice, research evidence should be combined with local knowledge, practitioner experience, and input from service users. A simple integrated model of evidence-based practice for career development interventions is presented. This model is suitable for adoption by reflective practitioners.

Knowledge transfer and the integration of research, policy and practice for patient benefit

2011 ◽  
Vol 16 (3) ◽  
pp. 254-270 ◽  
Author(s):  
Loretta Bellman ◽  
Jonathan Webster ◽  
Annette Jeanes
Keyword(s):  
Knowledge Transfer ◽  
Evidence Based Practice ◽  
Research Policy ◽  
Improve Patient Care ◽  
Evidence Based ◽  
Policy And Practice ◽  
Culture Of Evidence ◽  
Knowledge To Action ◽  
Multiple Routes ◽  
Research Findings

Multiple routes are proposed within the nursing and healthcare literature for implementing traditional and reflexive research evidence into practice. Knowledge transfer is a relatively new field of inquiry, which, as both a process and a strategy, can lead to the utilisation of research findings and improved outcomes for patients. Nurse leaders and the public have recognised the need to ensure that evidence-based practice is introduced expeditiously. Nurses working at an advanced level of practice, such as consultant nurses, use all forms of knowledge in sophisticated ways to lead the integration of research findings into diverse practice settings. Within healthcare organisations evidence-based practice is far more likely to occur when it is linked to implementing healthcare policy in practice. The current international, collaborative knowledge transfer research agenda includes the need to learn if knowledge transfer programmes, structures, frameworks and theories are working, and if not, why not. The knowledge transfer process is illustrated by consultant nurses using the knowledge-to-action framework to underpin two recent UK policy examples: safeguarding vulnerable adults and the prevention of Clostridium difficile. For the future, clinical academic partnerships are required to foster a culture of evidence-based practice through practical engagement, and the sharing of nursing knowledge and expertise in a systematic way, both to improve patient care and address the current research—practice gap.

Developing evidence-based practice in population health at the local level: Qualitative insights can complement quantitative needs assessment.

2005 ◽  
Vol 11 (2) ◽  
pp. 96
Author(s):  
Armita Adily ◽  
Wendell Peacock ◽  
Jeanette Ward
Keyword(s):  
Needs Assessment ◽  
Population Health ◽  
Evidence Based Practice ◽  
Core Competencies ◽  
Local Level ◽  
Evidence Based ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Regional Population ◽  
Change Culture

In Australia, momentum has been steadily increasing to strengthen evidence-based policy and practice in population health, yet very little research has been reported that helps managers of population health services to change culture and reward an evidence-based approach. We had previously conducted a quantitative needs assessment with a regional population health workforce in Sydney. We then designed a complementary qualitative study to ensure that we understood underlying dimensions and perceptions. We analysed textual material and also conducted semi-structured interviews with 12 staff who were purposefully sampled. Not only was the value of qualitative enquiry recognised by staff as a complement to the previous quantitative needs assessment, we also discovered positive and negative views about the current promotion of evidence-based practice (EBP) and novel ways to overcome barriers and build capacity, including the development of core competencies, that has subsequently occurred. Furthermore, our contextualised assessment of local constructions of EBP also revealed underpinning tensions that will likely confront others who seek to build greater capacity for EBP in primary care.

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.

Training Methods With Clinicians and Students—A Personal Story and Change: Narrative Therapy for Stuttering

2008 ◽  
Vol 18 (1) ◽  
pp. 37-42 ◽  
Author(s):  
Margaret Leahy
Keyword(s):  
Narrative Therapy ◽  
Evidence Based Practice ◽  
Theoretical Background ◽  
Evidence Based ◽  
Training Methods ◽  
Sense Of Control ◽  
Case Description ◽  
General Outline ◽  
Personal Story ◽  
Fluency Disorders

Abstract Educating students and informing clinicians regarding developments in therapy approaches and in evidence-based practice are important elements of the responsibility of specialist academic posts in universities. In this article, the development of narrative therapy and its theoretical background are outlined (preceded by a general outline of how the topic of fluency disorders is introduced to students at an Irish university). An example of implementing narrative therapy with a 12-year-old boy is presented. The brief case description demonstrates how narrative therapy facilitated this 12-year-old make sense of his dysfluency and his phonological disorder, leading to his improved understanding and management of the problems, fostering a sense of control that led ultimately to their resolution.

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