Implementation of a Smoking Cessation e‐Learning Education Program for Oncology Clinic Healthcare Providers: Evaluation With Implications for Evidence‐Based Practice

2020 ◽  
Vol 17 (6) ◽  
pp. 476-482
Author(s):  
Weihong Chase ◽  
Joyce Zurmehly ◽  
Megan Amaya ◽  
Kristine K. Browning
Keyword(s):  
Smoking Cessation ◽  
Education Program ◽  
Evidence Based Practice ◽  
Healthcare Providers ◽  
Evidence Based ◽  
E Learning

Evaluating Evidence-Based Practice Knowledge and Beliefs Through the e-Learning EBP Academy

2017 ◽  
Vol 48 (7) ◽  
pp. 304-311 ◽  
Author(s):  
Angela Green ◽  
Debra A. Jeffs ◽  
Beatrice A. Boateng ◽  
Gary R. Lowe ◽  
Marlene Walden
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Knowledge And Beliefs ◽  
E Learning ◽  
Practice Knowledge

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.

scholarly journals INTEGRATION OF EVIDENCE-BASED PRACTICE IN BEDSIDE TEACHING PAEDIATRICS SUPPORTED BY E-LEARNING

2010 ◽  
Vol 154 (1) ◽  
pp. 83-87 ◽  
Author(s):  
Jarmila Potomkova ◽  
Vladimir Mihal ◽  
Jirina Zapletalova ◽  
Dana Subova
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Bedside Teaching ◽  
E Learning

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.

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