Teaching evidence‐based practice: Knowledge to implementation in a BSN program, part 1

2022 ◽  
Author(s):  
Kelly J. Ruppel ◽  
Beverley A. Bone
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Practice Knowledge

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

scholarly journals The Evidence-based Practice Beliefs and Knowledge of Physical Therapy Clinical Instructors

2016 ◽  
Author(s):  
Debra Bierwas ◽  
Joan Leafman ◽  
Donald Shaw
Keyword(s):  
Evidence Based Practice ◽  
Physical Therapists ◽  
Physical Therapist ◽  
Evidence Based ◽  
Clinical Instructors ◽  
Cross Sectional ◽  
Negative Beliefs ◽  
Specialty Certification ◽  
Respondent Characteristics ◽  
Practice Knowledge

Introduction: For evidence-based practice to occur in patient management or clinical instruction, a knowledge of evidence-based practice principles is needed, including how to retrieve, appraise, and apply evidence. Attitudes and beliefs are also important, since for effective change in practice to occur it must be consistent with beliefs and needs. Purpose: The purpose of this study was to examine the evidence-based practice beliefs and knowledge of physical therapist clinical instructors and to determine whether differences in self-reported beliefs or knowledge existed based upon respondent characteristics of highest degree, age, association membership, and certification. Methods: For this cross-sectional descriptive study an electronic survey was used to collect data on respondent characteristics and evidence-based practice beliefs and knowledge. Results: Respondents were 376 physical therapists who were clinical instructors. A majority of respondents reported positive beliefs about evidence-based practice: welcome questions on practice (88.5 %, n = 333); fundamental to practice (89.7%, n = 337); practice changed because of evidence (81.1%, n = 305). From rating options of poor, fair, good, very good, and excellent, respondents most often selected good to describe knowledge level: formulate question 39.6% (n = 149); retrieve evidence 39.4% (n = 148); appraise evidence 44.1% (n = 166); and apply evidence 40.4% (n = 152). Nearly half of the respondents reported as either very good or excellent the ability to apply evidence (49.4%, n = 186). There were differences in evidence-based practice beliefs (degree H = 10.152, p = .038; membership z = 4.721, p = H = 27.712, p = z = 2.188, p = .03; certification z = 4.194, p = Conclusion: Respondents frequently reported positive beliefs about evidence-based practice and the possession of evidence-based practice knowledge. However, there were respondents who reported negative beliefs such as disagreeing that new evidence is important. There were wide variations in reported evidence-based practice knowledge. The largest percentage of respondents rated knowledge as good, the middle or ‘average’ rating on the five-point scale. There were differences in evidence-based practice beliefs and knowledge between groups for highest degree, association membership, and specialty certification.

scholarly journals The Use of an Online Module to Increase Occupational Therapy Practitioners’ Evidence-based Practice Knowledge and Skills

2016 ◽  
Author(s):  
Brad Egan ◽  
Susan Cahill ◽  
Cheryl Huber-Lee ◽  
Minetta Wallingford
Keyword(s):  
Occupational Therapy ◽  
Test Score ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Knowledge And Skills ◽  
Learning Modules ◽  
Online Module ◽  
Fresno Test ◽  
Practice Knowledge ◽  
Occupational Therapy Practitioners

Purpose: To evaluate the effectiveness of an optional, self-paced, online module to increase occupational therapy practitioners’ knowledge and skills related to evidence-based practice (EBP). Method: Participants’ EBP knowledge and skills were evaluated using the Adapted Fresno Test (AFT) after they completed the online module. Results: Twenty-nine occupational therapy practitioners (25 OTR/L, 4 COTA/L) completed the entire 17-month initiative. Nineteen practitioners (65.5%) used the supplemental online module and 10 (34.5%) did not. Analyses of AFT scores revealed a mean test score of 83.00 (n = 19, SD + 31.11) for participants who utilized the online EBP module and a mean test score of 56.20 (n = 10, SD + 36.67) for participants who did not use the module. An independent sample t test (equal variances assumed) revealed that participants who used the online module achieved statistically significantly higher scores ( p = 0.048, < 0.05) on the AFT. Discussion: The findings from this study suggest that the online EBP module was a useful support in significantly improving occupational therapy practitioners’ knowledge and skills related to evidence-based practice. Conclusions: Online modules may be an effective tool to teach practitioners about EBP. More research is needed to identify particular features of online learning modules that are the most effective in increasing practitioners’’ EBP knowledge and skills.

scholarly journals Evidence-based practice knowledge, attitudes, practices, and barriers

2020 ◽  
Vol 15 (5) ◽  
pp. 24-32
Author(s):  
Jane Crable ◽  
Martha E. Farrar Highfield ◽  
Frances Patmon
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Practice Knowledge

Validation of an Instrument to Assess Evidence-Based Practice Knowledge, Attitudes, Access, and Confidence in the Dental Environment

2011 ◽  
Vol 75 (2) ◽  
pp. 131-144 ◽  
Author(s):  
William D. Hendricson ◽  
John D. Rugh ◽  
John P. Hatch ◽  
Debra L. Stark ◽  
Thomas Deahl ◽  
...  
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Practice Knowledge ◽  
Dental Environment

Evidence-Based Practice Knowledge Assessment in Nursing--French Version

2020 ◽  
Author(s):  
Jan M. Nick ◽  
Lisa Roberts ◽  
Farah Martine Adrien ◽  
Amy H. Wonder
Keyword(s):  
Evidence Based Practice ◽  
Knowledge Assessment ◽  
Evidence Based ◽  
French Version ◽  
Practice Knowledge
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