Women's trajectories of postpartum depression and social support: A repeated‐measures study with implications for evidence‐based practice

2022 ◽  
Author(s):  
Li‐Chun Lee ◽  
Chich‐Hsiu Hung
Keyword(s):  
Social Support ◽  
Postpartum Depression ◽  
Repeated Measures ◽  
Evidence Based Practice ◽  
Evidence Based

The Evidence-Based Practice: Breastfeeding as a Preventive Factor for Postpartum Depression

2017 ◽  
pp. 121-130
Author(s):  
Marlene Conceição Martins Cunha ◽  
Emília Carvalho Coutinho ◽  
Carlos Manuel Figueiredo Pereira ◽  
Cláudia Margarida Balula Chaves ◽  
Paula Alexandra Batista Nelas ◽  
...  
Keyword(s):  
Postpartum Depression ◽  
Evidence Based Practice ◽  
Evidence Based

scholarly journals Development and Implementation of a Healthcare Volunteer Retention Program

2020 ◽  
Author(s):  
◽  
Sandra Ramos
Keyword(s):  
Social Support ◽  
Evidence Based Practice ◽  
Retention Rate ◽  
Intent To Stay ◽  
Education And Training ◽  
Evidence Based ◽  
Volunteer Retention ◽  
Before And After ◽  
Healthcare Volunteers ◽  
And Training

Practice Problem: Healthcare volunteer responders are an asset during disasters, and their retention is necessary to meet rising demands. This project aimed to develop and implement an evidence-based practice change using a healthcare volunteer retention program and evaluate its influence on retention. PICOT: The PICOT question that guided this evidence-based practice project was: In healthcare volunteers, how does the participation in a formal healthcare volunteer retention program influence healthcare volunteer retention rate, intent to stay, and volunteer satisfaction 12 weeks after Healthcare Volunteer Retention Program introduction? Evidence: The evidence from the literature supported mentoring, education and training, and social support to retain healthcare volunteers. Intervention: The Iowa Model Collaborative guided this project using the Plan, Do, Study, and Act framework to implement the Healthcare Volunteer Retention Program. Healthcare volunteer retention, education and training, and surveys before and after implementation were monitored to evaluate the retention program’s influence. Outcomes: The implementation resulted in a retention rate of 98%, the intent to stay improved by 6%, and 89% of the survey participants were satisfied with the retention program. Additionally, a paired-samples t-test conducted to compare the survey’s results before and after implementation resulted in a t-value of 3.508 at alpha = .05, which supported the effectiveness of the retention program. Conclusion: Local, regional, national, and worldwide opportunities exist to build capacity for healthcare volunteers. Disaster response readiness by healthcare volunteers requires mentoring, education and training, and social support to improve this workforce’s retention.

From Feasibility to Outcomes: the Case of a Postpartum Depression Prevention Intervention in Shelter

2021 ◽  
Author(s):  
Bonnie D. Kerker ◽  
Dara Weiss ◽  
Kristen Lewis ◽  
Erica Willheim ◽  
Melissa R. Clark ◽  
...  
Keyword(s):  
Postpartum Depression ◽  
Repeated Measures ◽  
Underserved Populations ◽  
Interpersonal Trauma ◽  
Evidence Based ◽  
Post Intervention ◽  
Prevention Intervention ◽  
Depression Prevention ◽  
Intervention Adaptation ◽  
Feasibility Testing

Abstract BackgroundEvidence-based interventions (EBIs) are often seen as the gold standard but it is unclear if they are effective in different settings or populations. We developed a model to adapt and test the implementation of a postpartum depression prevention intervention (Reach Out and Stay Strong, Essentials for new Mothers -- ROSE) in shelter. Our model entailed: (1) Intervention Adaptation and Planning (2) Feasibility Testing, (3) Monitoring Outcomes. The adapted intervention was called Strong in Shelter (SIS).MethodsIntervention adaptation and planning entailed provider engagement, shelter resident input, and responsive adaptations. Feasibility testing began in pilot sites, and we made modifications based on feedback. Fidelity to the model was tracked through session checklists, audio recordings and weekly consultations. Additional modifications were made due to COVID-19. Outcome measures were collected pre- and post-intervention, and included measures of depression (PHQ-9), perceived social support (MSPSS) and perceived stress (PSS). We also collected data on trauma exposure. Paired Samples T-Test analyses were conducted to examine changes in PHQ-9, MSPSS and PSS scores over time. These repeated measures were stratified by interpersonal trauma, mode, and number of sessions completed using general linear model analyses. ResultsInvolving the community being served and the intervention facilitators early on was an important factor in the success of SIS. Barriers to participant engagement were seen across each phase of SIS, but once residents did engage 70% (40 of 57 women who were consented) attended at least half the sessions. Satisfaction was high, with nearly 100% of women participating in SIS and receiving a consistent questionnaire reporting the group was helpful (N=22). The PHQ-9 decreased by 2.68 points after SIS (p=0.002); this change was stronger for those who experienced interpersonal trauma, and findings were consistent in the virtual implementation during COVID-19 (N=46).ConclusionsProviding evidence-based preventive interventions to underserved populations is essential to ensure that effective programs reach those in need. Our data suggest that by engaging staff and the population early and continually, and utilizing an iterative and flexible process, EBIs such as SIS can effectively be implemented in institutional settings, and may reduce depressive symptoms among women in shelter.

scholarly journals Preceptor Understanding, Comfort, and Use Related to Evidence-Based Practice Competencies

2015 ◽  
Vol 10 (3) ◽  
pp. 236-243
Author(s):  
W. David Carr ◽  
Jennifer L. Volberding ◽  
Ben Timson
Keyword(s):  
Athletic Training ◽  
Educational Intervention ◽  
Repeated Measures ◽  
Evidence Based Practice ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Evidence Based ◽  
Education Intervention ◽  
Significance Level ◽  
National Athletic Trainers Association

Context The Fifth Edition of the National Athletic Trainers' Association Athletic Training Education Competencies includes the significant addition of competencies covering evidence-based practice (EBP). While the concept of EBP is not new, the terminology in the Competencies may be new to clinical practitioners who did not receive the same educational experiences. Objective The objective was to explore the understanding, comfort, and use related to EBP competencies by preceptors. Specifically, we explored the efficacy of an educational intervention designed to increase preceptors' understanding of, comfort with, and use of the EBP competencies. Design Participants were assigned to an experimental or control group. A pretest and posttest design was used to measure understanding, comfort, and use. An educational intervention designed to increase understanding, comfort, and use of the EBP competencies was used with the experimental group. The education intervention was a combination of presentations, student-led article reviews, and a student-led project. Setting The study was completed at a large state-affiliated Midwest university. Patients or Other Participants Nineteen preceptors from the collegiate and high school setting (12 men and 7 women, average age = 32 ± 8.3 years, average experience = 8.1 ± 8.8 years). Main Outcome Measures A survey instrument (EBP Preceptor Survey) was designed and tested for reliability (α = .979). All participants completed the EBP Preceptor Survey before and then after the intervention. Experimental preceptors completed the education intervention. Repeated-measures analysis of covariance was used to detect pretest to posttest differences at the P ≤ .01 significance level. Results Statistically significant results indicate that after the intervention the experimental preceptors increased understanding for 4 of the 14 competencies, comfort for 9 of the 14 competencies, and use for 1 of the 14 competencies. Conclusions A focused education intervention may increase understanding and comfort but might not increase use of EBP concepts.

scholarly journals Effectiveness of an Evidence-Based Practice educational intervention with second-year nursing students

2018 ◽  
Vol 26 (0) ◽  
Author(s):  
Desirée Mena-Tudela ◽  
Víctor Manuel González-Chordá ◽  
Agueda Cervera-Gasch ◽  
María Loreto Maciá-Soler ◽  
María Isabel Orts-Cortés
Keyword(s):  
Nursing Students ◽  
Educational Intervention ◽  
Repeated Measures ◽  
Critical Incident ◽  
Evidence Based Practice ◽  
Critical Incident Technique ◽  
Evidence Based ◽  
Clinical Clerkship ◽  
Significant Difference ◽  
Second Year

ABSTRACT Objectives: to evaluate the effectiveness of an educational intervention on the knowledge, skills and attitudes of evidence-based practice among second-year nursing students. Method: a quasi-experimental before-and-after study. The study population consisted of 120 students enrolled in the Nursing Care in Healthcare Processes course. The educational intervention was based on theoretical and practical classes about the evidence-based practice process and the use of the critical incident technique during the clinical clerkship. Effectiveness was measured with the Evidence-Based Practice Competence Questionnaire in three paired measures using repeated-measures analysis of variance. Results: the mean scores of the Evidence-Based Practice Competence Questionnaire were 79.83 (CI 95% 78.63-81.03) for the basal measurement, 84.53 (CI 95% 83.23-85.83) for the intermediate measurement, and 84.91 (CI 95% 83.26-86.55) for the final measurement, with a statistically significant difference among the three paired measurements (p<0.001). There were statistically significant differences in Attitudes (p = 0.034) and Knowledge (p <0.001) but not in Skills (p = 0.137). Conclusion: this educational intervention based on theoretical and practical classes about the evidence-based practice process and the use of the critical incident technique during the clinical clerkship enhances evidence-based practice competence among second-year nursing degree students.

scholarly journals Retained Knowledge and Use of Evidence-Based Practice Concepts

2018 ◽  
Vol 13 (3) ◽  
pp. 239-247 ◽  
Author(s):  
Sarah A. Manspeaker ◽  
Dorice A. Hankemeier
Keyword(s):  
Clinical Practice ◽  
Repeated Measures ◽  
Evidence Based Practice ◽  
Athletic Trainers ◽  
Evidence Based ◽  
Perceived Knowledge ◽  
Convenience Sample ◽  
Patient Reported ◽  
Board Of Certification ◽  
Over Time

Context: To maintain certification, athletic trainers (ATs) are required to obtain continuing education units (CEUs) in the area of evidence-based practice (EBP). Longitudinal analysis of outcomes after attending a Board of Certification–approved Foundations of EBP course is lacking. Objective: To evaluate ATs' knowledge retention of and confidence in EBP concepts 12 months after a Foundations of EBP course. A secondary aim was to determine ATs' perceptions regarding barriers to, use of, and resources for EBP. Design: Repeated measures within-subjects survey. Setting: Online survey. Patients or Other Participants: Twenty-seven respondents (22% response rate) from a convenience sample of 123 ATs. Intervention(s): Board of Certification–approved Foundations of EBP category workshop. Main Outcome Measure(s): The survey instrument, Evidence-Based Concepts: Knowledge, Attitudes, and Use (EBCKAU), ascertained ATs' perceived EBP knowledge over a 12-month period. Descriptive statistics and correlations were calculated; repeated measures analysis of variance determined differences between scores. Responses to open-ended questions were catalogued according to themes and coded. Results: For the knowledge score, a statistically significant increase in perceived knowledge (F2.0,52.0 = 18.91, P &lt; .001) from preworkshop (6.40 ± 1.77) to immediately postworkshop (8.15 ± 1.51) and from before to 12 months after workshop (7.30 ± 1.64) was noted. Confidence in knowledge was statistically significantly different over time (z = −4.55, P &lt; .001). Both before and since the workshop, ATs reported low levels of incorporating patient-reported outcome measures (PROM) and were equally likely to use compilation research findings in their clinical practice. Barriers of time and available resources were identified, and patient care was reported as the primary area in which ATs envision future use of EBP. Conclusions: Athletic trainers improved immediate perceived knowledge and retained knowledge of EBP concepts over time; however, confidence in knowledge decreased over time. ATs did not implement the workshop concepts into their daily clinical practice.

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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