scholarly journals Evidence-based practice: a primer for health care professionals

2001 ◽  
Vol 6 (4) ◽  
pp. 104-104
Author(s):  
J. Sellors
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Evidence Based Practice ◽  
Evidence Based

Writing for Publication: Supporting the Neonatal Nurse Practitioner Student

2006 ◽  
Vol 25 (2) ◽  
pp. 75-76
Author(s):  
Carol Trotter ◽  
Lynn Rasmussen
Keyword(s):  
Health Care ◽  
Chronic Illness ◽  
Nurse Practitioner ◽  
Health Care Professionals ◽  
Informal Education ◽  
Nursing Practice ◽  
Evidence Based Practice ◽  
Essential Element ◽  
Evidence Based ◽  
Writing For Publication

THE QUESTION POSED TO PARTICIPANTS AT THE International Academy of Nurse Editors (INANE) was “Why don’t nurses write for publication?” The answer that surfaced throughout the discussions was because nurses never learned why and how to write professional manuscripts.1 It is our belief that authorship should be part of the curriculum of every advanced practice nursing (APN) program. Four articles published in this issue of Neonatal Network® were written by University of Missouri-Kansas City (UMKC) Neonatal Nurse Practitioner (NNP) students as part of their required course work. Neonatal Network® has chosen to highlight these student writers in an effort to encourage all neonatal nurses to consider this opportunity and to encourage faculty to incorporate this activity into their curricula for APNs. Sharing one’s knowledge and expertise is an essential element of advanced nursing practice and provides the opportunity to enhance the science of nursing practice. By writing for publication, students work toward achieving the following recently published Acute Care NP Competencies:2• Integrates research to promote evidence-based practice for patients with acute, critical, and chronic illness.• Participates in formal and informal education provided to other health care professionals to promote positive outcomes during complex acute, critical, and chronic illness.• Contributes to the knowledge base of the health care community through research, presentations, publications, and involvement in professional organizations.• Promotes valuing lifelong learning and evidence-based practice while continually acquiring knowledge and skills needed to address questions arising in practice to improve patient care.

Strategies for Increasing Knowledge Translation of Evidence-Based Practice in Athletic Training

2021 ◽  
pp. 1831-1840
Author(s):  
Brittany V. Allard ◽  
Michelle Lee D'Abundo
Keyword(s):  
Health Care ◽  
Quality Of Care ◽  
Athletic Training ◽  
Diffusion Of Innovation ◽  
Health Care Professionals ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Aging Populations ◽  
Reducing Costs

The field of health care needs to change in order to address challenges such as rising health care costs, aging populations and the need to treat increasing numbers of people with chronic health conditions. All of this must be accomplished while reducing costs and maintaining quality of care. Health care professionals are being tasked with facilitating this change. Like many other health care professions, athletic training has turned to evidence-based practice to assure that athletic trainers are trained to deliver the highest quality of care in the most efficient way to their patients. The transition to integrating evidence-based practice will be challenging and will require a massive diffusion of innovation throughout the field of athletic training.

Clinical Effectiveness: Systematic Reviews and Evidence-Based Practice in Occupational Therapy

1997 ◽  
Vol 60 (11) ◽  
pp. 479-483 ◽  
Author(s):  
Katrina Bannigan
Keyword(s):  
Health Care ◽  
Occupational Therapy ◽  
Systematic Reviews ◽  
Health Care Professionals ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Occupational Therapists ◽  
Evidence Based ◽  
Sources Of Information ◽  
High Quality

Evidence-based health care can be defined as an approach to health care that involves finding and using up-to-date research into the effectiveness of health care interventions to inform decision making (Entwistle et al, 1996). For many occupational therapists, the practicalities of keeping up to date with the best research evidence is difficult; however, through the National Health Service Centre for Reviews and Dissemination (NHS CRD), the NHS Research and Development (R&D) Programme is aiming to improve the availability of high quality research evidence to all health care professionals. The NHS CRD carries out and commissions systematic reviews. Systematic reviews are a means of pulling together large quantities of research information and are considered to be one of the most reliable sources of information about effectiveness (Chalmers and Altman, 1995). The NHS CRD also disseminates the findings of systematic reviews, one method of which is through the Database of Abstracts of Reviews of Effectiveness (DARE). The relevance of systematic reviews to the clinical practice of occupational therapists is explored in this paper using two examples: a poor quality and a high quality systematic review identified from the abstracting process for DARE. Both reviews are directly relevant to occupational therapy, being about sensory integration and falls in the elderly respectively. The implications of these reviews for evidence-based practice in occupational therapy are discussed.

scholarly journals Evidence-based practice: attitudes, knowledge and behaviour among allied health care professionals

2011 ◽  
Vol 23 (2) ◽  
pp. 198-209 ◽  
Author(s):  
S. Heiwe ◽  
K. N. Kajermo ◽  
R. Tyni-Lenne ◽  
S. Guidetti ◽  
M. Samuelsson ◽  
...  
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Allied Health ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Allied Health Care

Evidence-Based Practice: Perceptions, Skills, and Activities of Pediatric Health Care Professionals

2011 ◽  
Vol 26 (2) ◽  
pp. 114-121 ◽  
Author(s):  
Tera C. Bartelt ◽  
Carolyn Ziebert ◽  
Kathleen J. Sawin ◽  
Shelly Malin ◽  
Melodee Nugent ◽  
...  
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Pediatric Health ◽  
Pediatric Health Care

Walking the Walk: Integrating Evidence Into Clinical Experiences

2019 ◽  
Vol 25 (2) ◽  
pp. 148-153
Author(s):  
Leslie G. Cole ◽  
Stephanie Turner ◽  
Barbara Ann Graves
Keyword(s):  
Health Care ◽  
Nursing Education ◽  
Health Care Professionals ◽  
Nurse Educators ◽  
Evidence Based Practice ◽  
Current Evidence ◽  
Evidence Based ◽  
Adult Health ◽  
Clinical Experiences ◽  
Professional Nurses

Professional nurses are called to provide nursing care using an evidence-based approach. Health-care professionals are challenged to break away from old traditions and search for ways to improve health. Evidence-based practice (EBP) must be threaded throughout nursing curricula to produce critically-thinking professional nurses who will be meeting new and significant health-care challenges. Nursing education must be grounded in the translation of current evidence into practice. Nurse educators must acknowledge the obstacles faced when teaching concepts of research to students who have chosen a practice-focused career. The words evidence-based practice may be intimidating to nursing students. Nurse educators must shift this paradigm to invite students to realize that EBP is an integral component of modern health care that bridges the gap between health-care practices and improved patient outcomes. Faculty in a baccalaureate Adult Health course developed a unique approach inviting students to apply evidence to their student clinical experiences. Survey results showed that this innovative approach increased students' “excellent” or “good” understanding toward EBP concepts from pre-implementation scores of 46% to post-implementation scores of 94%. This active learning strategy allows students to “walk the walk” of EBP rather than simply listen to the “talk.”

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