Evidence- based education in nutrition and dietetics Deborah MacLellan

2005 ◽  
pp. 510-525
Keyword(s):  
Evidence Based ◽  
Nutrition And Dietetics

scholarly journals A critical synthesis of interventions to reduce stigma attached to mental illness

2014 ◽  
Vol 19 (1) ◽  
Author(s):  
Kenetsoe B. Seroalo ◽  
Emmerentia Du Plessis ◽  
Magdalena P. Koen ◽  
Vicki Koen
Keyword(s):  
Mental Illness ◽  
Critical Appraisal ◽  
Research Evidence ◽  
Research Question ◽  
Practice Research ◽  
Evidence Based ◽  
Evidence Analysis ◽  
Critical Appraisal Skills ◽  
Nutrition And Dietetics ◽  
Appraisal Tool

Background: Interventions have been developed and implemented to reduce the stigma attached to mental illness. However, mental healthcare users are still stigmatised.Objective: The objective of this study was to critically synthesise the best available evidence regarding interventions to reduce stigma attached to mental illness.Method: An exploratory and descriptive research design was followed to identify primary studies; systematic review identifid primary studies answering this research question: What best evidence is available regarding interventions to reduce the stigma attached to mental illness? A search was done on selected electronic databases. Seventeen studies (n = 17) were identifid as providing evidence that answered the research question. The following instruments were used: Critical Appraisal Skills Programme, John Hopkins Nursing Evidence-Based Practice research evidence appraisal tool and the Academy of Nutrition and Dietetics Evidence Analysis Manual. The study was submitted to the Post-graduate Education and Research Committee of the School of Nursing Science at Potchefstroom Campus of North-West University for approval.Results: Results indicated some interventions that reduce the stigma attached to mental illness, such as web-based approaches, printed educational materials, documentary and antistigma fims, as well as live and video performances.Conclusions: Humanising interventions seems to have a positive effect on reducing stigma attached to mental illness. From the results and conclusions recommendations were formulated for nursing practice, nursing education and research.Agtergrond: Ingrypings is ontwikkel en geïmplementeer om die stigma verbonde aan geestesongesteldhede te verminder. Die persone wat aan geestesongesteldhede ly, ondervind egter steeds dat daar 'n stigma aan hulle kleef.Doelstellings: Die doel van die studie was om die beste beskikbare voorbeelde van intervensies om stigmatisering van geestesongesteldhede te verminder, krities saam te vat.Metode: ’n Verkennende en beskrywende navorsingsontwerp is gevolg om primêre studies te identifieer. ’n Sistematiese oorsig is gekies as metode om primêre studies te identifieer om die volgende navorsingsvraag te beantwoord: Wat is die beste beskikbare voorbeelde vaningrypings om die stigma verbonde aan geestesongesteldhede te verminder? ’n Ondersoek is gedoen op ’n uitgesoekte elektroniese databasis.Resultate: Tydens die keuring van studies is 17 studies geïdentifieer (n = 17) as bewyslewering en wat die navorsingsvraag beantwoord. Die volgende instrumente is gebruik: ‘Critical Appraisal Skills Programme’, ‘John Hopkins Nursing Evidence-Based Practice’, ‘Research Evidence Appraisal Tool and Evidence Analysis Manual’, en ‘Academy of Nutrition and Dietetics’.Gevolgtrekking: Die studie is aan die Nagraadse Onderrig- en Navorsingskomitee van die Skool van Verpleegkunde van die Potchefstroomkampus, Noordwes-Universiteit, voorgelê vir goedkeuring. Aanbevelings is geformuleer vir die verpleegpraktyk, verpleegonderrig ennavorsing.

Academy of Nutrition and Dietetics Evidence-Based Practice Guideline for the Management of Heart Failure in Adults

2018 ◽  
Vol 118 (12) ◽  
pp. 2331-2345 ◽  
Author(s):  
Toni Kuehneman ◽  
Mary Gregory ◽  
Desiree de Waal ◽  
Patricia Davidson ◽  
Rita Frickel ◽  
...  
Keyword(s):  
Heart Failure ◽  
Practice Guideline ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Nutrition And Dietetics

Academy of Nutrition and Dietetics Methodology for Developing Evidence-Based Nutrition Practice Guidelines

2017 ◽  
Vol 117 (5) ◽  
pp. 794-804 ◽  
Author(s):  
Constantina Papoutsakis ◽  
Lisa Moloney ◽  
Rachel C. Sinley ◽  
Antonia Acosta ◽  
Deepa Handu ◽  
...  
Keyword(s):  
Practice Guidelines ◽  
Evidence Based ◽  
Nutrition And Dietetics ◽  
Nutrition Practice

Academy of Nutrition and Dietetics Gestational Diabetes Evidence-Based Nutrition Practice Guideline

2018 ◽  
Vol 118 (9) ◽  
pp. 1719-1742 ◽  
Author(s):  
Maria O. Duarte-Gardea ◽  
Diana M. Gonzales-Pacheco ◽  
Diane Marie Reader ◽  
Alyce M. Thomas ◽  
Susan R. Wang ◽  
...  
Keyword(s):  
Gestational Diabetes ◽  
Practice Guideline ◽  
Evidence Based ◽  
Nutrition And Dietetics ◽  
Nutrition Practice

scholarly journals Developing Research Competence in Undergraduate Students through Hands on Learning

2015 ◽  
Vol 2015 ◽  
pp. 1-9 ◽  
Author(s):  
Zoe E. Davidson ◽  
Claire Palermo
Keyword(s):  
Student Satisfaction ◽  
Undergraduate Students ◽  
Evidence Based Practice ◽  
Research Unit ◽  
Small Degree ◽  
Evidence Based ◽  
Research Skills ◽  
Nutrition Research ◽  
New Research ◽  
Nutrition And Dietetics

Evidence-based practice is the foundation of nutrition and dietetics. To effectively apply evidence-based practice, health professionals must understand the basis of research. Previous work has identified the lack of involvement of dietitians in research. As part of a curriculum redevelopment in undergraduate nutrition and dietetics courses, research skill teaching was enhanced. This study evaluated the effect of a new, year two level nutrition research methods unit on the perceived research skills of students. The unit consisted of two key components: a student-led class research project and a small group systematic literature review. Prior to commencement and on completion of the course, students completed a modified version of the Research Skills Questionnaire. Results demonstrated that self-perceived competence increased by a small degree in a set of specific research skills as well as in broader skills such as information gathering and handling, information evaluation, ability to work independently, and critical thinking. The new research unit was also evaluated highly on a student satisfaction survey. Despite these positive findings, students indicated that their general feelings towards research or a career in research were unchanged. In summary, this unit enhanced students’ perceived research skills. Further exploration of students’ attitude towards research is warranted.

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