scholarly journals Understanding Evidence-Based Practice (EBP) Implementation in HCOs Through the Lens of Organizational Theory

2020 ◽  
Vol Volume 12 ◽  
pp. 35-48
Author(s):  
Pavani Rangachari
Keyword(s):  
Organizational Theory ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Ebp Implementation

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.

Evidence-Based Practice Patterns Among Speech-Language Pathologists and Audiologists in Saudi Arabia

2019 ◽  
Vol 41 (4) ◽  
pp. 242-249 ◽  
Author(s):  
Abdulsalam Alhaidary
Keyword(s):  
Saudi Arabia ◽  
Clinical Decision Making ◽  
Practice Patterns ◽  
Evidence Based Practice ◽  
Clinical Decision ◽  
Limited Resources ◽  
Evidence Based ◽  
Speech Language Pathologists ◽  
Insufficient Time ◽  
Ebp Implementation

The goal of this study was to explore the evidence-based practice (EBP) pattern among speech-language pathologists (SLPs) and audiologists in Saudi Arabia. A total of 48 clinicians working in Saudi Arabia completed a questionnaire that investigated patterns, attitudes, skills, and time and resources at the workplace related to EBP. The results showed that SLPs and audiologists held favorable attitudes toward EBP, and the use of research studies to guide clinical decision making was increased among the participants with previous EBP training. Also, the study found that skills and knowledge related to EBP need to be enhanced, but they were not major barriers to EBP implementation. Limited resources appeared to impose some hindrances, whereas insufficient time at the workplace was found to be a major challenge for EBP implementation. Overall, the findings from this study highlight the importance of increasing the continuing education and professional time for EBP activities in the workplace.

scholarly journals A lack of allocated research time challenges the extent of the implementation of evidence-based practice - A three-year retrospective follow-up cohort study of Master of Science in Nursing graduates

2020 ◽  
Vol 10 (8) ◽  
pp. 19
Author(s):  
Connie Berthelsen
Keyword(s):  
Response Rate ◽  
Evidence Based Practice ◽  
Research Utilization ◽  
Evidence Based ◽  
Nursing Graduates ◽  
Nursing Management ◽  
Master Of Science ◽  
Belief Scale ◽  
Ebp Implementation

Objective: To describe and compare the development of Master of Science in Nursing graduates’ research utilization and improvement of knowledge, one to three years after graduation, and to describe their beliefs, abilities and implementation regarding evidence-based practice in the workplace.Methods: Sixty-five Master of Science in Nursing (MSN) graduates, associated with an academic cohort, were invited to participate in a three-year retrospective follow-up study. Forty-five MSN graduates replied, providing a response rate of 69.23%. A questionnaire of four areas, consisting of the customary cohort questionnaire combined with the EBP Belief scale and the EBP Implementation scale, was sent to the participants using SurveyMonkey®.Results: An overall increased development in MSN graduates’ research utilization and knowledge improvement in all parameters was found from one to three years after graduation, along with greater knowledge of, and a stronger belief in the value of, evidence-based practice. However, a strong decrease in allocated time for research was found, leading to a very limited implementation of evidence-based practice by the MSN graduates.Conclusions: The study ends with a question about whether time is still an issue – even for academic nurses, who are educated and employed to implement evidence-based practice. If the barriers to nursing research are not taken seriously by nursing management then the extent of implementation of evidence-based practice and the improvement of quality in patient care and trajectories will continue to be very limited.

scholarly journals Evidence-based practice work file: A learning strategy for occupational therapy students during clinical placements: a descriptive cross-sectional study

2019 ◽  
Author(s):  
Susanne Johnson ◽  
Else Britt Bruset ◽  
Kari Margrete Hjelle ◽  
Malin Mongs ◽  
Unni Sveen
Keyword(s):  
Occupational Therapy ◽  
Teaching And Learning ◽  
Evidence Based Practice ◽  
Clinical Placement ◽  
Evidence Based ◽  
Cross Sectional ◽  
Clinical Placements ◽  
Occupational Therapy Students ◽  
Second Year ◽  
Ebp Implementation

Abstract Background: Healthcare professionals and students are expected to work according to evidence-based practice (EBP). The EBP work file, an online learning tool that covers all steps in the EBP process, is an approach to teaching and learning EBP. The aim of this study was to examine possible differences in occupational therapy students’ self-reported attitude, skills, use and implementation of EBP during their second-year clinical placement by comparing students who applied the EBP work file with students who did not use it.Methods: A descriptive, cross-sectional comparative study was conducted. The sample comprised three cohorts (1, 2 and 3) of second-year occupational therapy students from Western Norway University of Applied Sciences and two cohorts (4 and 5) from Oslo Metropolitan University. Five cohorts in total took part in the study (n = 126 students). The students answered two questionnaires (“EBP Beliefs Scale” and “EBP Implementation Scale”) after completing their second-year clinical placement. The analysis was based on descriptive statistics and calculation of the frequencies, percentages, means and standard deviations of all participating students’ scores on the two questionnaires. ANOVA with Bonferroni correction was conducted to analyse differences between the mean totals of the questionnaires. Results: The response rate was 57.3%. The average scores were 56.8 on the EBP Beliefs Scale and 15.8 on the EBP Implementation Scale. Students from cohort 5 (who had extra instruction and assignments via the EBP work file) had statistically lower scores than students form cohort 1 on the Implementation Scale. These students believed that EBP results in the best clinical care for patients, but they lacked confidence in their ability to use EBP. Conclusions: Additional EBP work-file assignments were insufficient to support students in the implementation of EBP during clinical placements. It is important to teach students EBP skills and to demonstrate how they can use this competency in their work with patients. Including clinical instructors in EBP teaching and learning seems essential.

scholarly journals Student’s Perception On Implementation Of Evidence Based Practice In Clinical Practice

2021 ◽  
pp. 96-109
Author(s):  
Hafidz Triantoro Aji Pratomo
Keyword(s):  
Clinical Practice ◽  
Clinical Setting ◽  
Scientific Literacy ◽  
Speech Therapy ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Survey Method ◽  
Evidence Based ◽  
Speech Therapist ◽  
Ebp Implementation

Background: Evidence Based Practice (EBP) is an important component in clinical practice of a Speech Therapist. Students can develop critical thinking pattern using credible literature. The sustainable implementation of EBP can improve practical quality of Speech Therapist, particularly in clinical decision making. EBP use in speech therapy clinical setting has been unknown in Indonesia. This research aims to identify the implementation of EBP by speech therapy students in clinical setting. Methods: The respondents employed in this study consisted of 35 students. The research was conducted using survey method. Survey was distributed online using Google form application. Sample comprised last-year students of Speech and Language Therapy Applied Bachelor Study Program. The students were those who have undertaken clinical practice in hospital, clinical, or other healthcare service facilities. Analysis was conducted descriptively with correlational analysis technique. Results: Descriptive analysis shows that students’ perceptions are varying. Inter-variable cororelation was analyzed using correlation test. The result of analysis shows coefficient of correlation (r) > 0.2, meaning that there is a correlation between case experience, EBP level knowledge, knowledge on EBP, speech therapist’s attitude and role, and EBP implementation Conclusion: Survey informs that scientific literacy culture is still weak. This study found the correlation between experience, knowledge, attitude, and EBP implementation. In-depth investigation is required on the different data appearing.

scholarly journals An exploration of the factors that impact on clinical practices of Nurses in applying evidence-based practice

2021 ◽  
Vol 1 (2) ◽  
pp. 34-41
Author(s):  
Fathimath Shifaza ◽  
Mohammad Hamiduzzaman
Keyword(s):  
Best Practice ◽  
Evidence Based Practice ◽  
Nursing Profession ◽  
Evidence Based ◽  
Clinical Practices ◽  
Positive Correlation ◽  
The World ◽  
Belief Scale ◽  
Ebp Implementation ◽  
Descriptive Survey

While healthcare institutions around the world strive to adopt evidence-based practice (EBP) as the new standard in best practice, the nursing profession still faces multiple barriers and limitations in implementation. The aim of this paper is to present the analysis of EBP from the perspective of nurses working within two major South Australian hospitals, assessing their implementation and beliefs and exploring avenues for further research-based upon their feedback. A descriptive survey using the EBP beliefs (EBP-b) and the EBP implementation (EBP-I) scales were developed by Melnyk and Fineout-Overholt. Nurses scored high in the EBP belief scale reflecting significant positive readiness towards EBP. A positive correlation was observed between EBP beliefs and implementation, yet implementation rates were very low. More research is needed to explore the reasons why implementation rates are so low amongst practising nurses to understand and address the root of this problem. Based on the evidence it appears that more research is needed to explore the reasons why implementation rates are so low amongst practising nurses to understand and address the root of this problem.

scholarly journals Application of Evidence-Based Nursing Practice and Its Barriers in Padang, West Sumatera Indonesia

2019 ◽  
Vol 7 (3) ◽  
Author(s):  
Dwi Novrianda ◽  
Hermalinda Herman
Keyword(s):  
Quantitative Research ◽  
Evidence Based Practice ◽  
Scientific Evidence ◽  
Sampling Technique ◽  
Average Score ◽  
Evidence Based ◽  
Scale Characteristics ◽  
Ebp Implementation ◽  
Evidence Based Nursing ◽  
Health Field

Professional nurses, one of the human resources in the health field, have an obligation to carry out the nursing process, especially nursing based on scientific evidence. This study’s aim was to describe the knowledge, attitudes, implementation towards evidence-based practice and its barriers in the Hospital. A quantitative research with descriptive approach was conducted in the Dr. M. Djamil Hospital Padang. A consecutive sampling technique was utilized with 139 respondents being selected and only 90 respondents completely filled in the questionnaires. The instruments used were Evidence-Based Practice Questionnaire (EBPQ) and BARRIERS Scale. Characteristics of respondents were 70.0% diploma education, mean (SD) age was 36.7 (7.95) years and 13.35 (8.37) years working time. The average EBP-related attribute score was higher than the average score of EBP knowledge/understanding, understanding of research terms, confidence and practice towards EBP. There is a need to improve knowledge and understanding of EBP and research and overcome the obstacles of EBP implementation in the practice of nursing service. 

Improving the Implementation of Evidence-Based Practice and Information Systems in Healthcare

2013 ◽  
pp. 247-270
Author(s):  
Priscilla A. Arling ◽  
Bradley N. Doebbeling ◽  
Rebekah L. Fox
Keyword(s):  
Technology Implementation ◽  
Evidence Based Practice ◽  
Future Research ◽  
Systematic Research ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Related Information ◽  
Analytical Foundation ◽  
Mrsa Infection ◽  
Ebp Implementation

In healthcare, evidence-based practice (EBP) integrates clinical expertise with the best available external evidence from systematic research. Yet even with the aid of technology, implementation of EBP in many settings remains a challenge due in part to the complexity of the healthcare system and the lack of a strong theoretical and analytical foundation to guide implementation efforts. This paper combines research from the fields of healthcare implementation science and social networks to present a theoretically based, integrated framework for the study of EBP implementation. This study explores the application of the framework to a complex healthcare collaborative, the MRSA infection control project, a project intended to foster the implementation of EBP to reduce the spread of MRSA infections. The authors consider how the framework can also be used to inform future research into EBP-related information system implementations and innovations.

scholarly journals The role of Informatics to support evidence-based practice and clinician education

2000 ◽  
Vol 23 (3) ◽  
pp. 186
Author(s):  
Evelyn Hovenga ◽  
Dawn Hay
Keyword(s):  
Local Group ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Management Support ◽  
Delivery Methods ◽  
Evidence Based Practices ◽  
Clinician Education ◽  
Ebp Implementation ◽  
Educational Delivery

This paper reports the results of a national event held during November 1998 to educate health professionalsrepresenting multiple disciplines about evidence-based practice (EBP), its implementation and the use of informaticsto support EBP. A combination of educational delivery methods and multimedia was used. Through local group work,participants identified obstacles to EBP implementation and developed strategies to overcome these in their own localenvironments. Major and common findings were a lack of management support and infrastructures needed for thesuccessful adoption of evidence-based practices by all.

scholarly journals Athletic Trainers' Beliefs About and Implementation of Evidence-Based Practice

2016 ◽  
Vol 51 (1) ◽  
pp. 35-46 ◽  
Author(s):  
Kimberly Keeley ◽  
Stacy E. Walker ◽  
Dorice A. Hankemeier ◽  
Malissa Martin ◽  
Thomas A. Cappaert
Keyword(s):  
Patient Care ◽  
Athletic Training ◽  
Evidence Based Practice ◽  
Athletic Trainers ◽  
Doctoral Degree ◽  
Third Party ◽  
Evidence Based ◽  
Professional Journals ◽  
Ebp Implementation ◽  
Third Party Reimbursement

Context Understanding the beliefs about and use of evidence-based practice (EBP) among athletic trainers (ATs) will help to determine appropriate strategies to improve implementation. Objective To examine the ATs' beliefs about and use of EBP. Design Cross-sectional study. Setting Online survey instrument. Patients or Other Participants A total of 467 ATs responded to the survey request, a response rate of 11.67%. A total of 385 (9.6%) completed the EBP Beliefs Scale and 342 (8.5%) completed the EBP Implementation Scale. Main Outcome Measure(s) The EBP Beliefs Scale and EBP Implementation Scale were administered. The surveys collected demographic information in addition to information about participants' beliefs regarding EBP and implementation of EBP in clinical practice. Results The ATs demonstrated a level of neither agree nor disagree (56.00 ± 7.86) on the EBP Beliefs Scale. Belief scores were higher among those ATs required to document for third-party reimbursement (P = .001), those with access to current research through professional journals other than the Journal of Athletic Training (P = .02), and those with a doctoral degree (P = .01). A low level of implementation (9.00 ± 11.38), representing the implementation of EBP approximately 0 times in the previous 8 weeks, was found on the EBP Implementation Scale. Implementation scores were higher among preceptors (P = .01), those required to document for third-party reimbursement (P < .001), those with access to current research through professional journals (P = .002), and those with a doctoral degree (P = .01). Conclusions Participants had a positive attitude toward EBP; however, they were not implementing EBP concepts when providing patient care. This suggests that additional information and EBP resources are needed so ATs can better implement EBP in practice. To provide the best patient care and to promote EBP within the profession, clinicians should make EBP a priority and advocate for EBP implementation.

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