scholarly journals Librarians collaborating to teach evidence-based practice: exploring partnerships with professional organizations

2018 ◽  
Vol 106 (3) ◽  
Author(s):  
Kerry Dhakal
Keyword(s):  
Continuing Education ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Professional Nursing ◽  
Medical Library ◽  
Experience Teaching ◽  
Nursing Organizations ◽  
Professional Health ◽  
Training Activities ◽  
Education Courses

Objective: The study sought to determine if librarians are collaborating with nurses and professional nursing organizations to teach evidence-based practice (EBP) continuing education courses, workshop, classes, or other training activities.Methods: A 15-question survey was sent to 1,845 members of the Medical Library Association through email.Results: The survey was completed by 201 consenting respondents. Some respondents (37) reported having experience teaching continuing education in collaboration with professional health care organizations and 8 respondents, more specifically, reported having experience teaching EBP continuing education courses, workshops, classes, or other training activities in collaboration with professional nursing organizations.Conclusions: The survey results suggest that librarians do not have a systematic approach as a community of practitioners to seek out collaboration opportunities with professional nursing organizations to teach EBP continuing education courses, workshops, classes, or other training activities.

HUBUNGAN PENGETAHUAN TERHADAP KOMPETENSI MAHASIWA PROFESI NERS DALAM PENERAPAN EVIDENCE BASED PRACTICE

2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Hasniatisari Harun ◽  
Yusshy Kurnia Herliani ◽  
Anita Setyawati
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Quantitative Research ◽  
Evidence Based Practice ◽  
Sampling Technique ◽  
Nursing Program ◽  
Evidence Based ◽  
Professional Nursing ◽  
Professional Nurses ◽  
High Competence

Professional nurses could be prepared through professional nursing programs. Professional nursing program is part of the nursing education program. One of the competencies required to be professional nurses is implementing evidence-based practice (EBP) to explore the best nursing interventions for patients to get optimal outcome. Nursing students have learned EBP during bachelor degree by analysis case using the EBP method. However, evaluation related  students' understanding of the method and its application of EBP to the clinical practice was none. The purpose of this study was to determine the relationship of knowledge with student competency in the implementation of evidence based practice (EBP) to managed patients in the medical surgical nursing stage. This research is quantitative research. The sample in this study was 120 nursing students who were at professional nursing program that were recruited using total sampling technique. The instrument used is the Evidence Based Practice Questionnaire (EBPQ) questionnaire. The results showed that more than half of the respondents had high knowledge (68%), and high competence (49%). This study shows a meaningful relationship between knowledge of student competence in applying EBP (r = .6070, p <0.01). The findings of this study are important for recommendations related to developing teaching materials in nursing education related to for providing the best service for patients.

Evidence-based Practice: Improving Outcomes for Patients with a Central Venous Access Device

2011 ◽  
Vol 16 (2) ◽  
pp. 64-72 ◽  
Author(s):  
Dorothy Mathers
Keyword(s):  
Health Care ◽  
Continuing Education ◽  
Best Practice ◽  
Evidence Based Practice ◽  
Central Venous Access ◽  
Relevant Literature ◽  
Venous Access ◽  
Positive Pressure ◽  
Evidence Based ◽  
Central Venous

AbstractPurpose: To apply evidence-based practice when flushing central venous access devices (CVADs).Background/Introduction: There is a lack of standardized flushing protocols for CVADs among health care institutions. Identifying best practice and assuring skillful implementation of evidence-based practice protocols is essential to maintaining catheter patency.Review of Relevant Literature: Evidence supports the use of nonheparinized saline flush, positive-pressure valve caps, and proper flushing technique to maintain CVAD patency (Bowers, Speroni, Jones, & Atherton, 2008; Hadaway, 2006; & Jasinsky & Wurster, 2009). Reinforcement of proper flushing techniques has demonstrated improved patency rates of CVADs (Feehery, Allen, & Bey, 2003).Methods: Corporate and individual in-services were conducted to improve nurses' skill and knowledge of evidence-based practice related to flushing CVADs. Outcomes were measured by comparing baseline data with data collected in the same manner post-education. Data was obtained by means of a questionnaire and direct observation of nurses' flushing technique.Outcomes: The evidence-based practice project demonstrated a significant improvement (p &lt;0.05) in both the nurses' knowledge and skill in flushing CVADs.Conclusion: Continuing education and reinforcement of proper flushing technique is an appropriate strategy to increase knowledge of and compliance with evidence-based practice protocols.Implications for practice: Providing continuing education and periodic reinforcement of nursing skills can lead to improved patient outcomes. These strategies, along with changing flushing protocols to non-heparinized saline, can also reduce health care costs. Future studies are needed to determine the appropriate frequency of in-service education.

Promotion of evidence-based practice by professional nursing associations: literature review

2006 ◽  
Vol 53 (6) ◽  
pp. 702-709 ◽  
Author(s):  
Gerda Holleman ◽  
Aart Eliens ◽  
Marjolein van Vliet ◽  
Theo van Achterberg
Keyword(s):  
Literature Review ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Professional Nursing ◽  
Nursing Associations

Integrating Evidence-Based Practice in Athletic Training Though Online Learning

2018 ◽  
pp. 5810-5819
Author(s):  
Brittany A. Vorndran ◽  
Michelle Lee D'Abundo
Keyword(s):  
Decision Making ◽  
Online Learning ◽  
Continuing Education ◽  
Athletic Training ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Athletic Trainers ◽  
Clinical Decision ◽  
Evidence Based ◽  
Primary Method

Evidence-based practice (EBP) involves a health care professional using his or her own knowledge, the current research published, and the needs of the patient to make the best clinical decision. This has been a hot topic in many different branches of healthcare and recently athletic trainers have begun to embrace its importance. In December of 2015, athletic trainers (ATs) will need to have completed ten of their fifty continuing education units (CEUs) in EBP to maintain certification. While ATs recognize the significance of implementing EBP into clinical decision making, there are many barriers slowing the change. This chapter includes information about how EBP is currently being used by athletic training clinicians and educators, the barriers ATs perceive to using EBP, the importance of using EBP, and managing the transition needed to successfully adopt the use of EBP. Online learning will be reviewed as the primary method of diffusing EBP into the profession of Athletic Training.

An Innovative Model for Continuing Education for IBCLCs

2012 ◽  
Vol 3 (4) ◽  
pp. 138-142
Author(s):  
Georgette Bartell ◽  
Jennifer Duckles ◽  
Debi Ferrarello ◽  
Donna Moré
Keyword(s):  
Continuing Education ◽  
Education Program ◽  
Private Practice ◽  
Rural Areas ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Issues ◽  
Related Literature ◽  
Innovative Model

Busy practice settings often afford little time to fully explore evidence-based practice issues. Additionally, continuing education for IBCLCs can be costly and difficult to obtain. Most conference formats are lecture-based, with a brief time allowed for discussion. Developing a halfday conference, or "Clinic Day," satisfied one hospital-based IBCLC team’s desire to explore practice-related literature, discuss controversial clinical issues with other professionals, and translate evidence into practice. Clinic Day encouraged clinical inquiry and evidence-based practice while making continuing education accessible, affordable, and practical. This type of continuing education program may be used in other practice settings, including private practice, WIC, and rural areas.

scholarly journals Exploring How Practicing Social Workers Define Evidence-Based Practice

2019 ◽  
Vol 18 (4) ◽  
pp. 1237-1249 ◽  
Author(s):  
Jill M. Chonody ◽  
Barbra Teater
Keyword(s):  
Social Work ◽  
Continuing Education ◽  
Social Workers ◽  
Social Work Education ◽  
Online Survey ◽  
Evidence Based Practice ◽  
Descriptive Statistics ◽  
Evidence Based ◽  
Social Work Practitioners ◽  
Work Education

This research note presents findings from a study that sought to garner a better understanding of the way in which practicing social workers defined Evidence-Based Practice (EBP). As part of a larger quantitative study, 137 social work practitioners provided a definition for EBP through an online survey and indicated the extent to which they: consider themselves an evidence-based practitioner; believe practitioners should apply EBP in social work; and were prepared through their social work education to use EBP. Content analysis of the practitioners’ definitions of EBP revealed that the majority of respondents described EBP as an intervention or a product versus a process. Regardless of the definition that was provided, descriptive statistics revealed practitioners reported on average that they identified somewhat as an evidence-based practitioner, believed that practitioners should apply EBP in practice moderately to always, and felt only moderately prepared by their social work education for EBP. The findings suggest an opportunity in social work education may exist to further reinforce the process of EBP to delineate it from the evidence-based interventions that may also be taught, especially in clinical programs. Dissemination may also need to occur through mandated continuing education hours, much like ethics has been added as a requirement in some states.

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