Abstract
PROTOCOL: Evidence-informed practice versus evidence-based practice educational interventions for improving knowledge, attitudes, understanding, and behavior toward the application of evidence into practice: A comprehensive systematic review of undergraduate students.
Highlights
Content and Systematic Review methodology: Ms Elizabeth Adjoa Kumah is a registered general nurse who has worked mainly in the critical care setting as a nurse supervisor and patient advocate
She has been actively engaged in teaching healthcare students in the clinical setting and serving as a mentor
Content and Systematic review methods: Professor Robert McSherry will bring both methodological as well as content expertise relating to evidence‐informed practice and the development of teaching programs to the team
Summary
Over the past three decades, there has been increasing attention on improving healthcare quality, reliability, and patient outcomes, through the provision of healthcare that that is influenced by the best available evidence, and devoid of rituals and tradition (Andre, Aune, & Brænd, 2016; Melnyk, Gallagher‐Ford, Long, & Fineout‐Overholt, 2014; Sackett, Rosenberg, Gray, Haynes, & Richardson, 1996). Healthcare instructors continue to encounter challenges when it comes to finding the most efficient approach to preparing health and social care students towards the application of evidence into practice (Almost et al, 2013; Flores‐ Mateo & Argimon, 2007; Oh et al, 2010; Straus et al, 2005) This has resulted in an increase in the rate and number of research investigating educational interventions for enhancing knowledge, attitudes and skills towards, especially, evidence‐based practice (Phillips et al, 2013). The proposed systematic review focuses on comparing the effectiveness of evidence‐ informed practice versus evidence‐based practice educational interventions on undergraduate health and social care students’ knowledge, attitudes, understanding, and behavior towards the application of evidence into practice. This is essential because it will offer direction for practice, policy and future inquiry in this growing area of research and practice
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