Concept Of Evidence-based Practice Research Articles

Clinical Instructor's Self-reported Modeling of Evidence-Based Practice During Student Clinical Experience.

Having clinical instructors (CIs) model evidence-based practice (EBP) may enhance physical therapist student engagement in the EBP process and learning. However, the extent of EBP modeling by CIs at present is not known. The purpose of this survey was to assess the modeling of EBP by CIs during physical therapist student clinical education experiences (CEs). The literature focuses on the impact of CIs on the students including the significance of CIs modeling behaviors for students during a CE. Not much is known about if EBP concepts are modeled by the CIs during the CE. Three hundred and eight CIs affiliated with the Physical Therapist program. A 37-item anonymous e-survey that included CI demographic data, questions about EBP modeling by CI during CEs, and resources and policies surrounding the use of EBP in the clinical setting. The results of this survey indicate that CIs' modeling of EBP varies by domain. CIs successfully model EBP by asking relevant clinical questions and acquiring relevant literature. The modeling of critical appraisals and the use of EBP metrices during the diagnostic and intervention planning were not done by most CIs. It is important that CIs model the use of EBP concepts during a physical therapist student's CE to develop future evidence-based practitioners. However, this modeling may be limited by CIs' familiarity with EBP. The results of this survey indicate an uneven modeling of EBP concepts, with certain domains being modeled more than the others. The findings of the survey may be used to develop refresher/reference materials specifically designed for busy CIs.

Nursing Students' Beliefs and Willingness to Implement Evidence-Based Nursing Practice at Umm Al-Qura University: A Descriptive Cross-Sectional Study.

Background It is essential to provide evidence-based practice (EBP) courses for undergraduate nursing students. For this reason, students' beliefs and intentions to implement EBP should be measured to ensure that EBP courses are effective. Aim The aim of this study is to evaluate Saudi nursing students' EBP beliefs (EBPB) and implementation before they enroll in an EBP course. Methods A descriptive cross-sectional study was conducted. Two scales were used: the EBPB scale and the EBP implementation (EBPI) scale. The questionnaire was available for completion a single time before the second-year nursing students were introduced to the EBP course. Results The study revealed that the mean age for students is 20 ± 0.83. Nearly two-thirds (61.54%) of students are female. It can be noted that 71.5% have not attended any EBP programs. Additionally, 65.38% of students understand the concept of EBP, and 68.46% are willing to apply EBP nursing care. Therefore, there is a positive correlation between the EBPB scale variable and the EBPI scale. Conclusion This study highlights the positive attitude of undergraduate nursing students toward EBP. Nursing education programs must place more emphasis on integrating EBP curricula into their teaching strategies, with a focus on developing students' knowledge, skills, and values in EBP.

Assessing evidence-based practice competencies of undergraduate nursing students using a developed multi-criteria decision-analysis model

AimThe developed multi-criteria decision analysis model was used to identify the inter-influence relationships and key factors affecting the EBP competencies of UNSs, to assess the EBP competencies of UNSs and based on these results, to formulate an improvement strategy to enhance the EBP competencies of UNSs. BackgroundEBP is considered a core competency in international nursing practice. However, few studies have developed EBP evaluation models and applied them to assessing and improving the EBP competencies of UNSs. DesignThis is a quantitative study with multi-criteria decision-analysis model. MethodsFirstly, the questionnaire was designed based on the characteristics of the DEMATEL and VIKOR-AS methods, which was completed by 17 nursing experts from a case hospital in Zhejiang Province, China. Subsequently, the DEMATEL method was used to analyze the inter-influence relationships among various criteria to determine their respective weights. Finally, the VIKOR method is utilized to integrate multiple criteria and their relative weights to assign comprehensive scores to each UNSs. ResultsThe use of the DEMATEL method reveals that “Knowledge (C1)”, “Mastering the basic scientific research methods during the study of the undergraduate courses (C11)”, “Being able to consult clinical experts appropriately when encountering problems in clinical practice (C23)” and “Understanding the importance of reading journals related to the nursing profession regularly (C34)” were critical influencing factors. “Skill (C2),” “Being able to explain the essential roles of the best research evidence in determining clinical practice (C15),” “Being able to apply the collected research evidence to the individual case in nursing care (C25)” and “Paying attention to using the evidence-based nursing practice concept to determine the best clinical practice (C35)” were the most influential factors. According to the VIKOR method, the performance of the UNSs in the case hospitals in terms of EBP competencies from highest to lowest was Student C, Student B and Student A. However, all of these students suffered from deficiencies at the knowledge level. ConclusionsThe application of the DEMATEL and VIKOR methods provides a systematic and comprehensive approach to the assessment of EBP competencies of UNSs. The lack of EBP competencies of UNSs in case hospitals is mainly reflected in knowledge level. To improve UNSs’ EBP competencies, medical schools and hospital educators should propose short- and long-term strategies to improve knowledge.

Assessing Evidence-Based Practice Knowledge, Self-Efficacy, and Use Among Respiratory Therapists.

Evidence-based practice is at the forefront of providing quality patient care by using the best available evidence and clinical expertise, while also considering patient needs and preferences for clinical decisions. However, evidence-based practice may not be consistently used even when the evidence supports the therapy. The purpose of this study was to assess the factors associated with the use of evidence-based practice among respiratory therapy faculty teaching in a large community college system and post-professional students enrolled in a university-based, respiratory therapy baccalaureate degree-advancement program. A non-probability, descriptive survey research design was used to develop and administer an online questionnaire. All respondents demonstrated sufficient knowledge and understanding of introductory concepts of evidence-based practice but knowledge of specific components of the evidence-based practice process was not as strong. Self-efficacy in knowledge and the use of evidence-based practice among faculty and degree-advancement students varied. Faculty and students rated their self-efficacy high in assessing patients' needs, values, and treatment preferences but ratings were lower for using the PICO (patient/population/problem, intervention, comparison, outcome) technique and interpreting common statistical tests. Students viewed their previous evidence-based practice learning experiences more favorably compared with faculty (P = .008). Faculty and students searched and read the research literature more often compared with critically appraising and using the research literature. Logistic regression analysis indicated no statistically significant relationship of knowledge, self-efficacy, and learning experiences to the use of evidence-based practice among respiratory therapy students, Χ 2 (4, N = 54) = 7.73; P = .10. Analysis of the results suggested that respiratory therapy faculty and students were knowledgeable and confident with regard to evidence-based practice but their use of evidence-based practice in clinical decisions was limited. Although the evidence-based practice knowledge, self-efficacy, and learning experiences had minimal influence on the use of evidence-based practice, the results of the study provide a foundation for future research.

The dilemma of the split between theory and reality as experienced by primary healthcare professionals: a mixed methods study of evidence-based practice in a primary care context

BackgroundPrimary care depends upon a good information flow across professional and structural boundaries to provide the best care for patients. Previous research has mainly focused on Evidence-Based Practice (EBP) within specific professions. Mapping of pan-professional experiences of and attitudes to EBP in publicly funded clinical practice is necessary to deepen the understanding of EBP and its implementation. Thus, this study aimed to investigate healthcare professionals’ experiences of and attitudes towards working in accordance with EBP in primary care.MethodsThe study used a convergent mixed methods design divided into two strands: a quantitative enquiry tool (Evidence-Based Practice Attitude Scale, EBPAS) and a set of qualitative interviews analysed by means of qualitative content analysis. Both strands included all primary care employees with patient interaction in the studied county (n = 625), including doctors, nurses, physiotherapists, psychologists and assistant nurses. Out of the original 625 healthcare professionals, 191 finished the first strand and 8 volunteered for the second strand (2 nurses, 2 physiotherapists, 1 psychiatrist and 3 doctors).ResultsThe EBPAS value of 2.8 (max 4) indicated a generally positive attitude towards EBP amongst the population, which was also evident in the interviews. However, there were additional experiences of not having the ability or resources to engage in EBP. This was illustrated by the theme that emerged from the qualitative content analysis: “The dilemma of the split between theory and reality”. Due to the organisational and managerial focus on efficiency rather than quality of care, there were few or no incentives for promoting individual educational or research development.ConclusionsAlthough the general attitude towards EBP is positive, experiences of practising it differ. There is a need to increase knowledge of EBP concepts, requirements and implementation in the clinical setting. The absence of opportunities to do research and collegial debate about new ways of finding and implementing research-based evidence results might influence the quality of care.

Is Induced Abortion Evidence-Based Medical Practice?

Leaders of medical schools and health professional associations in the United States have affirmed their commitment to induced abortion by persistently asserting that the procedure is evidence-based medical practice. There is an objective structured process by which the status of “evidence-based” is attained. It requires a detailed description and documentation of the patient’s disease, illness or condition; an explanation for how the treatment intervention ameliorates the problem; the outcomes by which the effectiveness of the treatment is measured; and the comparison of the treatment with other alternative interventions available. We provide historical context which indicates that staunch abortion advocate thought leaders considered the right to abortion on demand to be inconsistent with the concept of evidence-based practice. We summarize the research on the reasons why women choose abortion, and we review the questions, designs and findings available in the relevant Cochrane Library systematic reviews. Our conclusion is that the quality of abortion science in general is quite weak, that the data necessary for valid research is scarce, and that the claims of evidence-based induced abortion are unsupported by the existing body of published knowledge.

UNDERSTANDING OF RESEARCH METHODS BASED ON EVIDENCE-BASED PRACTICE IN NURSING FOR NURSING STUDENTS

Evidence-based practice in nursing is a method used to combine research results with clinical experience and values believed by patients and their families in nursing actions that aim to improve the results of nursing care for patients. Students should also be able to apply and have good knowledge of the concept of Evidence-based Practice in nursing in providing comprehensive nursing care, in order to accelerate the patient's healing process. The aim is to determine the understanding of research methods based on evidence-based practice in nursing in nursing students. This research is a descriptive survey research. The research was conducted in May 2023 and the sample in the study was nursing profession students in one of the health education in Palembang city, with a total sample of 41 active students who served in the hospital. the results showed that students' understanding of Evidence-based Practice In nursing with a good categorical as many as 2 people (5%), enough 17 people (42%) and less 22 people (51%). Conclusion, the results indicate the need for assistance to students so that students understand about Evidence-based Practice In nursing. Suggestions for health education institutions provide intensive assistance to students who are committed to applying Evidence-based Practice in nursing.

The Use of Marketing Indicators in Poland — Towards Evidence-Based Management

ABSTRACT The growing trend of evidence-based management (EBM) in recent years is rooted in praxeology, but also in the concept of evidence-based practice (EBP). This concept is based on the belief that all decisions and actions should be based on the most current and best available knowledge, including knowledge and information derived from research. This is particularly true for marketing decisions. The primary medium of information in marketing is marketing metrics. Their extensive use enables making effective decisions. The purpose of the article is to identify the scope of usage of marketing metrics on the Polish market as part of an EBM approach. The paper is based on the survey conducted on a sample of 89 marketing managers in November 2022 among participants and graduates of The Chartered Institute of Marketing (CIM) programmes. The findings indicate a fairly wide range of indicators used and their balanced nature, with a slight predominance of strategic and financial indicators and an increase in the importance of online metrics at the same time.

Evidence-Based Practice Knowledge Retention Among Nurse Practitioner Students.

The mastery of clinical scholarship and analytic methods for evidence-based practice (EBP) is a published essential for nurse practitioner (NP) education; however, retention of EBP-related knowledge during NP education remains unknown. We assessed EBP knowledge during a first-semester research course and again during the last semester using an item response model. We found that changes depended on the exam item, with performance dropping on a third of the items. Our findings suggest a need to integrate EBP concepts across curricula (e.g., feedback loops in courses other than the research course) to retain these essential skills.

Exploring integrated threshold concept knowledge as a route to understanding the epistemic nature of the evidence-based practice mindset.

An evidence-based practice (EBP) mindset is the embodiment of the belief that a professional nursing identity requires consideration of research evidence in all practice encounters. Historical tensions between research and practice have contributed to practitioner and student resistance to research knowledge. Examining the troublesome nature of learning research may facilitate the development of teaching strategies to enhance the uptake of research in practice. To use Timmermans and Meyer's Integrated Threshold Concept Knowledge Framework to explore the troublesome nature of learning research and evidence-based practice and identify how threshold concepts of EBP can be leveraged to understand the epistemic nature of the evidence-based practice mindset. A multimethod case analysis using a triangulated approach was applied to 169 written artifacts from 61 nursing students. Written artifacts included course assignments and a learning survey that were examined to identify troublesome EBP concepts. Threshold concepts of EBP are leveled as foundational, application, or epistemic, with some concepts acting as prerequisites to others. Epistemic threshold concepts include awakening to the importance of research to nursing practice and discursive ability with research and EBP concepts. Understanding the epistemic nature of EBP knowledge may be a route to identifying the most effective pedagogies to simulate transformative and irreversible EBP threshold concept knowledge. EBP concepts require mindful threading in nursing curriculums to startle students into epiphanies about the importance of research to practice.

Patient’s satisfaction in physiotherapy outpatient departments of Amhara regional comprehensive specialized hospitals, Ethiopia

BackgroundSatisfaction is basically the state of being gratified and act of fulfilling one's need or desires. Nowadays, evidence-based practice concept is prevailing and there has been a growing interest in the measurement of patient satisfaction in healthcare research. Patient satisfaction surveys provide several benefits for healthcare professionals. Assessing patient’s satisfaction with physiotherapy service could generate knowledge that can utilized for improving or maintaining quality service. Although a wide coverage and high emphasis givens to patient satisfaction studies in developed counties, there are few research’s done in Africa. This study aimed to assess satisfaction in physiotherapy service and identify predictors that affect satisfaction among patient treated in physiotherapy outpatient department.ObjectivesTo assess satisfaction in physiotherapy service and identify associated factors among patients in physiotherapy outpatient department in Amhara regional state comprehensive specialized hospitals.MethodInstitution based cross-sectional study was conducted among physiotherapy outpatients from April to June 2021, at three selected Comprehensive specialized hospitals. Data were collected by interviewing participants using semi-structured questionnaire. Patient satisfaction was determined by using Medrisk tool. Data were analyzed by using descriptive statistics and bivariate and multivariable logistic regression method were used to identify predictor factors.ResultA total of 409 participants with a response rate of 95% were included in this study. The overall satisfaction among physiotherapy outpatient attendee was 50.1% with 95% CI (46.2–55.7). Pain level (AOR = 5.59 95%CI (2.58–12.1), longitudinal continuity of care (AOR = 3.02 95%CI (1.46–6.62) and self-rated health improvement (AOR = 3.76, 95% CI (1.78–7.94) were significantly associated factors.ConclusionThe overall satisfaction in this study were found to be low in Amhara regional state comprehensive specialized hospitals. pain level, self-rated health improvement and longitudinal continuity of care were significantly associated factors.

How nursing stakeholders in the Republic of Ireland define evidence-based practice and why it matters.

Evidence-based practice (EBP) has garnered increasing exposure in professional healthcare discourse over three decades. While the term is used frequently, its interpretation varies widely. An accurate, shared understanding of what EBP means is essential to the achievement of EBP implementation in clinical practice. As part of a national study in the Republic of Ireland, nurses, midwives, educators, and students shared their personal understanding of what EBP was to them. To establish nurses', midwives', educators', and students' knowledge and understanding of the concept of EBP in the Republic of Ireland. In a national study exploring EBP beliefs, implementation, and organizational readiness for EBP among nurses, midwives, educators, and students, an open-ended question invited participants to explain what EBP is, in their own words. Content analysis was used to interpret participants' responses. Five themes emerged from the data from the single open-ended question: (1) varying definitions of EBP, (2) best practice, (3) nurses' and midwives' role in EBP, (4) knowledge, and (5) barriers and facilitators of EBP. The dominant finding centered on the substantial conflation of EBP with research utilization and other concepts such as quality improvement. Poor knowledge and understanding of EBP is a fundamental challenge to EBP implementation. Conflation of EBP with research utilization and other healthcare concepts is not uncommon among nurses and midwives globally and has persisted for some time. This has the potential to hinder the advancement of EBP in nursing and midwifery and, therefore, measures to enhance EBP knowledge and promote EBP implementation are key. Professional regulating bodies, educators, and clinical and educational organizations all have a role to play. The findings from this aspect of this national study offer a realistic, context-specific starting point for tailored educational interventions for clinicians, educators, and students and identify professional and organizational strategies that promote EBP as the expectation and "the way things are done here."

Challenges perceived by nursing professionals in physician-centred organizations: An exploratory qualitative study.

To explore and analyse contextual challenges in nursing that have affected nurses' perceptions and role performance. Health system hierarchy and patient/family-centred care has led to a high demand for skilled nurses. However, patriarchal organizations create challenges for nursing clinicians in Pakistan and elsewhere. A qualitative exploratory research (phenomenology) design was used. Twenty-five participants identified through purposive sampling contributed to the study. The data analysis was conducted using NVivo 12 Plus. We generated six major themes. Reporting was accomplished according to the consolidated criteria for reporting qualitative research checklist. Gendered division of labour places nurses in a submissive position in clinical practice. Decreases in nurse-to-patient ratio and increase in patient-focused care adversely affect evidence-based practice. The gap between theory and practice in delivering quality care is increasing due to existing communication barriers among health-related professionals and an inadequate work environment. Comparatively inactive nursing leadership and directorate roles are not improving the social image of nursing, and are promoting role conflict and poor nursing self-concepts among nurses. In fact, cultural shock experienced by young nurses has produced inherent disorientation in their professionalism and fostered displays of horizontal violence towards them by senior nurses. These challenges are influencing nurses' decisions to remain in or to join nursing as a profession that is confronted by severe recruitment and retention shortages due to the social and cultural stigmatization of this female dominated profession. This study promotes the concept of evidence-based practice to deliver quality health services in public hospitals and to improve the social status of nursing in Pakistan. It provides influential evidence to policymakers who should urgently address nurses' workplace health and safety issues as a global right.

Exploring the Concepts of Clinical Governance and Evidence-based Practice Within the Disability Sector in Singapore

Exploring the Concepts of Clinical Governance and Evidence-based Practice Within the Disability Sector in Singapore

Critical Assessment and Reflection on Experience Form: A Novel Approach to Clinical Assessment

Context There is a clear need for quality improvement in health care. The 2020 Commission on Accreditation of Athletic Training Education Standards for Professional Athletic Training Programs require students to apply concepts of quality improvement to provide athletic training care and deliver excellent patient outcomes. As such, programs may be looking for strategies to view students' clinical experiences through a lens of quality improvement. Objective To introduce the Critical Assessment and Reflection on Experience (CARE) form, which is a novel clinical education tool that assesses student clinical skills using critical reflection and quality improvement concepts. Background Historically, students have demonstrated achievement by comparing their skill performance with a competency checklist. Typically, the skills assessed, and the level of achievement expected progress to allow learning over time. However, current athletic training clinical education literature has shifted to promote experiential learning, critical thinking, and active reflection to develop competence. Description Students complete the CARE form after patient encounters or other clinical experiences. The form requires students to practice documentation and communication skills, but also to critically reflect on performance by applying quality improvement, patient safety, and evidence-based practice concepts. Clinical Advantage(s) The form holds advantages for multiple stakeholders, including students, preceptors, and program administrators. The CARE form encourages students to engage in authentic patient interactions rather than relying on contrived learning experiences. By encouraging live patient encounters, this tool results in less burden on preceptors to create additional opportunities for students. Program administrators can use the tool to incorporate quality improvement standards meaningfully into the curriculum. Additionally, the CARE form creates opportunity to document program assessment. Conclusion(s) Professional programs should consider implementing the CARE form as a clinical experience assessment tool to develop students' quality improvement and critical thinking skills when providing athletic training services.

Integrating evidence-based interventions in clinical settings in Jordan: a policy brief.

Background: Evidence-based nursing practice (EBNP) is considered a major and very important global paradigm shift. Unfortunately, most healthcare providers and researchers embrace the concept of evidence-based practice (EBP) without integrating this concept in clinical settings. The current situation of EBP and new practice guidelines utilization in Jordan are scarce. This policy brief aimed to discusses the process of utilizing nursing EBP in clinical settings in Jordan. Methods: The authors adopted an action plan utilizing a systematic approach to develop and implement specific strategies and policies to integrate EBP in clinical settings in Jordanian hospitals. We present an experience of one country in terms of introducing a policy brief to establish an EBP policy accompanied by developing an EBP unit in the hospital's country. Results: A comprehensive description of this policy is provided with reference to the eminent steps of policy analysis and evaluation. In fact, EBP policies and clinical practice guidelines should keep a live document and revise regularly or as needed. Overall, the authors suggest the development of a unit for EBP to deal with issues related to clinical practice guidelines. Conclusions: Expected outcomes for the introduction of the EBP unit and its policy include increase research utilization and accelerated adoption of new evidence, increase the quality of care provided, increase patient, staff, and managers satisfaction, and decrease staff workload by reducing complications associated with medical errors and outdated interventions.

Effectiveness of an Evidence-Based Practice Training Program for Nurse Educators: A Cluster-Randomized Controlled Trial.

Evidence-based practice (EBP) endeavors to integrate the best available evidence with clinical expertise and patient preference to enhance clinical outcomes. For nurses to effectively demonstrate EBP, the concepts of EBP should be systematically incorporated into the nursing curriculum, with nurse educators playing a pivotal role in execution. However, the effect of EBP training programs on nurse educators remains largely unexplored. To evaluate the effectiveness of an EBP training program on the knowledge, attitude, practice, and competency of nurse educators. A pragmatic randomized controlled trial was conducted at a nursing education institution. Fifty-one nurse educators were cluster randomized into intervention and control groups. A 30-hour EBP training intervention was provided for nurse educators in the intervention group. The outcome variables were knowledge, attitude, practice, and competency regarding EBP. These outcomes were evaluated using the EBP knowledge and practice questionnaire, EBP attitude scale, and Fresno test. Data were collected at baseline, the end of 5months, and the end of 10months. Fifty-one eligible participants were enrolled in the study. The intervention and control group had three clusters each with 27 and 24 participants, respectively. Participants in both groups were comparable for variables such as age, years of experience, and educational background (p>.05). Between groups, outcome variables were compared using mixed linear multi-level modeling. Nurse educators who received the EBP training program demonstrated significant differences in knowledge (p<.05), attitude (p<.05), practice (p<.05), and competency scores (p<.05), than that of the control group, indicating the intervention effectiveness. EBP training programs are effective in improving the knowledge, attitude, practice, and competency of nurse educators.

Requirements of Applying Evidence-Based Practice of Social Work in Secondary Schools

This study aims to identify the requirements of applying evidence-based practice (EBP) of social work in secondary schools. The sample includes (348) school social workers who were randomly assigned. The study concludes that the concept of EBP is not clear to social workers working in secondary schools. It also demonstrates that the most important requirements of EBP of social work in secondary schools, in order of importance, are knowledge requirements, skill requirements and ethical requirements. Finally, the study determines the barriers of applying EBP of social work in secondary schools.

EVIDENCE-BASED PRACTICE TEACHING INTEGRATION IN COLLEGE NURSING STUDIES: HISTORICAL AND LEGAL ASPECTS

To better understand and analyze the education of evidence-based practice, it is necessary to review the context and premises of the formation of evidence-based practice itself. The beginning of the evidence-based practice movement in the teaching of health professionals’ dates back to 1910 and looking at the health care system; first, there was evidence-based medicine. In 1990, Sackett's initiative at McMaster University in Canada, it was decided to change the term "evidence-based medicine" to "evidence-based practice" (Mackey Bassendowski, 2017; Thom Eaves, 2015). In nursing, the beginning of evidence-based practice is linked to the reforms of nursing science and practice by the first nursing researcher, Florence Nightingale, from 1854 to 1910, although the term of “evidence-based practice” was not yet known at the time. The professional training of nurses as one of the leading health professionals is related to health policy and the development of nursing science. The European Qualifications Framework (EHEA) defines the expected learning outcomes for professionals with a bachelor's degree, including the skills to find, evaluate, reflect, and apply scientific information in practice (Bologna Working Group, 2005). Despite international and national recommendations, it is difficult for many higher education institutions to refine the steps of teaching evidence-based practice in nursing study programs. These difficulties are revealed by the ambiguity in the definition of the concept of evidence-based practice (Horntvedt et al. 2018).The problematic question is: What is the basis for integrating evidence-based practice training into college nursing study programs?The study is based on the scientific literature review.

‘Easy ride or born to be wild'? The travelling of evidence-based social work to Sweden

ABSTRACT The starting point of this article is an interest in understanding what happens when the concept of evidence-based practice (EBP) travel between countries. Understanding knowledge as something constructed between actors who shape and trade ideas and experiences, the aim is to study how EBP has been received, interpreted and practised in Swedish social work in comparison to some of the other Nordic welfare states. This is done through a scoping study literature review of research on evidence-based practice (EBP) in Swedish social work within the Swedish welfare system. The review shows that two research units (CUS and IMS) at the public authority National Board of Health and Welfare have had significant influence on the travelling of EBP to Sweden. Further, the review shows that a guideline-model version of EBP has been given priority in the diffusion process. The results also show that the interest in EBP among managers has increased over the past few years, and that their attitude toward the concept is generally positive. At the same time Swedish social workers rarely make use of research in their work, seldom use evidence-based methods, and seems to be unsure of the meaning of the concept.