Evaluation Of Evidence-based Practice Research Articles

Brazilian Portuguese version of questionnaires assessing evidence-based practice competencies in healthcare students: Translation, cross-cultural adaptation, and measurement properties

BackgroundWhile several instruments assess evidence-based practice (EBP) competencies, few are available for the Brazilian population, particularly healthcare students. ObjectiveTo perform a cross-cultural translation of the Student Evidence-Based Practice Questionnaire (S-EBPQ) and Evidence-Based Practice Evaluation Competence Questionnaire (EBP-COQ) into Brazilian Portuguese; to adapt and validate the Brazilian Portuguese versions for use with healthcare students from diverse courses; and to assess the measurement properties of the translated and adapted versions. MethodsFour hundred forty-two healthcare students were included, and three versions were tested: S-EBPQ-BR, EBP-COQ-BR for nursing students, and EBP-COQ-BR for healthcare students. We assessed internal consistency, reliability, construct validity, responsiveness, and ceiling/floor effects. For reliability, participants completed the questionnaires twice, one week apart. For responsiveness, they completed them after participating in an educational program. ResultsNo issues were identified with understanding or applicability. For overall scores, the translated questionnaires demonstrated strong internal consistency (Cronbach's alpha=0.87-0.92), good to moderate reliability (ICC3,1=0.63-0.88), construct validity with moderate to very strong correlations to the Evidence-Based Practice Questionnaire (r=0.43-0.89), no ceiling or floor effects, and adequate responsiveness with significant pre- and post-educational program score differences. For subscales, the majority of them demonstrated satisfactory measurement properties, except for S-EBPQ-BR attitude (low internal consistency, poor reliability, and ceiling effect), EBP-COQ attitude (inadequate construct validity), and EBP-COQ skills (inadequate construct validity). ConclusionThe Brazilian Portuguese versions of S-EBPQ and EBP-COQ exhibit strong measurement properties, including high internal consistency, adequate reliability, valid construct validity, and responsiveness. However, some subscales present suboptimal internal consistency, reliability, and construct validity.

Teaching mathematics in an EFL context at higher education; before, during and after the COVID-19 pandemic: a comparative study

Teaching mathematics in an EFL context at higher education; before, during and after the COVID-19 pandemic: a comparative study

Urinary tract infections in long-term care: Improving outcomes through evidence-based practice.

Urinary tract infections (UTI) are the most common infections in long-term care (LTC) facilities, yet clinical judgment rather than evidence is most often used in evaluation and treatment. This article recounts the implementation of an evidence-based practice evaluation and treatment protocol at an LTC facility to reduce the number of residents with a UTI.

Management of Oral Mucositis in Pediatric Oncology Patients Receiving Chemotherapy: Evaluation of Evidence-Based Practices

Oral mukozit, pediatrik popülasyonda kanser tedavileriyle ilişkili en yaygın görülen yan etkilerden biridir. Oral mukozanın eritamöz ve ağrılı ülseratif lezyonlarıyla seyretmektedir. Kanser tedavilerinde farmakolojik ve integratif tedavi yönetimlerine karşın mukozit görülme sıklığı fazladır. Oral mukozitin önlenmesinde/tedavisinde kullanılan farklı metodlar ve terapötik ajanlar bulunmaktadır. Bunlar; temel ağız bakım protokolü, antimikrobial ajanlar, kriyoterapi, antiseptik ajanlar, antibiyotikler, vitaminler, sitokinezler, immun regülatörler ve bitkisel yöntemlerdir. Temel ağız bakım protokollerinde medikal olmayan gargaralar önerilmektedir. Klorheksidin, normal salin, sodyum bikarbonat ve benzidamin içeren gargaraların oral mukozitin önlenmesine ilişkin kesin kanıtları yoktur. E vitamini, oral mukozit şiddetini azaltmada etkili bir tedavi yöntemi olabilmektedir. Kriyoterapi, kemoterapi alan ve koopere çocuklarda mukozit derecesine göre tercih edilebilir bir tedavi yöntemidir. Klorheksidinin, lazer terapinin ve glutaminin çocuklarda kullanımıyla ilgili literatürde farklı sonuçlar bulunmaktadır ve pediatrik onkoloji hastalarında kullanımına yönelik sistematik derleme ve meta-analiz çalışmalarında etkinliği gösterilene kadar kullanımından kaçınılması önerilmektedir. Bu derlemenin amacı, kemoterapi alan pediatrik onkoloji hastalarında oral mukozitin önlenmesi ve tedavisinde önerilen ve önerilmeyen metodların ve ajanların incelenmesidir.

A Delphi Study: How, Can, and Should Individual Psychology Demonstrate Efficacy and Effectiveness Given Evidence-Based Practice Evaluation Standards?

The purpose of this research was to reach consensus addressing the questions of how, can, and should Individual Psychology demonstrate efficacy and effectiveness given current evidence-based practice evaluation standards. A Delphi study was conducted with three iterative rounds. A panel of Adlerian experts was asked to construct, rank order, and rate all suggestions on the basis of the how, can, and should components for each round. Frequencies (percentages) and measures of central tendency (median and interquartile range) were computed for each suggestion's rankings and ratings. After three rounds and testing for stability, the Adlerian experts indicated suggestions that reached or trended toward consensus. Four themes emerged—research design; operationalizing, standardizing, and manualizing; dissemination; and support—which are elaborated in this study.

Integrating evidence-based practices into early childhood mental health clinics: A dynamic approach to strengthening the resilience of children birth to five and families

ABSTRACTThis paper describes a dynamic process of workforce development, implementation, and evaluation of evidence-based practices (EBPs) within an early childhood mental health (ECMH) network serving children birth to five and their families. The key feature of an effective structure and multi-year process to train clinical service providers in evidence-based practices is the capacity building cycle: Assess, Select, Train, Evaluate. The New York City (NYC) ECMH network assessed the capacity and competencies of early childhood clinical practitioners and selected evidence-based practices and models that are: 1) appropriate for the birth to five population, 2) dyadic or family based, and 3) trauma-informed and/or strengths-based. We describe the evaluation, needs assessments, and best practices that support the effective use of evidence-based practices. It is important to flexibly respond to the needs of the community when selecting evidence-based practices, paying particular attention to equity issues. Considerations to note are that the few EBPs available for this birth to five population are costly, have a limited number of trainers, may not have a train-the-trainer model, and rarely have these EBPs been evaluated in multi-lingual or diverse U.S. communities. The success of implementing a multi-year cycle in NYC lies in having a funded training center closely linked to the workforce.

Italian Validation of Evidence Based Practice Evaluation Competence Questionnaire (EBP-COQ)

due to the nature of Evidence-Based Practice and its relevance to nursing, the skills that it requires should be integrated in the healthcare degree programs. Therefore, the Evidence-Based Practice process should be introduced in the nursing education program to strengthen the students' independence and self-learning skills. The evaluation of the effectiveness of the academic teaching and the assessment of the competence degree achieved by students are hindered by the lack of validated assessment instruments. In the Italian context, today there is no instrument to assess the knowledge, skills and attitudes to Evidence-Based Practice. the authors aimed at validating, for the Italian context, the Evidence-Based Practice Evaluation Competence Questionnaire (EBP-COQ). this study was an Italian linguistic and cultural adaptation of a research instrument. To this end, the Beaton and Sousa Model were used. These models require six phases and aim at producing a pre-final version of the instrument to be submitted to a sample of nursing students. Each item has reached a content validity index (I-CVI) value equal to or greater than 0.9 and a scale validity index (S-CVI) value of 0.992 for the whole questionnaire. The study has confirmed the reliability of the instrument's internal consistency with a Cronbach's alpha value of 0.892. The reliability of the test-retest confirms the stability of the questionnaire over time (Pearson's r = 0.976). The factorial analysis confirmed the construct validity. the instrument has been validated in its psychometric characteristics and is ready to be administered to Italian nursing students.

The Impact of the Role of Doctor of Nursing PracticeNurses on Healthcare and Leadership

ced nursing roles that include clinical practice and leadership. These individuals are well positioned to meet the Institute of Medicine’s mandate for nurses to add their unique perspective to the interprofessional efforts to improve health care. This article demonstrates how DNP graduates design, evaluate and create innovative patient care models, evaluate the cost effectiveness of patient care strategies and influence health policy at multiple levels. The DNP project is the culmination of the educational process where core competencies and the clinical scholarship of the graduate become evident. A discussion of projects is included. Nurses who have completed the DNP are making significant impact on quality, efficiencies, and effectiveness of health care systems through their contributions in clinical practice, advocacy in health policy, implementation and evaluation of evidence-based practice, and contribution to nursing education.

Evaluation of evidence-based practice of catheter associated urinary tract infections prevention in a critical care setting: An integrative review

Background and objective: An estimated 449,300 catheter-associated tract urinary infection (CAUTI) incidents affecting Americans and 13,000 CAUTI-related deaths in the United States every year. The purpose of the review was the appraisal and integration of the best evidence practice for preventing CAUTI interventions and strategies to guide safety and quality initiatives in order to improve patient care.Methods: A total of 20 articles complied with the exclusion and inclusion criteria. The articles were studied, and the chosen articles were categorized in two areas of study: CAUTI prevention, and nurse education and knowledge improvement.Results: The articles selected were reviewed to encompass a review on the articles offering the most applicable corresponding information involving catheter-associated urinary tract infections and competency-based education.Conclusions: Analysis of the data from the literature search indicates the potential lack of compliance of CAUTI infection control practices is an issue for CAUTI problem. So implementing the best evidence to enforce CAUTI bundles compliance for CAUTI prevention is a key to reduce CAUTI rates.

Care Coordination From a Strengths Perspective: A Practice-Based Evidence Evaluation of Evidence-Based Practice.

It is critical to accurately represent strengths interventions to improve data and enable intervention effectiveness research from a strengths perspective. However, it is challenging to understand strengths interventions from the multiple perspectives of computerized knowledge representation, evidence-based practice guidelines, and practice-based evidence narratives. Intervention phrases abstracted from nurse care coordinator practice narratives described strengths interventions with community-dwelling elders. This project aims were to (a) compare nurse care coordinator use of evidence-based interventions as described in the two guidelines (what to do and how to do it), (b) analyze nurse care coordinator intervention tailoring (individualized care), and (c) evaluate the usefulness of the Omaha System for comparison of narrative phrases to evidence-based guidelines. Phrases from expert nurse care coordinators were mapped to the Omaha System for comparison with the guidelines interventions and were analyzed using descriptive statistics. Venn diagrams were used to visually depict intervention overlap between the guidelines and the phrases. Empirical evaluation of 66 intervention phrases mapped to 14 problems using 3 category terms and 19 target terms showed alignment between guidelines and the phrases, with the most overlap across two guidelines and the phrases in categories, and the most diversity in care descriptions. These findings demonstrate the value in having both standardized guidelines and expert clinicians who see the whole person and can synthesize and apply guidelines in tailored ways. There is potential to create a feedback loop between practice-based evidence and evidence-based practice by expanding this approach to use of practice-generated Omaha System data as practice-based evidence. Further research is needed to refine and advance the use of these methods with additional practices and guidelines.

The validity and reliability study of the Turkish version of the evidence based practice evaluation competence questionnaire

IntroductionIdentifying the competence of nursing students in evidence-based practice in nursing is important in planning education to train nurses to know, apply and improve evidence-based practice. PurposeTo perform a validity and reliability study for the Turkish version of the “Evidence-based Practice Competence of Nursing Students” questionnaire. DesignThis methodological study was conducted with 199 undergraduate nursing students in a university located in eastern Turkey, between April 1 2014 and February 4 2016. Written permission of the authors, relevant institutions and the students' verbal consent were obtained before administering the questionnaire. The Evidence-based Practice Evaluation Competence Questionnaire (EBP-COQ), developed by Ruzafa-Martinez in Spain, was used for data collection. The 5-point Likert-type scale includes 25 items and three subscales. ResultsThe opinions of eight experts were consulted to test content validity, and the content validity index was found to be 0.93. In the factor analysis of the scale, the KMO index was 0.856, and Barlett's sphericity test yielded the results, X2=2174.93, df=300 and p=0.000. Cronbach's alpha coefficient was found to be 0.826. The scale's goodness of fit index (AGFI) is 0.755, and its ratio of chi-square statistic to degrees-of-freedom was (X2/df) 2.416 (X2=657.364 df=272). Its root mean square error of approximation (RMSEA) was 0.076, its Tucker-Lewwas index (TLI) 0.902, and its comparative fit index (CFI) value was 0.926. ConclusionIt was determined that the Turkish version of the scale is a valid and reliable tool for determining the competence of students in evidence-based practice.

Mentoring Clinical Nurses to Write for Publication: Strategies for Success.

: Clinical nurses often find writing a challenge, but it's important to disseminate clinical practice initiatives that result in notable patient outcomes. Nurses have a responsibility to share what they do to improve patient care. The increased emphasis on the development and evaluation of evidence-based practice has made it necessary for nurses to share best practices that are associated with improved patient outcomes. We developed a six-month Writing for Publication workshop series designed to teach clinical nurses about the writing process and mentor them through the stages of preparing a manuscript to submit for publication. This successful program helped novice nurse authors become published professionals and had a great impact on our organization.

A Collaborative Team Teaching Model for a MSW Capstone Course

This exploratory study was embedded in a formative process for the purposes of improving content delivery to an evidence-based practice class, and improving students' performance on a comprehensive exam. A learning and teaching model was utilized by faculty from a three-university collaborative graduate social work program to examine the extent to which course texts and assignments explicitly supported the process, application, and evaluation of evidence-based practices. The model was grounded in a collaborative culture, allowing each faculty to share their collective skills and knowledge across a range of practice settings as they revised the course curriculum. As a result, faculty found they had created a unique community that allowed a wider context for learning and professional development that translated into the classroom. Students enrolled in the revised course across all three universities showed improvement on the comprehensive exam. When faculty themselves invest in collaborative learning and teaching, students benefit.

Evidence-based practice competence in undergraduate Nursing Degree students

Evidence-based practice (EBP) learning has become a key issue for nurses. An EPB subject was included in the 4(th) year in the new syllabus of the Nursing Degree at University of Murcia (UM). To know the competence level in EBP of undergraduate nursing students at UM and compare the results between all four years. Observational descriptive study with a cross-sectional approach. undergraduate nursing students from all four years at Nursing Degree at the Faculty of Social and Healthcare Science at UM in the year 2013-14. EBP evaluation of competence of the nursing students consisted of attitude, skills and knowledge on EBP. A validated questionnaire, the EBP-COQ, was used. The scale range is 1 point «lowest level» to 5 points «higher level».The SPSS 21.0 program has been used to carry out descriptive and bivariate analyses. 144 students were included, 76.4% was female, and the median age was 23 years, 84.7% attended more than 75% class hours. The mean differences in the questionnaire between first and fourth years were 0.58 points in attitude, 0.60 in skills, 1.6 in knowledge and 0.83 in global competence in EBP. Significant differences in mean scores between the fourth and the remaining years in the global competence in EBP were observed, as well as in the three dimensions (p <0.05). The undergraduate-nursing students studied here have acquired an appropriate competence level in EBP, with a gradual increase by year. The biggest increase was in the fourth year students.

Evaluating the readiness of special education doctoral students to apply the standards of evidence‐based practice to single‐case research

How well doctoral students in special education are prepared to evaluate research as evidence‐based practice (EBP) is likely to impact their careers, as well as the teachers they will train. In developing a method for evaluating the readiness of small cohort groups of doctoral students to apply a research‐based model of EBP, an instrument and procedure were refined in a pilot evaluation and implemented within a multiple baseline design across participants. Participants’ independent and instrument‐guided performance in rating published research was compared to the ratings of two experts in single‐case research design, yielding proportions of agreement across evaluation conditions. Results indicated group readiness to independently conduct the EBP evaluation and individual differences in readiness indicating the need for remediation.

Develop a Self-Evaluation Questionnaire for Evidence-Based Practice Education

Background: Teaching Evidence-based practice (EBP) should be evaluated and guided by evidence of its own effectiveness. As educators implementing EBP training, they need instruments to evaluate the learning outcomes of trainees. For that reason, to develop a reliable and minimal time-consuming instrument is necessary. Purpose: The aim of this study was to examine the reliability and validity of an EBP evaluation instrument, the Taipei Evidence-Based Practice Questionnaire (TEBPQ). Methods: The content validity index (CVI) and Cronbach's αwere used to analyze the validity and reliability of the questionnaire. After that, a two parallel group (novice and experienced learner) study design for was designed to determine the construct validity of the instrument. Results: Taipei Evidence-Based Practice Questionnaire (TEBPQ) contained 26 self-report questions, which includes domain of ‘Ask’ (5 items), ‘Acquire’ (7 items), ‘Appraisal’ (4 items), ‘Apply’ (6 items) and ‘Attitude’ (4 items) of evidence-based practice, and learners’ basic characteristics. The overall CVI of TEBPQ was 0.9; while Cronbach's α was 0.87. The construct validity showed that all p values were significant (p<0.05) among 5 domains. Conclusions: The results indicated that the TEBPQ is an instrument with good validity and reliability for evaluating the effectiveness of EBP education.

Understanding distinctions in learning in hybrid, and online environments: an empirical investigation of the community of inquiry framework

This study of 723 college students seeks to assess the adequacy of the Community of Inquiry (CoI) framework for describing and explaining differences in learning outcomes in hybrid and fully online learning environments. Hypothesizing that the CoI model's theoretical constructs of presence reflect educational effectiveness in a variety of environments, this article seeks evidence of whether students in varying learning environments are likely to rank them differently with regard to teaching, social, and cognitive presence. The study utilizes factor-, hierarchical-regression-, and path analyses to determine the validity of the CoI constructs as well as to characterize the nature of relationships between them. Results suggest that the model is coherent and accounts for the small but significant differences recently reported in the literature regarding the superiority of hybrid environments relative to fully online environments (Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: US Department of Education, Office of Planning, Evaluation, and Policy Development). Recommendations for future research and practice are included.

Development and psychometric testing of an instrument to evaluate cognitive skills of evidence based practice in student health professionals

BackgroundHealth educators need rigorously developed instruments to evaluate cognitive skills relating to evidence based practice (EBP). Previous EBP evaluation instruments have focused on the acquisition and appraisal of the evidence and are largely based in the medical profession. The aim of this study was to develop and validate an EBP evaluation instrument to assess EBP cognitive skills for entry-level health professional disciplines.MethodsThe Fresno test of competence in evidence based medicine was considered in the development of the 'Knowledge of Research Evidence Competencies' instrument (K-REC). The K-REC was reviewed for content validity. Two cohorts of entry-level students were recruited for the pilot study, those who had been exposed to EBP training (physiotherapy students, n = 24), and who had not been exposed to EBP training (human movement students, n = 76). The K-REC was administered to one cohort of students (n = 24) on two testing occasions to evaluate test-retest reliability. Two raters independently scored the first test occasion (n = 24) to evaluate the inter-rater reliability of the marking guidelines. Construct validity was assessed by comparison of the two groups, 'exposed' and 'non-exposed', and the percentage of students achieving a 'pass' score in each of these groups. Item difficulty was established.ResultsAmong the 100 participants (24 EBP 'exposed', and 76 EBP 'non-exposed' students), there was a statistically significant (p < 0.0001) difference in the total K-REC scores. The test-retest and inter-rater reliability of the individual items and total scores ranged from moderate to excellent (measured by Cohen's Kappa and ICC, range: 0.62 to perfect agreement).ConclusionsThe K-REC instrument is a valid and reliable evaluation instrument of cognitive skills of EBP in entry-level student health professionals. The instrument is quick to disseminate and easy to score, making it a suitable instrument for health educators to employ to evaluate students' knowledge of EBP or in the evaluation of entry-level EBP training.

Active Support: A Systematic Review and Evidence-Based Practice Evaluation

Researchers have evaluated active support in agencies for persons with developmental disabilities to increase staff assistance and service user engagement. A systematic review identified two studies in which researchers reported three experimental evaluations of active support. Only one experiment showed a clear functional relationship between active support with "ineffective" to "questionable" percentage of nonoverlapping data points effect sizes and acceptable percentage of all nonoverlapping data points effect sizes. Two experiments did not show experimental control; however, there was evidence that the investigators in these studies did not sufficiently manipulate the independent variable. Based on these data, active support only meets Chambless and Hollon's (1998) criterion for a "promising treatment" but not an evidence-based practice. Future research on active support should demonstrate that the experimenter manipulated the independent variable and reported data on individual participants.

Return on Investment Imperative

The key elements of the evaluation process of an evidence-based practice (EBP) program and the infrastructure needed as identified by a large health care organization. The EBP evaluation program has 2 major elements for measuring success. The first component for evaluation is the impact on the clinical outcomes of care and the second is the fiscal implications of implementing the EBP. This article focuses on the fiscal evaluation component and describes a process to calculate the cost of care compared to before and after implementation of the EBP. The literature to support the care calculations is examined and a cost algorithm is described.