Evidence-based Practice Activities Research Articles

Refining and adapting the measurement properties of evidence-based practice measures for physiotherapy students.

There is a lack of reliable and valid evidence-based practice (EBP) measures for physiotherapy students. This study validated EBP-student (EBP-S) measures for physiotherapy students. EBP measures developed from previous research were cross-culturally validated for use by physiotherapy students. The adapted EBP-S consisted of six measures: use of EBP, EBP activities, EBP knowledge, self-efficacy for EBP, attitudes towards EBP, and perceptions of the teaching and assessment of EBP in the curriculum. The final version was completed by physiotherapy students (n = 335). The psychometric properties for each EBP-S measure were estimated, including construct validity using Rasch model, internal consistency reliability using person separation index (PSI), test-retest reliability using intraclass correlation coefficient (ICC), and differential item functioning (DIF). Two formative measures (use of EBP and EBP activities) were only linguistically modified for use with students. A Rasch model was applied to the other four reflective measures. For knowledge, 55% (6/11) items fit the Rasch model with chi-square fit statistic (χ2) = 34.46, p = 0.08; PSI = 0.85. For self-efficacy, 89% (8/9) items fit the Rasch model with χ2 = 25.11, p = 0.80; PSI = 0.89. For attitudes, 62% (8/13) items fit the Rasch model with χ2 = 61.49, p = 0.00; PSI = 0.71. For perception of the teaching and assessment of EBP in the curriculum, 62% (8/13) items fit the Rasch model with χ2 = 80.99, p = 0.45; PSI = 0.92. perception of the teaching and assessment of EBP in the curriculum showed DIF in three items. The ICCs ranged between 0.80 and 0.98. The EBP-S measures were validated for physiotherapy students, including the testing of psychometric properties, which were not tested in the original studies. Further refinements should be considered for the use of the EBP-S with other groups of students or if changes are applied to the current curriculum.

The use of the evidence-based practice process by experienced registered nurses to inform and transform clinical practice during the COVID-19 pandemic: A longitudinal national cohort study.

During the COVID-19 pandemic, many registered nurses (RNs) worked on the frontline caring for severely ill patients. They did so with limited knowledge of how to treat and prevent the disease. This extreme situation puts pressure on RNs to find evidence on which to base the care of their patients. To examine: (1) the extent to which evidence-based practice (EBP) process was applied by Swedish RN cohorts 15-19 years after graduation during the pandemic, (2) whether there was any change to their EBP process from pre-pandemic to late pandemic, (3) the relationship between RNs' use of the EBP process and the duration of exposure to work situations severely affected by the COVID-19 pandemic, and (4) whether level of education, position and care setting were associated with the extent of RNs' EBP process. In 2021, the level of EBP activities was investigated among 2237 RNs 15-19 years after graduation. The scale used to measure EBP consisted of six items of the EBP process. Unpaired t-tests or one-way analysis of variance (ANOVA) were used in the analysis. RNs used the EBP process to a moderate extent to inform and transform their clinical practice. There was a minor but significant decrease in practicing the EBP process from pre-pandemic to late in the pandemic. RNs who were most affected by the pandemic scored higher on the scale than less-affected colleagues. RNs in nonclinical positions reported more EBP activities, as did RNs in management positions. RNs working in outpatient settings reported more EBP activities than their colleagues in hospitals. It is imperative that RNs hone their skills in EBP if they are to be prepared for future healthcare crises. Healthcare providers have a duty to facilitate the development of EBP and, in this regard, RNs in clinical positions in hospitals need particular support.

School-Based Speech-Language Pathologists' Engagement With Evidence-Based Practice: An Update With Implications for Implementation Research.

We replicated a prior survey study (Hoffman et al., 2013) to document current evidence-based practice (EBP) patterns as reported by school-based speech-language pathologists (SLPs) during the 2021-2022 school year. Via an online survey, SLPs reported their training experiences and needs, workplace resources, and frequency of engagement in EBP activities. A total of 889 SLPs in 50 states participated in the survey. Results revealed that 19% of seasoned SLPs (with more than 10 years since last degree) had no formal training in EBP, 22% of SLPs worked in school districts with official EBP procedural guidelines, and 36% had scheduled time in their work week to support EBP activities. Early career (EC) professionals were more likely than seasoned career (SC) professionals to pose and research one or more EBP questions per year and to read journal articles about assessment and treatment. The gap in article use by experience groups was larger than a decade ago. Like prior survey results, the majority of SLPs read zero to four American Speech-Language-Hearing Association (ASHA) journal articles on assessment or intervention per year, with similar results for reading non-ASHA journal articles. Although the past decade has fostered some positive increases in the use of EBP resources and engagement in EBP activities, there continues to be a need for additional training and support for school-based SLPs to fully implement EBP. Training and implementation support should account for differences in training preferences and workplace resources and address differentiation of reported practices by EC versus SC professionals. Further implications for implementation science in schools are provided. https://doi.org/10.23641/asha.23152817.

Exploring if and how evidence-based practice of occupational and physical therapists evolves over time: A longitudinal mixed methods national study.

Occupational therapists (OTs) and physiotherapists (PTs) are expected to provide evidence-based services to individuals living with disabilities. Despite the emphasis on evidence-based practice (EBP) by professional entry-level programs and professional bodies, little is known about their EBP competencies upon entry to practice and over time or what factors impact EBP use. The aim of the study was to measure and understand how EBP evolves over the first three years after graduation among Canadian OTs and PTs, and how individual and organizational factors impact the continuous use of EBP. A longitudinal, mixed methods sequential explanatory study. We administered a survey questionnaire measuring six EBP constructs (knowledge, attitudes, confidence, resources, use of EBP and evidence-based activities) annually, followed by focus group discussions with a subset of survey participants. We performed group-based trajectory modeling to identify trajectories of EBP over time, and a content analysis of qualitative data guided by the Theoretical Domains Framework. Of 1700 graduates in 2016-2017, 257 (response rate = 15%) responded at baseline (T0) (i.e., at graduation), and 83 (retention rate = 32%), 75 (retention rate = 29%), and 74 (retention rate = 29%) participated at time point 1 (T1: one year into practice), time point 2 (T2: two years into practice, and time point 3 (T3: three years into practice) respectively. Group-based trajectory modeling showed four unique group trajectories for the use of EBP. Over 64% of participants (two trajectories) showed a decline in the use of EBP over time. Fifteen practitioners (7 OTs and 8 PTs) participated in the focus group discussions. Personal and peer experiences, client needs and expectations, and availability of resources were perceived to influence EBP the most. Though a decline in EBP may be concerning, it is unclear if this decline is clinically meaningful and whether professional expertise can offset such declines. Stakeholder-concerted efforts towards the common goal of promoting EBP in education, practice and policy are needed.

Evidence based practice, research and the diagnostic radiographer role. An exploration of engagement, expectations and attitudes at a single centre

IntroductionThe benefits of evidence-based practice (EBP) and research in healthcare are widely accepted for the patient, professional and organisation. However, allied health professional and radiographer activity remains lacking; this study aimed to explore this at a local level. MethodsThis single centre study utilised mixed methods research methodology to triangulate findings from three parallel data collections. Document analysis of radiographer job descriptions (JDs) and appraisal frameworks, retrospective review of completed research activities, and a survey of radiographer perspectives were undertaken. Data analysis included content analysis, thematic analysis and descriptive statistics. ResultsIn three years (2018–2020), 290 EBP activities were completed; 287 were audit and three were service evaluations. There were no documented research projects and no entry level radiographer involvement. The survey response rate was 65.3% (n = 77/118). All JDs describe research engagement, but 50.6% of survey respondents did not realise this. There were inconsistencies and lack of clear progression in these expectations and no direct reference to research in the standard appraisal documentation. Radiographers demonstrated a positive attitude towards research and EBP but felt there were barriers preventing activity. Generally, they did not perceive a strong research culture in their department. ConclusionAs part of EBP, research is a requirement for diagnostic radiographers of all levels. There is widespread enthusiasm and a positive attitude from radiographers to engage, yet activity remains low. Implications for practiceA strong evidence-based culture needs to be prioritised, to embrace the current enthusiasm from radiographers to engage, and accordingly bridge the gap between aspirations of their professional body and actual clinical practice.

Implementation science in New Zealand naturopathic practice: a cross-sectional study.

Understanding and addressing the barriers to evidence-based practice (EBP) falls within the realm of implementation science. To date, disciplines such as naturopathy have paid little attention to implementation science, meaning the obstacles to delivering best practice care have largely been ignored. This study addresses this knowledge gap by examining the determinants of evidence implementation in New Zealand naturopathic practice. This cross-sectional study was open to all New Zealand naturopaths who had Internet access, and were fluent in the English language. Participants were invited to complete the 84-item Evidence-Based practice Attitude and utilization Survey (EBASE) online between February and July 2020. The survey was completed in full by 104 naturopaths (86% female; 55% aged 40-59 years). While attitudes toward EBP were generally favourable, engagement in EBP activities was reported at a moderate-low level. Factors potentially contributing to the modest uptake of EBP were the moderate level of self-reported EBP-related skill, lack of clinical evidence in naturopathy and lack of time. Enablers of EBP uptake that were supported by the majority of participants were access to the Internet, online databases, EBP education materials, and full-text journal articles. This study has provided much-needed insight into the level of EBP engagement among New Zealand naturopaths, as well as the various factors impacting evidence implementation. Attitude did not pose a major barrier to evidence implementation; rather, the barriers were largely structural, cognitive and cultural. This suggests that the barriers to EBP uptake in naturopathy are not unsurmountable.

Exploring Evidence Based Practice Implementation by Occupational Therapists: Implications for Fieldwork

A fieldwork education model is used in occupational therapy to develop competency of professional skills, including evidence-based practice (EBP) and clinical reasoning. This quantitative study explored factors influencing implementation rates of EBP in New Zealand registered occupational therapists to better understand students’ experience of evidence-based practice while on fieldwork. An online survey exploring beliefs and practices related to clinical competence, professional reasoning and EBP was conducted. The survey included questions about related beliefs, the measure of Evidence Informed Professional Thinking (EIPT; Benfield & Johnston, 2020), and the Implementation Climate Scale (ICS; Ehrhart et al., 2014). The mean scores on the scales were entered into a linear regression model and backward stepwise regression was used to build a predictive model ascertaining primary influences for EBP implementation. On the measure of EIPT respondents reported infrequent engagement in clinical reasoning and EBP activities. Scores on the ICS results indicate some support of EBP practices in respondents’ workplaces. Habits of critical reflection have the strongest relationship to habits of implementing EBP in daily practice The only other factors significant in the predictive model were focus on EBP, and respondents’ level of education. Habits of critical reflection on practice and clinical reasoning activities have the strongest relationship with EBP engagement. Fieldwork students are likely to observe fieldwork educators who are infrequently engaging in critical activities of reflection and EBP. Development of strategies to enhance and habitualize critical reflection and clinical reasoning will increase EBP implementation rates. Pragmatic strategies between fieldwork educators, educational institutions, and students will likely enhance students’ learning and ultimately enhance overall EBPs in the profession.

Evidence-based practice among Italian osteopaths: a national cross-sectional survey

BackgroundWhile evidence-based practice (EBP) is widely accepted across healthcare professions, research investigating its implementation in manual therapy professions such as osteopathy is limited. The primary aim of this study was to investigate Italian osteopaths’ attitudes, skills, and use of EBP. A secondary purpose was to understand the obstacles and enablers to EBP adoption in the Italian osteopathic context.MethodsA cross-sectional national survey was conducted (April to June 2020) among a sample of Italian osteopaths. Eligible participants were invited to complete the Italian-translated Evidence-Based practice Attitude and Utilization Survey (EBASE) anonymously online using various recruitment strategies, including email and social media campaigns. In addition to the three EBASE sub-scores (attitudes, skills and use), the demographic characteristics of the sample were considered.ResultsA total of 473 osteopaths responded to the survey. The sample appeared to represent the Italian osteopathic profession. The majority of participants had a favorable attitude toward EBP. Eighty-eight percent of respondents agreed that EBP was necessary for osteopathy practice and that scientific literature and research findings were beneficial to their clinical scenario (95%). Perceived skill levels in EBP were rated as moderate, with the lowest scores for items relating to clinical research and systematic review conduct. Apart from reading/reviewing scientific literature and using online search engines to locate relevant research papers, participant engagement in all other EBP-related activities was generally low. Clinical practice was perceived to be based on a very small proportion of clinical research evidence. The primary obstacles to EBP implementation were a dearth of clinical evidence in osteopathy, and poor skills in applying research findings. The primary enablers of EBP adoption were access to full-text articles, internet connectivity at work, and access to online databases.ConclusionsItalian osteopaths were largely supportive of evidence-based practice but lacked basic skills in EBP and rarely engaged in EBP activities. The updating of osteopathic training curriculum and professional formal regulation in Italy could provide a suitable framework to improve EBP skills and use.

Connecting Evidence-Based Practice and Clinical Practice Guidelines With Bachelor of Science in Nursing Students.

Research has demonstrated the ability of evidence-based practice (EBP) to enhance quality and reliability of health care, improve health outcomes, and reduce cost and health disparities. Nursing curricula often lack best practices for teaching EBP, as well as actual EBP course content, objectives, and activities, to advance student understanding of EBP. The unfortunate results are nurse graduates who do not value or perceive that they can use EBP. This study implemented an EBP assignment assessing clinical practice guidelines as a means of improving EBP beliefs in senior-level nursing students.

Nurses' Awareness, Perceived Knowledge, Attitude Towards and Barriers in Evidence-Based Practice (EBP)

Background: Evidence-based practice (EBP) is one strategy that enables clinicians to succeed in handling emerging literature, and integrating it to achieve high-quality patient outcomes. Although beneficial and innovative it is not considered a priority by many. Most nurses have little, if any, exposure to the clinical research process. 
 Purpose: This study aimed to conduct a baseline assessment of perceived knowledge, attitude toward EBP, and barriers to adopting EBP in nursing. 
 Methods: The study used a descriptive cross-sectional quantitative design. A convenient sample of 406 nurses participated and completed the EBP questionnaire. For ethical clearance, granted approval from Hospitals’ Research Ethics Committee and to HAU-IRB. 
 Results: Nurses (n = 156, 38.4%) believes that EBP holistically is composed of patient data and preference, healthcare professionals’ skills, and research findings. They (n = 256, 63%) have a positive attitude towards EBP and are willing to accept new healthcare strategies based on research. But expresses less confidence (M = 3.90, SD = 0.64) in identifying clinical issues/problems and translate these into a well-crafted clinical question. They perceived themselves to possess moderate levels of skills to undertake different EBP activities (M = 3.76, SD = 0.61). Knowledge (x(4) = 12.174, p = 0.02), attitudes toward EBP (U = 13947.5, p = 0.04) were significantly better among nurses who had previous EBP training. Similarly, respondents with EBP-related training are more confident in integrating EBP into their practice (U = 13408, p = 0.01). 
 Conclusion: Nurses’ highest level of education and years of clinical experience affects their implementation skills in adopting EBP. The study reflected the benefits of training, continuing education, and length of experience in the acquisition of skills. Findings can serve as a basis for developing programs to improve nurses' knowledge and attitudes towards EBP. Nurse administrators can create policies that address barriers identified in the study.

A national cross-sectional survey of the attitudes, skills and use of evidence-based practice amongst Spanish osteopaths

BackgroundAlthough evidence-based practice (EBP) is largely supported across healthcare professions, its implementation in manual therapy professions such as osteopathy remains limited and debated. There is currently little knowledge of how Spanish osteopaths relate to EBP.ObjectivesThe main aim of this study was to investigate the attitudes, skills and use of EBP among Spanish osteopaths. A secondary aim was to identify barriers and facilitators for the adoption of EBP in the Spanish osteopathic context.MethodsNational cross-sectional survey of Spanish osteopaths registered and non-registered to an osteopathic association in Spain. Eligible participants were invited by a range of recruitment strategies including email and social media campaigns to complete the Spanish-translated Evidence-Based practice Attitude and utilization Survey (EBASE) anonymously online.ResultsA total of 567 osteopaths completed the survey which represents an approximate response rate of 9%. Participant’s attitudes toward EBP were largely positive. Most respondents agreed or strongly agreed that EBP was necessary in the practice of osteopathy (89.6%) and that professional literature and research findings were useful to their day-to-day practice (88.9%). Levels of perceived skill in EBP were reported as low to moderate with lowest levels for items related to ‘research conduct’. Except reading/reviewing professional literature and using online search engines to find practice-related literature, participant engagement in all other EBP-related activities was generally infrequent. The perceived proportion of clinical practice that was based on clinical research evidence was reported to be very small. Main barriers to EBP uptake included a lack of clinical evidence in osteopathy and insufficient skills for applying research findings. Main facilitators of EBP uptake included access to full-text articles, internet at the workplace and online databases.ConclusionsSpanish osteopaths were largely supportive of evidence-based practice, had low to moderate skills in EBP and engaged in EBP activities infrequently. Formal regulation of the profession in Spain and the inclusion of osteopathic programs into the university sector would potentially improve EBP skills and use.

Perceived evidence-based practice competency among Saudi nurse managers

Background: Nurse managers have a vital part in the integration of evidence-based practice (EBP) in the clinical setting. This study measures perceived EBP competency among Saudi nurse managers. This survey was conducted in four government hospitals in Saudi Arabia. Methods: A total of 308 Saudi nurse managers in four government hospitals utilizing a descriptive cross-sectional method were employed. A survey was used to determine the EBP competency. Nurse managers are somewhat competent in EBP (1.19). This holds true in both subcategories: knowledge (1.15) and activities (1.21). It was observed that the fewer years' experience as a manager the better the EBP competency. Conclusion: There is a need to review the strategies to integrate EBP in actual practice in the Kingdom, especially since EBP is associated with nurses as a researchers' role. EBP competency (1.0) is 0.78 EBP activity and 0.22 EBP knowledge. Only years of experience impacted EBP competency when linear regression was run. Nurse managers new to a unit perceived that they are more competent and show the willingness to learn, implement, and utilize EBP.

Registered Nurses' Evidence-Based Practice Revisited: A Longitudinal Study in Mid-Career.

BackgroundTo improve patient outcomes and patient safety and to reduce costs in health care, the implementation of evidence‐based practice (EBP) is crucial.AimsTo examine the use of the EBP process in Swedish health care. Specifically, to examine whether professional career development (years of experience, years in current position, specialist education, care setting) is associated with RNs’ practice of EBP activities and changes in the extent of practicing the EBP process between early and mid‐career.MethodsIn this observational longitudinal study, the extent of EBP activities was investigated in three national cohorts of 2,474 RNs. Nurses rated their own EBP levels 11–15 and three years after graduation. Six items measured the respondents’ extent of practicing the EBP process. Comparisons of EBP levels between subgroups were tested using unpaired t‐tests or one‐way ANOVAs.ResultsOn average, RNs used the EBP process occasionally every half year. RNs with specialist education reported a higher extent of EBP activities as did RNs who worked in outpatient and home care settings. There was a significant increase in the extent of EBP activities 11 to 13 years after graduation compared to three years after graduation.Linking Evidence to ActionThe findings raise some central questions for practice: How well equipped are RNs to practice the EBP process? What is needed to facilitate EBP in clinical settings? Building on the findings of this study, managers in clinical practice need to develop supportive organizational structures that facilitate EBP. This study suggests that mid‐career RNs increased the extent of practicing the EBP process over time compared to previous reported practice in their first years as RNs. However, the level of EBP activities was low to moderate, and this modest increase took 11 to 13 years to achieve. To enhance the practice of EBP in nursing care, educational and organizational factors need to be considered.

Empowering Nurses with an Online Roadmap for Evidence-Based Practice

ABSTRACT Nurses are involved in an increasingly complex and changing health care environment. To be effective, nurses must have the skills to effectively engage in evidence-based practice (EBP) to improve patient care. In preparing for Magnet reaccreditation, an interdisciplinary team in one academic medical center recognized that there was variability in nurses’ understanding of the EBP process. This left nurses hesitant to engage in the process and resulted in the uneven quality of EBP project outputs. This article details a project lead by a health sciences librarian in collaboration with nurses to create and implement an online resource and reshape EBP instruction. This project aimed to increase the EBP knowledge of bedside nurses, increase overall nurse engagement with EBP, and bring uniformity to the EBP activities of nurses in the organization. The implementation plan, evaluation, and next steps for this project are shared to show the key role health sciences librarians can play in improving EBP in a health care organization.

Self-Reflection as a Support to Evidence-Based Practice (EBP): A Grounded Theory Exploration

Abstract Date Presented 03/26/20 A grounded theory study explored reflective practice experiences of OTs from a national survey. Findings indicated reflection was triggered by challenges to knowledge, communication, safety, and ethics. Depth of reflection was associated with critical analysis, engagement in EBP activities, and actions taken to change practice. Future research needs to investigate integration of reflective practice with EBP and to examine curricular and philosophical barriers to integration. Primary Author and Speaker: Robert Krueger Additional Authors and Speakers: Melissa Sweetman Contributing Authors: Malissa Martin, Thomas Cappaert

Modifications Needed: Additional Strategies to Transform DNP Projects into Publishable Manuscripts

Modifications Needed: Additional Strategies to Transform DNP Projects into Publishable Manuscripts

The Effect of an Evidence-Based Practice Education and Mentoring Program on Increasing Knowledge, Practice, and Attitudes Toward Evidence-Based Practice in a Rural Critical Access Hospital.

The aim of this study was to determine the effect of an evidence-based practice (EBP) education and mentoring program on the knowledge, practice, and attitudes toward EBP among staff nurses and clinicians in a rural critical access hospital. While rural nurses value EBP, they often have more limited resources to engage in EBP activities compared with urban-based nurses. Direct care nurses and clinicians participated in a 5-month EBP education and mentoring program following the Iowa Model Revised: Evidence-Based Practice to Promote Excellence in Health Care. The Evidence-Based Practice Questionnaire was used to assess pretest-posttest knowledge, practice, and attitudes toward EBP. Knowledge and practice of EBP increased significantly (P = .008 and P = .015, respectively) after the EBP education and mentoring intervention. Attitudes toward EBP also increased, although the increase was not statistically significant (P = .106). Education and mentoring of healthcare clinicians in rural settings are crucial to the translation of evidence-based research into practice to improve patient outcomes.

EPIC-Skala – Übersetzung und interkulturelle Adaptation für die Schweiz, Österreich und Deutschland

BackgroundThe Evidence-based Practice Confidence (EPIC) scale is a self-report questionnaire for health professionals. The EPIC scale was developed in Canada and is based on Bandura's self-efficacy theory. It comprises 11 statements on the organization and implementation of evidence-based practice (EBP) steps. The aim of the study was to translate the EPIC scale into German, to test its comprehensibility in German-speaking countries and to interculturally adapt the scale. MethodsThe translation process followed international guidelines. After two independent translations into German and two independent back translations had been conducted, an expert committee discussed discrepancies in view of intercultural comprehensibility and agreed on a preliminary German version. The comprehensibility of this version was evaluated with physical therapists from Switzerland, Austria and Germany. They were recruited using purposeful sampling and interviewed via telephone using a semi-structured questionnaire (cognitive interviewing). The interviews were recorded and analyzed independently by two authors using a structured evaluation scheme. Based on these results, the final version was created. All changes were discussed with the author of the EPIC scale. ResultsSixteen physical therapists of the three German-speaking countries were interviewed. Demographic data showed a balanced distribution of country of origin, age group, qualification and years of work experience. In general, participants reported a good overall comprehensibility. However, they reported that (too) many scientific terms caused comprehension problems and that some of these terms were unknown to participants. During the intercultural adaptation attention was paid to simplify and shorten sentences and to paraphrase terms that were difficult to understand. Moreover, the instructions were expanded to address partial lack of knowledge of scientific terms. ConclusionThe EPIC scale was successfully translated and interculturally adapted to the German language. The scale evaluates self-efficacy in EBP activities and could potentially be used to assess courses or be integrated into surveys. In the next step, the validity and reliability of the German scale should be established involving other health care professionals in this process.

An investigation of Australian osteopaths\u2019 attitudes, skills and utilisation of evidence-based practice: a national cross-sectional survey

BackgroundOsteopaths are an integral member of the health care team, playing a pivotal role in the provision of care for patients with musculoskeletal disorders. Osteopaths, like other health care providers, are under increasing pressure to deliver evidence-based health care and to improve patient outcomes. However, the extent to which osteopaths engage in evidence-based practice (EBP), particularly in Australia, is not well understood. This study therefore set out to investigate the attitudes, skills and use of EBP, and perceived barriers and enablers of EBP uptake, among osteopaths practicing in Australia.MethodsNational cross-sectional survey of Australian registered osteopaths. Eligible participants were invited by email and other digital media recruitment strategies to complete the online Evidence-Based Practice Attitude and Utilisation Survey (EBASE).ResultsA total of 332 osteopaths completed the survey. The demographic characteristics of respondents were generally consistent with the characteristics of the Australian osteopathy workforce. The respondents were mostly favourable of EBP, with the majority agreeing or strongly agreeing that EBP assists in making decisions about patient care (86.7%) and improves the quality of patient care (75.6%). While most respondents (88.3%) had some training in EBP, most reported a moderate level of perceived skill in EBP. The majority of respondents engaged infrequently (0–5 times) in EBP activities within the last month, and most indicated that a very small or small proportion of their clinical practice was based on clinical research evidence. Leading barriers to the uptake of EBP were lack of time and lack of clinical evidence in osteopathy. Key enablers of EBP uptake were access to the internet and online databases at work, and access to full-text articles and EBP education materials.ConclusionsOsteopaths participating in the survey were largely supportive of evidence-based practice, yet engaged infrequently in EBP activities. An important next step in this research is to identify suitable strategies that effectively improve EBP uptake in osteopathy, and perchance, improve patient outcomes.

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

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.