Evidence-based Practice Course Research Articles

A systematic review of qualitative literature on educational interventions for evidence‐based practice

AbstractThis review considers individual experience of educational interventions for evidence‐based practice (EBP) and presents a two‐stage approach for synthesizing quantitative and qualitative research. To find relevant reports, a search was performed in 8 biomedical databases and 3 health education journals. In addition, relevant experts and E‐mail: discussion lists were contacted, and reference lists of reports were checked. Two reviewers quality appraised all reports according to predefined checklists. In total, seven reports (6 studies) were included. Two main frameworks were then used to synthesize the data from the included studies based on (a) predetermined research questions and (b) educational theory. The results were then compared with existing research (systematic reviews). The included studies were limited in number and gave limited insight. Nonetheless, some clear issues emerged. Many participants emphasized that course aims, objectives and, where relevant, precourse tasks, should be more clearly communicated, especially when courses were innovative, complex or presented in a new setting. Experiences suggested that educational uptake and the implementation of skills in practice were directly linked to the participants’ perceptions of the relevance of courses to their professional roles. A range of educational models are used to teach EBP, but no studies were found that directly compared the experiences of participants at different types of EBP courses, or described their potential strengths or weaknesses. Future studies should document educational process, outcomes and the experiences of providers and participants, and explicitly use educational theory to plan, implement and evaluate educational interventions.

Teaching Evidence-Based Practice: Overcoming Barriers

Based on their experience with implementing a course in evidence-based practice for a psychiatry residency program, the authors identify barriers that must be overcome in teaching this approach to practice. Barriers to evidence-based teaching include students’ concern that an emphasis on research evidence may ignore the human context of mental health problems, students’ perception of inconsistency between messages delivered by an evidence-based program and by clinical supervisors, and students’ sense of intimidation by the breadth of material associated with research appraisal. Recommended responses involve an emphasis upon the balance between research knowledge and clinical intuition, explicit discussion of how to manage discrepant approaches to practice in academic and clinical settings, and careful delineation of realistic learning goals with regard to research design and statistical methodology. [Brief Treatment and Crisis Intervention 4:271–275 (2004)]

Developing the skills to implement evidence based practice – a joint initiative between education and clinical practice

The current political climate stresses the need for health care to be seen to be effective. A joint initiative between a college of nursing and an acute hospital Trust was formed to develop an Evidence Based Practice course. The course aimed to achieve a clear and identifiable outcome that could be used to enhance patient care. Before starting the course the students identified a clinically related question to explore. The course itself introduced the concept of evidence based practice, emphasising the practical skills of information searching and retrieval and of dissemination techniques. The course culminated in a formal presentation, attended by clinical and education staff, and management, including non-executive directors. Discussion followed each presentation to debate how the changes suggested could be implemented, including what resources might be needed. This paper will discuss the development of the course, its content and the benefits for the students, the sponsoring Trust and for patient care. Examples will be given to illustrate the success of the initiative and discussion will take place around the importance of the close partnership that has to be forged between the Trust and college.