Importance Of Evidence-based Practice Research Articles

Implementation of evidence-based medicine in dietetic practice: Current status and hurdles in Italy.

Background: Health professionals, including dietitians, should adapt their clinical daily practice to evidence-based practice (EBP), but this does not happen often in daily practice. The aim of this study was to investigate the current status and barriers to evidence-based practice among dietitians. Methods: This was a mixed-method, cross-sectional, national study (questionnaire and focus group) performed on working and registered dietitians, both self-employed and employed by public hospitals. The main outcomes were EBP knowledge, frequency of use, and proficiency scores. Barriers to EBP implementation were also collected, as well as qualitative information from the focus group. Results: Forty-three dietitians were enrolled from August to November 2021 in Italy. Overall, EBP knowledge was moderate/good. Younger dietitians (< 50 years old) obtained better results than their older colleagues. A similar trend was observed in terms of seniority. There was a discrepancy between EBP knowledge and perception of EBP implementation: the worst scores were obtained by participants who claimed an already complete integration of EBP. The average frequency of EBP use was moderate, with higher scores in dietitians ≥ 50 years old and with seniority ≥ 20 years. EBP proficiency instead was poor. The focus group revealed a lack of time and resistance to change as the main barriers. Conclusion: The importance of EBP is well-acknowledged, but it is not correctly implemented yet, because of identified barriers that need to be fixed. These barriers include a lack of dedicated time, inadequate EBP training, and resistance to change, especially in hierarchical environments.

Subcapsular Intrahepatic Hematoma As A Rare Complication of ERCP Secondary to Choledocholithiasis Case Report

Subcapsular Intrahepatic Hematoma represents a challenging clinical entity in the field of endoscopy. We present an interesting and rare case report and a bibliographic review to provide a comprehensive overview of this condition. The article delves into this condition, including its definition, risk factors, incidence, and management strategies. The discussion section highlights emerging approaches and future directions in managing subcapsular liver hematoma. In conclusion, the importance of evidence-based practices in addressing this rare complication of ERCP.

The role of videolaryngoscopy in cleft surgery: A single center comparative study before and during the COVID-19 pandemic

BackgroundCleft lip and palate (CLCP) surgeries necessitate precise airway management, especially in pediatric cases with anatomical variations. The Covid-19 pandemic posed unprecedented challenges to anesthesiology practices that required adaptations to ensure patient safety and minimize viral transmission. Videolaryngoscopy (VL) emerged as a valuable tool in airway management during the pandemic, offering improved intubation success rates and reduced aerosol generation risks. MethodsThis retrospective study compared anesthesiology practices in CLCP surgeries before (2015–2019) and during the Covid-19 (2019–2022) pandemic at a tertiary care center. Patient demographics, anesthesia techniques, intubation difficulty, airway management, and intraoperative and postoperative follow-up were analyzed from anesthesia records. ResultsThis study included 1282 cases. Demographics were similar between periods. During the pandemic, there was a significant decrease in the number of patients under one year old (p < 0.001) and a higher prevalence of micrognathia and comorbidities (p = 0.001 and p = 0.038, respectively). Difficult intubation and intraoperative complication rates decreased during the pandemic, but they were not statistically significant. VL usage during the pandemic contributed to improved extubating success (p < 0.001). ConclusionsVL usage and improved patient outcomes were observed during the pandemic, potentially due to proactive measures and infection control protocols. Decision-making processes for extubation and intensive care unit stay became crucial during the pandemic. Understanding the role of VL and its adaptations during the Covid-19 pandemic is vital for optimizing perioperative care in CLCP surgeries and other procedures requiring airway management. The findings highlight the resilience of healthcare systems and the importance of evidence-based practices under challenging circumstances.

Case Report: Giant Zenker diverticulum

Giant Zenker diverticulum represents a challenging clinical entity in the field of otolaryngology. We present an interesting case report and a bibliographic review to provide a comprehensive overview of this condition. The article delves into this condition, including its definition, risk factors, complications, and management strategies. The discussion section highlights emerging approaches and future directions in the management of giant Zenker diverticulum. In conclusion, the importance of evidence-based practices in addressing this complex condition is emphasized.

Tracheal rupture treated with robotic surgery: the importance of evidence-based practice in nursing management. A case report

. Tracheal rupture treated with robotic surgery: the importance of evidence-based practice in nursing management. A case report. Tracheal rupture is a very rare condition with high morbidity and mortality. While it has a multifactorial etiology, however it occurs most frequently after orotracheal intubation. The case of a 76-year-old woman who underwent out-of-hospital orotracheal intubation for severe respiratory failure due to a state of coma is described. The patient suddenly developed a subcutaneous emphysema extending from the chest to the skull due to tracheal laceration. The management of the case is described with special focus on nursing goals to prevent ventilator associated pneumonia and mediastinitis, avoid the endotracheal tube dislocation and further tracheal injuries. The case presented underlines the importance of a systematic recourse to evidence-based practice (EBP), which allowed to effectively manage a complex situation.

An international interprofessional tele-mentorship programme: a mixed-methods study

ABSTRACT There is great need for mentorship in low- and middle-income countries (LMICs) in the field of occupational therapy (OT); however, there is little research on the effectiveness of an international tele-mentorship programme. The objectives of this mixed methods research were to examine the effectiveness and perceived benefits of the online, international mentorship programme. The study utilised the Self-Assessment of Clinical Reflection and Reasoning (SACRR) at initiation and completion of the study, 11 months apart, and a focus group. The results found significant changes in self-perceived clinical reflection skills in items 23 and 25 on the SACRR. Qualitative themes were increased confidence in clinical skills and occupational therapy practice, importance of evidence-based practice, significance of mentorship and inter- and intra-professional collaboration, and programme improvements. In conclusion, the tele-mentoring sessions enabled participants to form relationships/contacts, gain knowledge from qualified experts in specialty practice areas, and increase confidence in their clinical skill sets.

Disablement in the\xa0Physically Active Scale Short Form-8: psychometric evaluation

BackgroundPatient-centered care and evidence-based practice (EBP) are core competencies for health care professionals. The importance of EBP has led to an increase in research involving clinical outcomes; current recommendations emphasize collecting patient focused measures, thus increasing the need for psychometrically sound patient reported outcome measures (PROMs) of health. Disablement has been identified as a valuable multi-dimensional construct for patient care. The Disablement in the Physically Active Scale Short Form-8 (DPA SF-8) has been proposed as a tool to be used in the physically active population that assesses a physical summary component of health and a quality of life component however, further analysis is necessary to ensure the instrument is psychometrically sound.MethodsConfirmatory factor analyses (CFAs) were conducted on the DPA SF-8 at each time point to ensure factor structure. Reliability of the scale and internal consistency of the subscales were assessed, and a minimal detectable change (MDC) calculated. Additionally, a minimal clinically important difference (MCID) was also established, and invariance testing across three time points and groups was conducted.ResultsThe CFAs at all three visits exceeded recommended model fit indices. The interclass correlation coefficient value (.924) calculated indicated excellent scale reliability and Cronbach’s alpha for subscales PHY and QOL were within recommend values. The MDC value calculated was 5.83 and the MCID for persistent injuries were 2 points and for acute injuries, 3 points. The DPA SF-8 was invariant across time and across subgroups.ConclusionsThe DPA SF-8 met CFA recommendations and criteria for multi-group and longitudinal invariance testing, which indicates the scale may be used to assess for differences between the groups or across time. Our overall analysis indicates the DPA SF-8 is a valid, reliable, and responsive instrument to assess patient improvement in the physically active population.

Optimising chronic wound care: a human and financial necessity

Julie Penfold highlights the importance of evidence-based practice in wound care to reduce the burden on patients and healthcare services.

Managing fever in children: developing guidelines that turn evidence into practice.

The importance of evidence-based practice has been emphasised in nursing in recent years. However, the process by which research evidence is turned into clinical recommendations is not always clear. This is important because understanding and communicating the rationale for clinical decisions is a vital part of the role of the children's nurse. This article discusses the methods by which nurses can turn evidence into practice using a framework devised by the Grading of Recommendations, Assessment, Development and Evaluations (GRADE) Working Group. The article uses the treatment of fever in children as an example of how nurses can apply the GRADE framework to ensure that their practice is evidence-based.

To Use or Not Use Complementary and Alternative Medicine (CAM) in Psychiatric Care: Interviews with Clinical Decision-Makers in Sweden

Complementary and alternative medicine (CAM) is used as a complementary intervention in psychiatric healthcare. The reasons for using or not using CAM in psychiatric care in Sweden, and how such decisions are taken, are largely unknown. The aim was to investigate arguments for and against the use of CAM in Swedish psychiatric care, and how decisions are made. Interviews with 10 persons in decision-making positions in psychiatric health care were analysed thematically. The result shows diverging understandings of the evidence base for CAM. Arguments against CAM referred to scepticism, the importance of evidence-based practice and the obligation to follow national guidelines. Arguments in favour of CAM were that CAM was person-centred, safe, cost-effective, nursing interventions with positive effects, appreciated and demanded by patients, providing space for non-verbal communication and reflection, supporting the therapeutic alliance. Decision paths were described as top-down through a hierarchical structure, or bottom-up, driven by committed staff members. We discuss how detailed national guidelines should be to achieve equal and evidence-based care, while still allowing clinics to make local exceptions, adjusting the care according to clinical expertise and patients’ preferences. Conclusion: Evidence-based, safe and cost-effective CAM methods may be relevant complementary interventions in psychiatric care, or as self-care, not to cure the psychiatric disease, but to reduce symptoms and promote sleep. With better knowledge of CAM, health professionals could guide patients through the jungle of CAM methods. Due to research problems on complex multicomponent interventions, high-quality pragmatic trials, including biomarkers, and qualitative studies are recommended.

Educational Interventions for Teaching Evidence-Based Practice to Undergraduate Nursing Students: A Scoping Review.

Background: Evidence-based practice (EBP) is the appropriate approach to guide healthcare personnel in their clinical practice. Despite the importance of EBP, undergraduate nursing students are not very much engaged and have a lack of knowledge and skills. Aim: The aim of this study was to gather, assess and synthesize evidence on educational interventions promoting evidence-based practice competencies in traditional undergraduate nursing students. Methods: This is a scoping review on sixteen English and non-English databases. A data extraction form was established including authors, year of publication, country, types of participant, specific objectives, study design, educational intervention, comparison if existed, and outcomes of significance. Results: The search strategy retrieved 8901 records in total. After screening for duplicates and eligibility, 20 articles were included in the qualitative synthesis. Improvement in EBP domains such as knowledge, skills, attitudes/behaviours, EBP beliefs, use, practice, level of evidence, critical thinking and future use of EBP were mentioned and assessed in different studies. Conclusions: EBP training can improve nursing students’ capacity in healthcare provision. Teaching EBP competencies along undergraduate nursing curricula should be a high priority at nursing programmes. The use of innovative approaches seems to be more effective than traditional ways. Education of EBP increases its future use and critical thinking and EBP programs improve self-efficacy and the level of evidence utilization.

Trends in Clinical Practice Research in ASHA Journals: 2008-2018.

Purpose Despite the American Speech-Language-Hearing Association's (ASHA's) endorsement of evidence-based practice (EBP) and speech-language pathologists' (SLPs') agreement on the importance of EBP, practicing clinicians report barriers to implementing EBP. The purpose of this study was to examine trends in clinical practice research published in ASHA journals over the past 11 years (2008-2018). Method A total of 2,483 articles from the American Journal of Speech-Language Pathology; Language, Speech, and Hearing Services in Schools; and Journal of Speech, Language, and Hearing Research were extracted for coding. Coders were licensed SLPs who were trained to 80% reliability on classifying the type of research in each article. Clinical practice research articles were further classified as studies on assessment, studies on intervention, and studies that explore the implementation of EBP. Results Clinical practice research comprised the minority of literature published in ASHA journals in the field of speech-language pathology (25%). These articles were composed of assessment (10%), intervention (15%), and implementation (< 1%). These articles were distributed across a variety of primary content areas, with an absence of implementation science for the majority of clinical areas. Conclusions The lack of clinical practice research readily available to practicing SLPs is a barrier to EBP. The results of this study underscore the need for increased clinical practice research. Future work should investigate EBP in the context of clinician-researcher partnerships and increasing the capacity of clinicians to conduct clinical practice research. Supplemental Material https://doi.org/10.23641/asha.12550928.

Bridging the Gap: The Importance of Evidence-Based Practice and Collaboration within Sports Performance

The role of a Strength &amp; Conditioning Coach (S&amp;CC) has evolved tremendously over the years. Formerly, these positions were seen as novelties, with responsibilities centered solely around improving strength and conditioning qualities. Currently, job responsibilities can stretch from not only applying strength and conditioning principles, but also being competent in biomechanics, human anatomy, exercise physiology, motor learning, sports nutrition, and sports psychology, to name a few. It’s vital for S&amp;CCs to lean on relevant research, while collaborating with both direct and indirect professionals to guide decision making. Adopting an evidence-based practice (EBP) should be the first step when determining the best intervention in any situation. Applying this to strength and conditioning would be to take a systematic approach to training athletes and clients based on the best evidence from current peer-reviewed research, in conjunction with professional experience and judgment. Ultimately, EBP can provide S&amp;CCs with strength of certainty regarding their decisions. In addition to the research, individual experience and observation, in conjunction with the preferences and constraints of the environment, are just as important. Both scientific research and practical experience are necessary and complementary components of furthering EBP. Developing the best EBP will require a combined approach, in which coaches and researchers work in collaboration to provide the greatest degree of insight into the effects of any intervention. Cultivating sustainable, integrated, and open-minded work relationships can heavily influence how we’re assimilating important information. Sharing information and an adopting an open-minded approach can lead to skills, techniques, and research being shared far more easily. Ultimately, integrating an EBP and fostering quality professional relationships at work sets the foundation to optimize decision-making and minimize interference within the development of our athletes.

More Than Articulation

You have accessThe ASHA LeaderFirst Person on the Last Page1 Mar 2020More Than ArticulationA new SLP investigates what people who are deaf really want from their speech-language treatment sessions. Laura SankeyMA, CF-SLP Laura Sankey Google Scholar More articles by this author , MA, CF-SLP https://doi.org/10.1044/leader.FPLP.25032020.72 SectionsAboutPDF ToolsAdd to favorites ShareFacebookTwitterLinked In I am the child of two culturally Deaf adults, both the only deaf people in their families. Both grew up trying to fit into the hearing community around them, participating in many hours of aural/oral intervention with a speech-language pathologist. As a result, my father has what many would label “normal speech,” frequently mistaken as a hearing person. My mother, on the other hand, has less-precise speech. I grew up listening to my father receive praise from strangers for his “wonderful speech,” while my mother received looks of annoyance from those who could not easily understand her. Those strangers heard only a handful of words from my parents. They did not hear the story of how each achieved the speech articulation they have, or the story of how different speech-language treatment looked in the ’70s and ’80s when they were growing up. Throughout his childhood, my father’s speech-language intervention was an experience of frustration and pain, as his hair was pulled time and time again as punishment for not articulating sounds and words correctly. His stories and those of other, older members of the Deaf community made me wonder whether children today continue to have negative experiences. This question lingered as I worked toward my master’s degree in speech-language pathology, motivating me to conduct a qualitative research study. In graduate school, we learn the basics of communication: the development of phonemes and morphemes, how to administer standardized assessments, the importance of evidence-based practices. However, we have the potential to leave a far greater impact on our clients. After interviewing young Deaf adults, I began to understand their needs beyond articulation and structured language. These adults came from diverse backgrounds. Some used hearing aids, while others used cochlear implants. Some transferred to schools for the Deaf, while others remained in mainstream education until graduating high school. However, they shared an experience of intense aural/oral intervention, with years of trying to fit in to the hearing world around them. Listening to—or rather watching—these young adults share their experiences, it became clear that what they wanted most from their time with SLPs was not perfect speech. It was not strong aural skills. What they wanted most was to understand their identity as Deaf individuals, to find a community of peers and role models who shared their experiences, positive and negative. Their advice to clinicians who work with children who are deaf? Incorporate aspects of Deaf culture and the Deaf community into treatment sessions. Expose students to Deaf role models. I am completing my clinical fellowship at the Missouri School for the Deaf. I provide assessment and intervention services to students through a variety of communication modalities. With the voices of those young Deaf adults in mind, I take advantage of opportunities whenever possible to incorporate Deaf people and their work into my sessions. In doing so, I hope to show my students the beauty that lies in their language, their culture, and the community that surrounds them. Author Notes Laura Sankey, MA, CF-SLP, is a clinician at the Missouri School for the Deaf in Fulton. [email protected] Advertising Disclaimer | Advertise With Us Advertising Disclaimer | Advertise With Us Additional Resources FiguresSourcesRelatedDetails Volume 25Issue 2March 2020 Get Permissions Add to your Mendeley library History Published in print: Feb 28, 2020 Metrics Downloaded 1,758 times Topicsasha-topicsleader_do_tagleader-topicsasha-article-typesCopyright & Permissions© 2020 American Speech-Language-Hearing AssociationLoading ...

Understanding the impact of an evidence-based practice curriculum on oral health graduates

Background: The explosion of health information accessible to consumers through multimedia has supported the merit and value of evidence-based practice (EBP). Both informed interest from patients and medico-legal considerations of patient care and safety have also contributed to the increased importance of EBP for health practitioners. An EBP curriculum was implemented at the [blinded]. The evaluation of the student perspectives was previously completed by using questionnaires and focus group interviews. Objectives: To further explore and analyse the potential impact of the EBP curriculum on [blinded] graduates’ clinical practice. Methods: Semi-structure interviews were conducted to allow for elaboration and clarification to assess understanding of oral health graduates’ perception of EBP. Graduates (n=12) from both the private and public sectors were invited to participate. Qualitative responses were transcribed and analysed using thematic analysis. Triangulation was used to cross-validate and confirm findings with previous quantitative data and focus group responses on providing a broader understanding of the subject. Results: Graduates reported they felt confident and were empowered by EBP in making clinical decisions. Challenges included limited online resources for literature search, lack of evidence in some aspects of dentistry, and gaining full-text access. Conclusion: The triangulation approach has enhanced the analysis and interpretation of the impact of the EBP curriculum on oral health graduates’ clinical practice. This study can serve as a pathfinder to introduce and implement EBP in other healthcare educational institutions and support translational science by bridging the gap between research and clinical practice.

What's the Task Value? Understanding Doctor of Physical Therapy Students' Perceptions of the Value and Relevance of Evidence-Based Practice

Background and Purpose. The profession of physical therapy requires clinicians to value and use evidence-based practice (EBP) in their decision-making process with patients. Although EBP has been incorporated into doctor of physical therapy (DPT) curricula for 2 decades, a gap between knowledge and practice persists. As a first step to addressing this gap, academic programs can focus on fostering students' valuing of EBP and research methods. The current method/model set out to achieve this with task value (TV) as the theoretical basis. Task value is a theory of motivation based on four constructs: intrinsic value (IV), cost, attainment, and utility. Based on the TV theory, the purposes of this method/model were to (1) clarify students' definition of EBP in clinical practice; (2) explicitly link “EBP/Research Methods” and their future role as a clinical practitioner; and (3) further students' understanding of EBP and research methods by providing an opportunity for them to practice these skills. Method/Model Description and Evaluation. Eighty-one, third-year DPT students enrolled in a 6-year, entry-level DPT program participated in the “EBP/Research Methods” course. The educational intervention incorporated a course advanced organizer to illustrate assignment linkages, a graphic that provided an overview that illustrated the EBP process in the clinic, EBP assignments, an interactive student response system to uncover students' knowledge and understanding in real time, and article critiques, which underscored the value and importance of EBP. Evaluation consisted of a 10-question online survey, with 7 questions designed to measure the four constructs of TV. Two reflective papers were used to identify students' definition of EBP; perceived costs to use in a clinical setting; and course activities that impacted students' understanding of EBP. The survey and reflective papers were administered before and after course intervention. Outcomes. Paired t tests were conducted on the seven questions related to the TV scale. Overall, mean values of IV of EBP reported on the presurvey were high and did not change significantly postsurvey. However, the cost measure decreased significantly from pre- to postsurvey P &lt; .00, as did the measures of attainment (P = .001) and utility (P = .002). Qualitative data revealed that the contributors to perceived costs of learning about EBP included the following: lack of clinical experience, fear of challenging authority, lack of access to medical literature, and lack of time. Discussion and Conclusion. Although students generally reported a high level of IV for EBP that did not change significantly after the course, their perception of cost, attainment value, and utility value decreased significantly. These changes may have been due to students' increased understanding of EBP/Research Methods, which resulted in their perceiving greater cost. Educators may expect this response as students discover that EBP is complex and has an ongoing learning process. More positive perceptions may occur once students gain clinical experience. Pedagogical models must systematically and longitudinally target improvement of student value and motivation for using EBP. Recognition that EBP is a continuous process is critical to its development in students and practicing clinicians.

The Role of Performance Feedback and Implementation of Evidence-Based Practices for Preservice Special Education Teachers and Student Outcomes: A Review of the Literature

Given the importance of evidence-based practices (EBPs) for improving outcomes for students with disabilities, it is key that preservice special education teachers have the opportunity to implement EBPs with high levels of fidelity during their teacher preparation program. For this reason, the authors conducted a systematic review of the literature to answer the question: Does providing performance feedback improve preservice special education teachers’ fidelity of implementation of EBPs and outcomes for students with disabilities? Five studies were found which met inclusion criteria. These studies demonstrated a clear functional relationship between performance feedback and preservice teachers’ increased fidelity to the EBP(s). Across studies, there were mixed effects in student outcomes when preservice teachers increased their fidelity to EBPs. Limitations of the current analysis and the included studies are discussed along with future implications for researchers and practitioners.

Contemporary evidence-based practice in Canadian emergency medical services: a vision for integrating evidence into clinical and policy decision-making.

Nationally, emphasis on the importance of evidence-based practice (EBP) in emergency medicine and emergency medical services (EMS) has continuously increased. However, meaningful incorporation of effective and sustainable EBP into clinical and administrative decision-making remains a challenge. We propose a vision for EBP in EMS: Canadian EMS clinicians and leaders will understand and use the best available evidence for clinical and administrative decision-making, to improve patient health outcomes, the capability and quality of EMS systems of care, and safety of patients and EMS professionals. This vision can be implemented with the use of a structure, process, system, and outcome taxonomy to identify current barriers to true EBP, to recognize the opportunities that exist, and propose corresponding recommended strategies for local EMS agencies and at the national level. Framing local and national discussions with this approach will be useful for developing a cohesive and collaborative Canadian EBP strategy.

Communication channels to promote evidence-based practice: a survey of primary care clinicians to determine perceived effects.

BackgroundResearch suggests that the channels through which evidence-based practices are communicated to healthcare professionals can shape the ways they engage with, and use, this information. For instance, there is evidence to suggest that information should be communicated via sources that are deemed to be credible, like government departments, professional bodies and peers. This article examines the contention that information should be communicated via credible sources. More specifically, the article examines the different communication channels through which primary care clinicians learnt of resources on evidence-based sexual healthcare – namely, clinical aides and online training programs. Furthermore, the article determines whether these communication channels influenced the perceived impact of the resources.MethodsPrimary care clinicians in Australia (n = 413), notably General Practitioners (n = 214) and Practice Nurses (n = 217), were surveyed on the GP Project – a suite of resources to promote evidence-based sexual healthcare within primary care. Survey items pertained to the source of information about the resources (or communication channel), perceived usefulness of the resources, frequency of use, subsequent contact with the Sexual Health Infoline and a sexual health clinic, as well as the perceived impact of the resources. To determine the relationships between the different communication channels and the perceived impact of the resources, a one-way ANOVA using Tukey’s post-hoc test, an independent sample t-test, a χ2 test, and a Kruskal–Wallis H test were performed where appropriate.ResultsOf the respondents who were aware of the clinical aides (49.9%), the largest proportion became aware of these through an educational event or a colleague. Of those who were aware of the online training programs (36.9%), the largest proportion became aware of these through a professional body or government organisation, either directly or via their website. Although both resource types were reported to improve clinical practice, the reported use and the perceived impact of the resources were not influenced by the way the clinicians learnt of the resources.ConclusionsThese findings cast doubt on the suggestion that the channels through which evidence-based practices are communicated to healthcare professionals shape the ways they engage with, and use, this information, as well as the perceived impact of this information. Given the importance of evidence-based practices, these curious findings suggest that the source of this information might be of little consequence.

Role of multi-layer foam dressings with Safetac in the prevention of pressure ulcers: a review of the clinical and scientific data

Despite the implementation of prevention strategies, pressure ulcers (PUs) continue to be a challenging health problem for patients (and their carers), clinicians and health-care providers. One area of growing interest is the use of prophylactic dressings (which were originally designed for the treatment of PUs and other wound types) as a component of standard prevention measures. Over the past few years, a large amount of scientific and clinical data relating to this subject has been published in peer-reviewed journals and presented at international meetings and conferences. A substantial proportion of these data relate to one group of dressings: multi-layer foam dressings with Safetac, which are manufactured by Mölnlycke Health Care (Gothenburg, Sweden). This evidence pool has influenced the experts involved in updating the Clinical Practice Guideline, produced by the National Pressure Ulcer Advisory Panel, European Pressure Ulcer Advisory Panel and Pan Pacific Pressure Injury Alliance, on the prevention and treatment of PUs. The updated Guideline, published in 2014, recommends that, as part of their PU prevention regimens, clinicians should consider applying prophylactic dressings to bony prominences in anatomical areas that are frequently subjected to friction and shear. A literature review was undertaken to identify clinical data from the entire evidence hierarchy, as well as scientific data from laboratory studies, on the use of multi-layer foam dressings with Safetac in the prevention of pressure ulceration. The MEDLINE (National Library of Medicine, Bethesda, US) and EMBASE (Elsevier B, Amsterdam, Netherlands) bibliographic databases were searched. In addition, abstract books and proceedings documents relating to national and international conferences were scanned in order to identify presentations (i.e. oral, e-posters and posters) of relevance to the review. Clinical and health economic experts have undertaken numerous studies, including randomised controlled trials, to assess the efficacy and cost-effectiveness of using multi-layer foam dressings with Safetac as a component of standard PU prevention strategies. The results of these studies indicate that the application of multi-layer foam dressings containing Safetac can reduce the occurrence of PUs on anatomical locations such as the sacrum and the heel, and underneath medical devices. Scientists have also developed and used laboratory methods to gain a better understanding of how prophylactic dressings work. The results of these studies indicate that the composition of foam dressings containing Safetac (i.e. their multi-layer structure) sets them apart from other dressings due to their ability to mediate the effects of physical forces (i.e. pressure, friction and shear) and control microclimate, all of which contribute to pressure ulceration. The evidence pool clearly indicates that the prophylactic use of multi-layer foam dressings with Safetac as a component of standard prevention measures is beneficial to the clinician, the health-care provider and the patient. It should be noted that the findings outlined in this review may not be transferable to other products as their makeup and components are likely to differ significantly from those of multi-layer foam dressings with Safetac. As the importance of evidence-based practice and the need for cost-effective care continues to grow, clinicians and provider should carefully consider this point when selecting prophylactic dressings for PU prevention.