Interdisciplinary Evidence-based Practice Research Articles

Collaborative practice in a nursing research course

BackgroundInterdisciplinary evidence-based practice (EBP) is an important component of quality patient care. However, nursing students often approach their research courses with dread and have few opportunities to develop collaborative skills. MethodsNursing faculty collaborated with statistics faculty to modify the Great Cookie Experiment (GCE). As part of a research course, 109 nursing students participated in the modified GCE that enabled them to learn experientially about research concepts. In addition, faculty from both departments engaged the students in discussions about the collaborative process underlying their experience. ResultsThe modified GCE helped students learn course content and feel confident in their research course. Students discovered how collaboration was used to design and implement the GCE and help faculty be more effective and responsive teachers. ConclusionThe GCE has been shown to help nursing students learn abstract research-related concepts, but it can also be used to role model collaboration and prepare tomorrow's nurses for EBP.

Evaluating the Implementation of an Interdisciplinary Evidence-Based Practice Educational Program in a Large Academic Medical Center.

The purpose of this study was to create a system-wide education program in a large academic medical center to increase exposure and understanding of the evidence-based practice (EBP) process with multidisciplinary healthcare professionals. We also hoped to increase their confidence in utilizing and implementing EBP at the bedside. Although our approach to educating professional staff on EBP provided initial benefits, holding the gains over a 1-year period proved to be difficult.

Use of an Interdisciplinary Evidence-Based Practice Process to Improve Quality and Safety in an Outpatient Vascular Clinic

Use of an Interdisciplinary Evidence-Based Practice Process to Improve Quality and Safety in an Outpatient Vascular Clinic

Cognitive Rehabilitation After Traumatic Brain Injury

Nearly 1.7 million Americans sustain a traumatic brain injury (TBI) each year. These injuries can result in physical, emotional, and cognitive consequences. While many individuals receive cognitive rehabilitation from occupational therapists (OTs), the interdisciplinary nature of TBI research makes it difficult to remain up-to-date on relevant findings. We conducted a literature review to identify and summarize interdisciplinary evidence-based practice targeting cognitive rehabilitation for civilian adults with TBI. Our review summarizes TBI background, and our cognitive remediation section focuses on the findings from 37 recent (since 2006) empirical articles directly related to cognitive rehabilitation for individuals (i.e., excluding special populations such as veterans or athletes). This manuscript is offered as a tool for OTs engaged in cognitive rehabilitation and as a means to highlight arenas where more empirical, interdisciplinary research is needed.

Infant Pain Assessment: A Quality Improvement Project in a Level III Neonatal Intensive Care Unit in Northeast Florida

Pain assessment is the cornerstone of pain management. This article discusses the quality improvement project of the neonatal intensive care unit (NICU) interdisciplinary Evidence-Based Practice Committee of a level III NICU in Northeast Florida whose goal was to determine best practice for pain assessment. The problem addressed in this project was to determine if the current pain assessment tool used in the NICU was the most appropriate choice for the patient population. Six Sigma methodologies were used as the framework to guide the project. The project included a comparison study regarding the clinical utility of two infant pain assessment tools: the Premature Infant Pain Profile and the Neonatal, Pain, Agitation, and Sedation Scale. The results showed no statistically significant difference. The recommendation of the Neonatal, Pain, Agitation, and Sedation Scale as best practice infant pain assessment tool was based on its comprehensiveness in infant assessment and not on clinical utility.

Research design hierarchy: Strength of evidence in evidence-based dentistry

As practitioners, thinking critically about how we make clinical decisions is important. As educators, we should evaluate how to teach students to make clinical decisions. To make clinical decisions, and to practice modern dentistry and to educate the dental care professionals, the evidence-based dentistry forms an important asset. The cornerstone of evidence-based healthcare and health technology assessment is critical appraisal of the evidence underpinning a finding. The hierarchy of evidence includes several types of studies used to evaluate treatment effects, starting from case reports, observational studies, and randomized controlled trials (RCTs), the tip of which are systematic reviews, which constitute the highest level of evidence because they attempt to collect, combine, and report the best available evidence using systematic, transparent, and reproducible methodology. Clinicians are interested in the highest quality research report available to determine the best therapy for their patients. This article will assist in framing the questions and categorizing the best available evidence. A search was initiated to locate original research articles, review articles, and case reports pertaining to the key words: Evidence-based dentistry, hierarchy of evidence, ladder of evidence, research design hierarchy, strength of evidence. Electronic database was retrieved from PubMed , Google and Google Scholar to search and select keywords related to evidence-based medicine and dentistry. The keywords used were evidence based dentistry, research design hierarchy, evidence based practice, and strength of evidence. This article is the result of a literature study on evidence-based research design hierarchy. Clinical Relevance to Interdisciplinary Dentistry Evidence-based practice (EBP) is an interdisciplinary approach gaining ground after 1992; hence, its usefulness in any discipline is worth the attention. This article explores links between the state of academic and clinical training regarding interdisciplinary EBP and describes strategies to accelerate the translation of evidence across disciplines. This paper examines the concept of hierarchy of research design, barriers and challenges and applying evidence based dentistry in practice.

Interdisciplinary evidence-based practice: Moving from silos to synergy

Despite the assumption that health care providers work synergistically in practice, professions have tended to be more exclusive than inclusive when it comes to educating students in a collaborative approach to interdisciplinary evidence-based practice (EBP). This article explores the state of academic and clinical training regarding interdisciplinary EBP, describes efforts to foster interdisciplinary EBP, and suggests strategies to accelerate the translation of EBP across disciplines. Moving from silos to synergy in interdisciplinary EBP will require a paradigm shift. Changes can be leveraged professionally and politically using national initiatives currently in place on improving quality and health care reform.