Role In Evidence-based Practice Research Articles

Perspectives on how evidence-based practice changes over time: A qualitative exploration of occupational therapy and physical therapy graduates.

The integration of evidence-based practice (EBP) into rehabilitation education programs has been widespread, but little is known about how graduates' EBP competencies evolve over time. To explore how and why the use of EBP by occupational therapists (OTs) and physical therapists (PTs) evolves during the first 3 years of clinical practice. We used an interpretive description methodology. We conducted semi-structured interviews with OTs and PTs who participated in a minimum of three out of four time points in a previous longitudinal pan-Canadian mixed methods study. Data analysis was guided by Braun and Clarke's approach to thematic analysis. Seventeen clinicians (13 OTs and 4 PTs) participated in the study. Our analysis identified six overarching themes: (1) evolution of "what EBP is and what it means"; (2) over time, evidence takes a back seat; (3) patients and colleagues have a vital and perennial role in clinical decision making; (4) continuing professional development plays a vital role in EBP; (5) personal attitudes and attributes influence EBP; and (6) organizational factors influence EBP. Our study highlights the dynamic nature of EBP use among OTs and PTs in the first 3 years of clinical practice, emphasizing the need for contextualized approaches and ongoing support to promote evidence-informed healthcare in rehabilitation.

Evidence-based practice knowledge, attitude, practice and barriers as predictors of stay intent among Jordanian registered nurses: a cross-sectional study

AimThis study aimed to identify factors influencing stay intent among Jordanian registered nurses, with a specific focus on the role of evidence-based practice (EBP) knowledge, attitudes, practices and barriers.MethodsA descriptive...

The role of evidence-based practice and empathy in shared decision-making attitudes among newly graduated nurses: A cross-sectional study.

Examine the levels of variables and explore drivers associated with shared decision-making attitudes among newly graduated nurses. This was a descriptive and cross-sectional study. From August 2022 to October 2022, a cross-section of 216 newly graduated nurses from four comprehensive A-level hospitals in northern China was recruited using convenience sampling. Newly graduated nurses are generally defined as nurses with a service period of six months to one year. Data were collected using an online questionnaire support platform, including the Nursing Shared Decision-Making Attitude scale, Jefferson scale of Empathy-Health profession students and the Health Sciences Evidence-Based Practice questionnaire. All data were analysed descriptively, and correlational analysis and hierarchical regression were used to make identical connections between variables. Newly graduated nurses supported shared decision-making. Perceptions of shared decision-making were correlated with the experiences of empathy and evidence-based practice. Additionally, perspective-taking of empathy and beliefs, and the ability to search for and apply existing scientific findings of evidence-based practice had a significant impact on more positive attitudes. The survey showed that acceptance of shared decision-making was positive among newly graduated nurses. Clinical nursing managers and teachers should pay attention to cultivating the evidence-based practice and empathy of newly graduated nurses to adopt an optimistic attitude towards shared decision-making in the long term. The survey addresses attitudes of shared decision-making among newly graduatednurses and determines whether empathy and evidence-based practice has an impact on it. The main finding is that newly graduated nurses have an optimistic outlook on the implementation of shared decision-making. This survey showed that empathy and evidence-based practice competencies are associated with shared decision-making attitudes among newly graduated nurses. The results of this survey have an impact on educational institutions and hospitals in the form of recommendations. Several training programmes on empathy and evidence-based practice can help adopt the shared decision-making attitudes of newly graduated nurses. No patient or public contribution.

How nursing stakeholders in the Republic of Ireland define evidence-based practice and why it matters.

Evidence-based practice (EBP) has garnered increasing exposure in professional healthcare discourse over three decades. While the term is used frequently, its interpretation varies widely. An accurate, shared understanding of what EBP means is essential to the achievement of EBP implementation in clinical practice. As part of a national study in the Republic of Ireland, nurses, midwives, educators, and students shared their personal understanding of what EBP was to them. To establish nurses', midwives', educators', and students' knowledge and understanding of the concept of EBP in the Republic of Ireland. In a national study exploring EBP beliefs, implementation, and organizational readiness for EBP among nurses, midwives, educators, and students, an open-ended question invited participants to explain what EBP is, in their own words. Content analysis was used to interpret participants' responses. Five themes emerged from the data from the single open-ended question: (1) varying definitions of EBP, (2) best practice, (3) nurses' and midwives' role in EBP, (4) knowledge, and (5) barriers and facilitators of EBP. The dominant finding centered on the substantial conflation of EBP with research utilization and other concepts such as quality improvement. Poor knowledge and understanding of EBP is a fundamental challenge to EBP implementation. Conflation of EBP with research utilization and other healthcare concepts is not uncommon among nurses and midwives globally and has persisted for some time. This has the potential to hinder the advancement of EBP in nursing and midwifery and, therefore, measures to enhance EBP knowledge and promote EBP implementation are key. Professional regulating bodies, educators, and clinical and educational organizations all have a role to play. The findings from this aspect of this national study offer a realistic, context-specific starting point for tailored educational interventions for clinicians, educators, and students and identify professional and organizational strategies that promote EBP as the expectation and "the way things are done here."

Exploring the implementation of evidence-based optimisation strategies: A qualitative study of the experience of diagnostic radiographers

IntroductionRadiographers are responsible for ensuring safe and effective use of ionising radiation. Through evidence-based practice (EBP), valuable optimisation strategies can be implemented to fulfil these responsibilities. This study aimed to explore radiographers' attitudes, perceptions, and experience of using evidence-based optimisation strategies. MethodsA Grounded Theory approach using in-depth interviews. UK-based radiographers were recruited. Discussions focused on (1) the role of evidence-based optimisation strategies in daily practice, (2) assistance in implementing evidence-based optimisation strategies, and (3) the role of EBP and optimisation strategies in the future. Interviews were transcribed verbatim and analysed using open and axial coding. ResultsParticipants (n = 13) stated that EBP is not frequently used to implement optimisation strategies. Participants relied on the knowledge taught in education settings and their professional skills to optimise in daily practice, alongside departmental protocols. Barriers identified as affecting the implementation of optimisation strategies related to reluctance to change, a lack of support from superiors, and a lack of resources to engage with EBP. Some participants expected the use of optimisation strategies to become unnecessary due to technology advancements. ConclusionThe results indicate that effective operationalisation of EBP is not part of daily practice among radiographers to implement valuable optimisation strategies in daily practice. Implications for practiceThe potential barriers to implementing evidence-based optimisation strategies highlighted in this study suggest that improving access to resources and empowerment of individual radiographers is required to enable radiographers to implement optimisation strategies.

Effect of education on physical and occupational therapists' perceptions of clinical practice guidelines and shared decision making: a randomized controlled trial.

[Purpose] This study aimed to investigate the influence of the evidence practice gap on physiotherapist and occupational therapists through shared decision making using the clinical practice guidelines. [Participants and Methods] A randomized controlled trial was used. The participants included 126 therapists from three institutions. The inclusion criteria was permanent employment in these institutions. Participants’ characteristics were masked from the allocator, evaluator, and analyzer. For the intervention group, a workshop on shared decision making was conducted using clinical practice guidelines. Two control groups were set. One group received a lecture on the knowledge of clinical practice guidelines, and the other group received a lecture on the knowledge of shared decision making. The primary outcomes were “education, attitudes and beliefs, and interest and perceived role in evidence-based practice” scale. [Results] The primary outcomes showed a significant difference between the clinical practice guidelines with shared decision making group and the clinical practice guidelines group (mean ± standard deviation, pre/post; clinical practice guidelines with shared decision making group, 2.4 ± 0.9/4.4 ± 1.7; clinical practice guidelines group, 3.0 ± 1.5/3.5 ± 2.0; shared decision making group, 2.6 ± 1.2/ 3.3 ± 1.8). [Conclusion] Shared decision making education using the clinical practice guidelines improves evidence-based practice of self-efficacy in physiotherapists and occupational therapists.

Using evidence to support liver nursing practice

Stacey Munnelly summarises the role of evidence-based practice, competency frameworks and continuing professional development in specialist liver care

A STRUCTURED LITERATURE REVIEW ON IMPULSE BUYING: ONLINE JITTERS AND OFFLINE JEEPERS

Purpose of the Study: This structured literature review looks at Impulse Buying Behaviour in both virtual and brick-and-mortar contexts. The purpose of the study was to identify, evaluate, and synthesize the relevant research results to develop an abstract of current evidence by using unambiguous procedures to find what can consistently be said based on these researchers that can play a role in evidence-based practice. Furthermore, this systematic review aimed to minimize the bias resulting in other methods of reviewing research literature.
 Methodology: An appropriate sample of papers was collected via a systematic search. The initial stage of a systematic literature review involves identifying the academic papers from EBSCO, Emerald Full text, and Scopus that are most influential and relevant to online impulse buying behaviour. The next step was to refine the results to identify research studies that best match the research objectives.
 Main Findings: An interesting outcome of this paper has been that virtual impulse buying behaviour is quite similar to that of the offline context. Their mood influences customers when a potential purchase, their traits, and the shopping space (website) where the purchase is happening. The real difference between the virtual and offline context appears to be linked to spatial-temporal factors affected by the constraints of the virtual environment in which the e-retailers operate and impact customer mood Impulse Buying Tendency.
 Applications of this study: This literature review will help researchers map various approaches regarding the same research topic by bringing together various theoretical viewpoints. This study will also provide evidence of various approaches used by researchers while studying impulse buying behaviour through differentiating distinctive research methods used to respond to the same research questions.
 Novelty/Originality of this study: For so many years' researchers are trying to find effective approaches to formulate the influencing elements to increase impulse buying. A review of the literature has been done to make the reader understand the elements of impulse buying behaviour regarding offline and online settings. The study also provides the conceptual framework of impulse buying and its factors.

Research utilization process model: A cyclical, spiral, and developmental process to provide conclusive research knowledge in health professions education.

Background: Research utilization plays an important role in evidence-based practice. Health professions education is a research-based discipline. Conclusive research knowledge is ranked as high level of evidence in evidence-based practice. This study was conducted to develop a model to reach conclusive research knowledge in health professions education. Methods: This study was conducted in 2 phases. In the first phase, a qualitative content analysis of the literature was performed, which provided research utilization concepts to design a model. In the second phase, a group of 5 consultants of health professions education designed a preliminary model and revised it to develop an appropriate model for research utilization in health professions education. Results: The indicators mentioned in 24 documents were extracted and later categorized into 25 items. Then, 8 concepts emerged, including problem identification, research design and implementation, research reports, research publication, presentation, research access, adoption, and research use. These concepts were arranged to design a model for research utilization in health professions education. Conclusion: This study illustrated a cyclical, spiral, and developmental model to reach conclusive research knowledge. This model emphasizes both primary and secondary research projects to reach conclusive research knowledge. Also, it distinguishes between aligned transfer and cooperative presentation in research knowledge dissemination. This model reveals the importance of the process use in health profession education. Also, it distinguishes between use and misuse of research findings.

Development and Validation of the Dutch EBPAS-ve and EBPQ-ve for Nursing Assistants and Nurses with a Vocational Education.

In recent years, there has been an increasing focus on the role of evidence-based practice (EBP) to increase the quality and safety of care. However, EBP implementation research has predominantly taken place in hospitals and hardly in nursing homes or home care. In these care settings, patients are attended by nursing assistants and registered vocationally trained nurses. A good EBP starting point is to assess their current attitude toward and use of EBP. However, current questionnaires are not valid for assistants and nurses with vocational education. To adapt the Evidence-Based Practice Attitude Scale (EBPAS) and the Evidence-Based Practice Questionnaire (EBPQ) to a Dutch questionnaire for nursing assistants and registered vocationally trained nurses European Qualification Framework level 3-4 employed in home care or nursing homes. Translation, adaptation through cross-cultural validation, pretesting, exploratory factor analysis, and evaluation of psychometric properties among a group of nursing assistants and registered vocationally trained nurses. Cross-cultural validation led to modified items of EBPQ and EBPAS. The sample comprised 273 nurses. Analysis of both instruments showed a robust factor structure. EBPAS-ve: internal consistency: α=0.76; intra-rater reliability: ICC=0.52. EBPQ-ve: α=0.75; ICC=0.60. Convergent validity (correlation EBPAS-ve and EBPQ-ve's subscale Attitude): r = .300 (p < .01). Construct validity: significantly higher scores (p < .01) in the group with higher education. Psychometric qualities of both instruments were satisfactory, although we recommend refinement of EBPAS-ve's subscale Divergence and extra instructions for the EBPQ's subscale Attitude. To our knowledge, this is the first adaptation of an EBP measurement instrument for nursing assistants and registered vocationally trained nurses. The questionnaires appeared to be feasible and showed multiple valid and reliable properties, including a satisfactory intra-rater reliability. Both questionnaires may facilitate the implementation of EBP as they contribute to a richer understanding of the attitude toward and use of EBP in nursing homes and home care.

The Role of Evidence-Based Practice in German Special Education—State of Research and Discussion

This paper reviews the discourse on the concept of evidence-based special education in Germany. A short overview of the current situation in regard to available evidence-based educational materials for schools in Germany and the USA is given. Critical objections on the topic within Germany will be outlined thereafter. With these in mind, a discussion on the described points of criticism will follow in closing. Overall, the concept’s essential elements, such as the social and internal evidence, are not given sufficient consideration.

Knowledge and Practice of Midwives in Golestan Province, North of Iran: An Evidence-based Practice

Introduction: Given the role of evidence-based practice (EBP) in the improvement of patient care including midwifery care, the current study aimed at investigating knowledge and practice of midwives worked in health centers in terms of EBP in Golestan Province, North of Iran. Methods: The current cross sectional study was conducted in Golestan Province, North of Iran in 2014. Of 389 midwives worked in family health centers of Golestan Province, 262 subjects were selected using census sampling method. Data collection tool was a self-report questionnaire consisted of three parts: 1) Demographic characteristics; 2) Participants's knowledge about EBP; 3) Participant's practice of EBP. Data were finally analyzed with SPSS version 16. P-value < 0.05 was considered as the level of significance. Results: The mean score of the study subjects in knowledge and use of EBP were 13.2 ± 6.3 and 2.1 ± 1.2, respectively. In other words, 90% of midwives got the score < 22. Significant relationships were found between knowledge and participants’ age (P = 0.001), marital status (P = 0.008), and level of education (P = 0.039). Also, there was a significant relationship between use of EBP and type of recruitment (P = 0.014), workplace (urban or rural) (P ≥ 0.05), and age (P < 0.05). According to Spearman test, there was a remarkable, linear relationship between knowledge and use of EBP (r = 0.437). Conclusions: Knowledge and use of EBP in daily practice among midwives was poor. Given the role of EBP in the improvement of patient care, it is necessary to improve the level of knowledge and utilize EBP efficiently and effectively among healthcare workers using appropriate plans designed by health policymakers.

Fieldwork Students’ Role in Evidence-Based Practice

Abstract Date Presented 4/21/2018 This study looked at whether occupational therapy students in Level II fieldwork influenced fieldwork educators’ use of evidence- and occupation-based practice. Findings suggest that students did affect fieldwork educators’ understanding and practice. This study expands our understanding of factors that explain the disconnect between occupational therapy education and how practitioners practice. Primary Author and Speaker: Leslie Jackson

The Role of Evidence-Based Practice in Collaborations between Academic Librarians and Education Faculty

This qualitative study describes collaborations between academic librarians and faculty in education-related disciplines involving evidence-based practice (EBP), an approach that combines the best available research with the professional’s experience and expertise. The authors analyzed narratives of academic librarians and their educator partners using the lens of cultural historical activity theory (CHAT), a sociocultural idea about the interaction between human beings and their material and social environment. The authors identified four themes in the participant narratives: EBP as research-based practice; EBP as the librarian’s tool for initiating collaboration; varying degrees of EBP-related collaboration; and epistemological tensions involving the application of EBP in education. These findings illustrate the constructed nature of authoritative knowledge as described in the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher education.

Mediating role of critical thinking disposition in the relationship between perceived barriers to research use and evidence-based practice

Background: Despite the importance of critical thinking in clinical and educational settings, little is known about its role in evidence-based practice (EBP).Aim: This study examined whether critical thinking disposition (CTD) mediates the relationship between perceived barriers to research use and EBP in clinical nurses (N = 409).Methods/design: A path diagram using structural equation modeling was used to estimate the direct and indirect effects of perceived barriers to research use on EBP, controlling for CTD as a mediator.Results: CTD partially mediated the relationship between perceived barriers to research use and EBP. Furthermore, the hypothesized mediation model demonstrated an appropriate fit to the data.Conclusions: Individual and organizational efforts are needed to help nurses further improve their critical thinking skills. CTD is important as research barriers to engage effectively in EBP. Without the skills to evaluate evidence carefully, research utilization may be compromised.

Challenges of synthesizing medical education research.

The expectation that the primary function of systematic reviews in medical education is to guide the development of professional practice requires basic standards to make the reports of these reviews more useful to evidence-based practice and to allow for further meta-syntheses. However, medical education research is a field rather than a discipline, one that brings together multiple methodological and philosophical approaches and one that struggles to establish coherence because of this plurality. Gordon and Gibbs have entered the fray with their common framework for reporting systematic reviews in medical education independent of their theoretical or methodological focus, which raises questions regarding the specificity of medical education research and how their framework differs from other systematic review reporting frameworks. The STORIES (STructured apprOach to the Reporting In healthcare education of Evidence Synthesis) framework will need to be tested in practice and potentially it will need to be adjusted to accommodate emerging issues and concerns. Nevertheless, as systematic reviews fulfill a greater role in evidence-based practice then STORIES or its successors should provide an essential infrastructure through which medical education syntheses can be translated into medical education practice.Please see related article: http://www.biomedcentral.com/1741-7015/12/143.

Systematic techniques for assisting recruitment to trials (START): study protocol for embedded, randomized controlled trials.

BackgroundRandomized controlled trials play a central role in evidence-based practice, but recruitment of participants, and retention of them once in the trial, is challenging. Moreover, there is a dearth of evidence that research teams can use to inform the development of their recruitment and retention strategies. As with other healthcare initiatives, the fairest test of the effectiveness of a recruitment strategy is a trial comparing alternatives, which for recruitment would mean embedding a recruitment trial within an ongoing host trial. Systematic reviews indicate that such studies are rare. Embedded trials are largely delivered in an ad hoc way, with interventions almost always developed in isolation and tested in the context of a single host trial, limiting their ability to contribute to a body of evidence with regard to a single recruitment intervention and to researchers working in different contexts.Methods/DesignThe Systematic Techniques for Assisting Recruitment to Trials (START) program is funded by the United Kingdom Medical Research Council (MRC) Methodology Research Programme to support the routine adoption of embedded trials to test standardized recruitment interventions across ongoing host trials. To achieve this aim, the program involves three interrelated work packages: (1) methodology - to develop guidelines for the design, analysis and reporting of embedded recruitment studies; (2) interventions - to develop effective and useful recruitment interventions; and (3) implementation - to recruit host trials and test interventions through embedded studies.DiscussionSuccessful completion of the START program will provide a model for a platform for the wider trials community to use to evaluate recruitment interventions or, potentially, other types of intervention linked to trial conduct. It will also increase the evidence base for two types of recruitment intervention.Trial registrationThe START protocol covers the methodology for embedded trials. Each embedded trial is registered separately or as a substudy of the host trial.

Six ways of experiencing information literacy in nursing: The findings of a phenomenographic study

Information literacy plays a vital role in evidence-based practice in nursing. However there is currently little evidence to show how being information literate is actually experienced by nurses and therefore information literacy educational interventions are not genuinely evidence-based. Are they promoting the appropriate knowledge and skills to help nurses find and use the research evidence they need? To investigate how being information literate is experienced by nurses. To use the insights obtained to develop a description of the parameters of information literacy in nursing, including those of its role and value in evidence-based practice. Phenomenography. 41 UK nurses of varying experience, specialism and background. Open-ended interviews. 7 contexts in which information literacy is experienced, were mapped out and 6 representative ways of being an information literate nurse, in increasing levels of depth and sophistication, were described. These findings may form the basis of future evidence-based information literacy education programmes.

An imprisoning gaze

This article examines how correctional systems absorb feminist-inspired reformist discourses that focus upon women's victimization as a ‘pathway’ to incarceration. Through the absorption process the concept of gender loses its socio-economic and political resonance, centering instead the psychological effects of gender oppression. A psychological notion of gender has been used to individualize and pathologize criminalized women through prison programming and is linked with notions of ‘risk’ to re-offend. I reflect upon the role of evidence-based practice (EBP) in exacerbating epistemic problems related to the subjectivity of the ‘risky victim.’ Moving beyond this conceptualization, I suggest the importance of an analysis which draws connections across spaces of confinement and challenges the very role and practices of prisons as examples of racialized and gendered violence themselves.

The Role of Qualitative Research in Evidence-Based Practice

EVIDENCE-BASED PRACTICE ensures that the best care is provided to patients and families, and the results include improved patient outcomes and satisfaction. As nurses master evidence-based practice, they are faced with searching out the best evidence to support assessments and interventions, refine policies, and develop new practices. Determining what is strong evidence and what is not is a complex task. Both quantitative and qualitative research methods generate valuable knowledge for our practice; however, it is critical to identify which type of evidence provides the best answers for specific practice questions. Quantitative evidence provides the empiric knowing necessary for practice, and qualitative evidence supports the personal and experiential knowing critical for practice. Qualitative research presents its findings through participants’ words and stories, which are easily applied to nursing care practices. Nurses are attracted to qualitative research because its methods and findings often emulate the art of nursing practice, where understanding the whole patient and knowing patients individually matters. Yet qualitative research has not always been considered sound evidence for practice.1 It has been accorded lesser importance than quantitative research, which has been the gold standard. Researchers are working to justify the importance of qualitative research to clinicians and fellow researchers and to identify its role in evidence-based practice.2,3