Understanding Of Evidence-based Practice Research Articles

Assessment of Evidence-Based Practice (EBP) among physiotherapists in Cameroon: a cross-sectional survey

BackgroundEvidence-Based Practice (EBP) is reported to ease effective and adequate decision making for all works of life including health professionals. Investigating the level of implementation of EBP among physiotherapists helps to identify barriers and propose solutions for its extensive implementation. Despite available data on EBP elsewhere, it remains limited or non-existent in Cameroon. This study was designed to establish the current state of EBP among physiotherapists in Cameroon, by assessing knowledge, practice, and barriers to its implementation.MethodsA cross-sectional survey was conducted online among French- and English-speaking physiotherapists in Cameroon over a period of six months from April to July 2023, using the EBP2 questionnaire. This enabled us to collect socio-demographic data from participants and information on their knowledge, understanding and practice of EBP and possible barriers to EBP according to 5 domains (Confidence, Relevance, Terminology, Practice, Compatibility) scored out of 100. Data were analysed using IBM SPSS 25.0 software and Pearson correlations (95% CI) and significance (p < 0.05).ResultsA total of 110 physiotherapists practising in the 10 regions of Cameroon participated in the study. The majority were male (54.5%), the median age was 34 years (age range 20 to 50), the median year of graduation was 2019 (range 2004 to max 2022) with 72.7% never having knowledge or training in EBP. Participants scored below 50/100 for 3 domains (confidence, relevance, and compatibility) showing poor general knowledge and understanding of EBP, although they generally had a positive attitude towards EBP. The use of EBP in practice was low (26.3/100 SD. 6.5), despite that they appeared to have a good understanding of research terminology (55.4 SD. 17.2). Level of study of participants did not appear to significantly influence domain scores (P > 0.05). The main barriers to practice were lack of time (75.1%), workload (66%), cost of access to information resources like databases for seek informations about recent support protocols (60%), ease of access to computers (49%), and lack of resources or skills (49%).ConclusionPhysiotherapists in Cameroon have a poor knowledge of EBP and a low level of practice of EBP, despite an overall positive attitude towards it. These results could inform stakeholders of higher education on the need to improve training of physiotherapy students in the domain of EBP in Physiotherapy. Also, it will help in raising the level of scientific research and promoting the implementation of EBP in Cameroon.

A Psychometric Study of the Student Evidence-Based Practice Scale S-EBPQ-Arabic Version for Use among Undergraduate Nursing Students.

Previous studies have demonstrated the significance of evidence-based practice in improving patient care and outcomes. Therefore, integrating evidence-based practice into the health professions' education curriculum has become a pedagogical priority. However, there is a lack of reliable and valid scales to measure students' evidence-based practice usage, attitudes, knowledge, and skills in Arab countries. This study aims to examine the adapted Student Evidence-Based Practice Scale Questionnaire (S-EBPQ) validity at logical statistical level and reliability for use among students in Arabic context. This cross-sectional study included 233 undergraduate nursing students from a university in Saudi Arabia, who were recruited after translating and pilot testing the S-EBPQ. Three distinctive types of validity including conceptual, content, and face validity were assessed to determine the quality of the questionnaire items logically. Exploratory factor analyses were performed to examine the tool's structural validity. Additionally, internal consistency was assessed to evaluate reliability. Findings. All items were considered relevant to Arab culture, and no changes were made to any items. The content validity indices for all items were above 0.80 as this was considered an acceptable value. The exploratory factor analysis identified the same four factors (practice, attitude, retrieving and reviewing evidence, and sharing and applying evidence-based practice). All KMO values for the individual items ≥0.876 were also well above the acceptable 0.6 limit. The four-factor structure explained a total variance of 64%, with factor load score λ ≥ 0.455. The total and subscale S-EBPQ scores showed evidence of reliability, with Cronbach's alpha ≥0.8. This study demonstrated the reliability and validity of the Arabic S-EBPQ version. The study has the potential to advance Arab countries' understanding of evidence-based practice. S-EBPQ is a validated tool that can be used to assess nursing students' knowledge of EBP practices. Since educators need to continually evaluate instructional and curricular design in order to meet contemporary nursing needs, this scale can enhance the educational process and enhance students' competencies.

UNDERSTANDING OF RESEARCH METHODS BASED ON EVIDENCE-BASED PRACTICE IN NURSING FOR NURSING STUDENTS

Evidence-based practice in nursing is a method used to combine research results with clinical experience and values believed by patients and their families in nursing actions that aim to improve the results of nursing care for patients. Students should also be able to apply and have good knowledge of the concept of Evidence-based Practice in nursing in providing comprehensive nursing care, in order to accelerate the patient's healing process. The aim is to determine the understanding of research methods based on evidence-based practice in nursing in nursing students. This research is a descriptive survey research. The research was conducted in May 2023 and the sample in the study was nursing profession students in one of the health education in Palembang city, with a total sample of 41 active students who served in the hospital. the results showed that students' understanding of Evidence-based Practice In nursing with a good categorical as many as 2 people (5%), enough 17 people (42%) and less 22 people (51%). Conclusion, the results indicate the need for assistance to students so that students understand about Evidence-based Practice In nursing. Suggestions for health education institutions provide intensive assistance to students who are committed to applying Evidence-based Practice in nursing.

Factors related to the knowledge and skills of evidence‐based practice among nurses worldwide: A scoping review

Promoting evidence-based practice (EBP) among nurses may be a valuable component of improving health care. However, a comprehensive analysis of the factors associated with the knowledge and skill EBP in nurses has not been performed to date. This is essential for facilitating the acquisition of relevant knowledge and skills to effectively implement EBP. The aim of the study was to determine the factors related to the knowledge and skills of EBP among nurses. We searched various literature databases up to October 25, 2021, for relevant studies that investigated the factors associated with the knowledge and skills of EBP in nurses. The authors, year of study, country, study design, study subject information, instruments used for the assessment EBP knowledge and skills, use of multivariable analysis, and factors significantly associated with the knowledge and skills of EBP among nurses were extracted from each eligible study and collated to identify commonly reported factors. We identified 47 eligible studies conducted in a wide range of countries. Nine articles applied multivariable analyses, and 38 articles did not perform any multivariable analyses. The factors related to the knowledge and skill levels of EBP among nurses were classified into two categories: personal and work-environment factors. In the nine articles that conducted multivariable analysis, personal factors, which included educational level, participation in EBP education, and experience conducting research, and work-environment factors, such as resources and organizational support for EBP, were related to the knowledge and skills of EBP among nurses. Our review highlighted educational level, participation in EBP education, experience conducting research, and resources and organizational support for EBP as important factors that are associated with the knowledge and skills of EBP in nurses worldwide. Focusing on these factors may help improve nurses' understanding of EBP and facilitate the implementation of EBP.

A Feeling of Ambiguity: A Qualitative Content Analysis of Managers' Experiences of Evidence-Based Practice in Swedish Primary Care.

BackgroundThe Primary care manager plays a vital role in promoting a research culture in the healthcare center. The position involves both the implementation of organizational directives and patient care. The research culture and use of evidence influence each individual healthcare professional and ultimately the quality of patient care.PurposeTo describe primary healthcare managers’ understanding of evidence-based practice in the Swedish primary healthcare context and their ability to influence its implementation.MethodologyQualitative content analysis of data collected in individual interviews.ResultsIn general, managers expressed a positive view toward the use of evidence in daily practice. However, they were sometimes hesitant about fully implementing evidence-based results. This was mostly attributed to the struggle of balancing finances and allocating sufficient time for staff to keep up with and engage in evidence-based practice.ConclusionThe organizational culture impacts the mind-set of all co-workers including managers. Those managers influenced by traditions and norms may fall into the trap of devaluing the benefit of research and evidence. The inherent feeling of being alone and without guidance in some matters related to evidence-based practice inevitably leads to inconsistency and ambiguity. The use of clinical pathways that constitute one form of evidence has become a substitute for proper, careful, individual investigation, implementation, and evaluation of each patient case. This means that managers experience moral and physical stress when trying to meet organizational, staff, and patient demands.Practice ImplicationAwareness of managers’ influence and experience of working according to evidence-based practice is valuable to gain an insight into how Swedish primary healthcare functions at local level. Illuminating and discussing evidence-based practice is an assurance of quality that contributes to many aspects of the overall safety of care.

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."

Teaching evidence-based practice: Knowledge to implementation in a BSN program, part 1.

Despite increased recognition for the importance of evidence-based practice (EBP), nurses still identify a need for more education and skill-building in the process used to provide evidence-based care. Nurse educators play a vital role in addressing these needs. This article is part 1 of a two-part series. To describe an interactive learning process regarding EBP taught over two courses that allow students to not only appraise evidence but also implement evidence on a clinical unit. Part 1 focuses on course one, Evidence-Based Practice, which takes place during junior year. In course one, students learn about EBP steps 1-3. Faculty assign students to teams of three to four for an evidence-based project. Project scenarios are written ahead of time by faculty, and student teams are given class time for project completion. After course completion, an anonymous survey was distributed to measure the student perceived achievement for the EBP learning objectives. Students responded to statements using a 5-point Likert scale for level of agreement (1 = strongly disagree to 5 = strongly agree) regarding achieving course objectives. The evidence-based project culminated with a PowerPoint presentation to the class with recommendations for nursing practice based on the best evidence for the scenario they were provided. Eighty students responded to the evaluation survey, and mean scores were 4.0 or higher. This finding indicates that students had a high degree of perceived achievement. Interactive learning in teams promotes discussion and understanding of EBP and mimics real-life EBP implementation. Implementing EBP steps should be tied to clinical scenarios or clinical situations to enhance student learning.

Nurses’ Knowledge and Attitude Regarding Evidence-Based Practice: An Integrative Review

Background: As a result of its influence on nurses’ knowledge and practice, evidence-based practice (EBP) has gained prominence in the nursing profession. Therefore, evidence-based practice (EBP) is increasingly acknowledged as a critical component of improving the quality of healthcare and nursing care services, as well as achieving patient care excellence. Aim: One of the primary objectives of this review is to consolidate the existing research on nurses’ understanding of evidence-based practice, attitudes toward it, and practices related to it. Methods: The following databases from 2012 to 2021 have been searched such as: Cochrane Collaboration, MEDLINE, AVOID, CINAHL, EMBASE, Science Direct, ASSIA, Web of Science, Scopus, PubMed and JSTOR. Only cohort, case-control and randomized controlled trials studies with full text in English were eligible. Results: Only eight articles were found to meet the inclusion criteria out of 2155 total articles after the exclusion criteria were applied. The majority of these eight researches discovered a favourable attitude about EBP as well as a low level of expertise. Conclusion: The majority of nurses have a good attitude toward their job, but most are uninformed of the significance of EBP in their profession. In order to recognize and compare the components that may impact knowledge, attitude, and practices of EBP throughout the world in order to discover similarities that may assist global strategies for the transfer of research results to nursing, additional research on this topic is required to recognize and compare the components that may impact knowledge, attitude, and practices of EBP throughout the world in order to discover similarities that may assist global strategies for the transfer of research results to nursing.

Formulating Well-Written Clinical Practice Questions and Research Questions

Implementation of evidence-based practices is an expectation in healthcare and nursing, requiring knowledge and understanding of evidence-based practice (EBP) and research. Recent evidence shows that nurses' lack of knowledge contributes to nurses' lack of participation in EBP and research and their ability to differentiate between the two posing challenges with writing clinical questions and research questions. The purpose of this article is to provide foundational education on the differences, similarities, and relationship between EBP and research, and provide guidance for writing clinical practice and research questions.

Evidence-based practice by physiotherapists in UAE: Investigating behavior, attitudes, awareness, knowledge and barriers.

Evidence-based practice (EBP) is an important factor determining the quality of healthcare. The field of physiotherapy is still limited by indirect access in several countries including the United Arab Emirates (UAE) which creates added pressure to justify the merit in its practitioner's capabilities. This study explores the behavior, attitudes, awareness and knowledge towards EBP among practicing physiotherapists in the UAE. It also enquires about their perception of the barriers in the implementation of EBP. Using a questionnaire survey of 258 physiotherapists, results show that the awareness of EBP is limited to a few terms including EBP, systematic literature review, and random trials while other terms associated with scientific studies are not known well. The attitude towards EBP was found to be significantly related to the knowledge of EBP (r = 0.208) and the perception of barriers to it (r = 0.156). The EBP behavior was found positively related to its knowledge (r = 0.134) and the perception of barriers (r = 0.216). The physiotherapists prefer to use their own experience and books and research articles to apply EBP but do not consider their peers to be as worthy sources as the others. However, their attitudes towards EBP are largely positive though their perception of barriers grows with better knowledge and understanding of EBP. The barriers in the implementation of EBP are a lack of research knowledge and skills, time, support, and resources which indicate opportunities for the decision-makers to improve the adoption of EBP among these professionals. This study concluded that although physiotherapists in the UAE claim awareness about EBP, their knowledge is limited to a few key terms whereas, attention is needed to improve EBP knowledge and practice.

Aligning Perspectives?—Comparison of Top and Middle-Level Managers’ Views on How Organization Influences Implementation of evidence-based practice

Abstract A supportive organizational context is important for successfully implementing evidence-based practice (EBP). Managers have an important role in creating organizational prerequisites for EBP. The present study compared how top- and middle-level managers describe the process of implementing EBP and the factors influencing this process. Data were collected through interviews with twenty-two managers in social services, and analysed with thematic deductive analysis based on the Theoretical Domains Framework (TDF) and the COM-B model. Findings showed that top-level managers focused more on strategic- and system-level issues, e.g. external comparisons, dialogue with authorities and creating support systems, while the middle managers focused on the operative implementation at staff level, i.e. motivating and involving staff. Furthermore, the two groups had different understandings of EBP. To conclude, there needs to be an alignment in the understanding of, and support for, EBP between the different levels of managers. To create a mutual understanding of what EBP entails and to clearly communicate how the organization applies the different steps of the EBP process could be crucial steps in enabling the implementation of EBP, and needs to be done in dialogue between middle- and top-level managers.

Beyond an ‘informed opinion’: evidence-based practice in the built environment

ABSTRACTThis study examines the sources of evidence that influence decision-makers who design or develop office buildings, and aims to explain why some managers engage more in evidence-based practice (EBP) than others. A mixed methods approach is conducted that combines quantitative results from 187 senior managers in the built environment and qualitative data from 18 interviewees. The respondents evaluated the use and trustworthiness of different sources of evidence, followed by an assessment of practitioners’ adoption and understanding of EBP. This study discovers notable differences between how practitioners and academics view EBP. The results highlight the importance of a manager’s learning goal orientation, the cultural norms of the work environment, and the industry-wide barriers for EBP. Implications for the adoption of EBP in the built environment at the individual, organisational, and industry levels are put forward.

Views and Attitudes Towards Evidence-Based Practice in a Dutch Social Work Organization

ABSTRACTPurpose: This case study explores the views and attitudes towards Evidence-Based Practice (EBP) of social workers and staff working in a social work organization in the Netherlands that recently committed to EBP.Method: Qualitative data were gathered from semi-structured interviews with 10 staff members and 12 social workers.Results: Confusion about the meaning of EBP was a major theme among both social workers and staff and EBP was conceptualized in several different ways. Some respondents perceived EBP as using interventions for which there is scientific evidence that it is effective, i.e. Research-Supported Treatments (RSTs), other’s used a broader conceptualization that, besides scientific evidence, also takes into account professional expertise and/or client circumstances (EBP process). A strong preference for the EBP process as opposed to RSTs was another major theme among both social workers and staff.Conclusion: The results suggest that organizations preparing for EBP implementation will need to increase both staff’s and social workers’ understanding of EBP by providing a clear explanation of the difference between RSTs and the EBP process.

Evidence-Based Practice Competence in Nursing Students: An Exploratory Study With Important Implications for Educators.

Evidence-based practice (EBP) is a core pillar of nursing education and an expectation in clinical practice. Students struggle to conceptualize the use of EBP into actual clinical practice despite the development of EBP competencies. This study explored perceptions of EBP education and competence in baccalaureate students using Melnyk's (Worldviews on Evidence-Based Nursing, 11, 2014 and 5) EBP competencies for practicing registered nurses as a basis for comparison. The researchers used a sequential, mixed-methods design. A survey was developed to assess information sources and patterns of use, and semistructured interviews explored factors affecting students' understanding of EBP and information-seeking behaviors in the clinical setting. There were 118 participants in the survey and 12 in follow-up interviews. A major theme was that participants had difficulties distinguishing between EBP and research. Students were able to identify experiences that fostered attainment of basic EBP competencies, such as searching for evidence, but were less able to describe higher-order activities such as integrating evidence to plan EBP changes or disseminating best practices. Clinical learning environments are an ideal place to apply and see EBP in action, but nurse educators cannot assume students arrive ready to apply EBP knowledge and skills to clinical practice. Nurse educators need evidence-based tools to assess student EBP competence across a variety of settings. Research examining the generalizability of the EBP competencies in varying curricular models as well as didactic and clinical settings is needed.

THE VALUE OF EVIDENCE-BASED PRACTICE TRAINING THROUGH TELEMEDICINE: DO WE NEED TO BE IN THE SAME ROOM?

Research has suggested that limited time, access, and understanding of evidence-based practices (EBPs) often limit rural practitioners from utilizing EBPs in everyday practice (Lee, 2016; Solomons & Spross, 2011). Telemedicine-based methods have been identified as a solution for implementing EBPs into rural and remote regions, where access to quality content may be limited (Parson, Merlin, Taylor, Wilkinson, & Hiller, 2003). However, little is known about training providers to deliver evidence-based psychosocial interventions by way of telemedicine. To better understand the benefits and barriers to using telemedicine to deliver EBP training, individuals who completed an online telemedicine course designed to certify them to deliver an evidence-based caregiver program were contacted. All participants had taken part in eight two-hour online training sessions. Audio recordings were created from these calls, transcribed, and coded for common themes. Participants were seven female adults with an average age of 58.43 years (SD = 13.41). All participants were employed in a rural setting, and the majority endorsed working in social work or medical professions. Two primary themes emerged as barriers to using a telemedicine platform to teach EBPs: (1) individual learning differences and (2) technology problems. Further, three themes emerged as benefits to using a telemedicine platform: (1) peer support, (2) facilitator competence, and (3) convenience. When considering the utilization of online telemedicine platforms to communicate EBPs, one must consider overcoming key barriers to effective training, such as establishing and maintaining rapport with and highlighting personal connections to trainees to maintain participant engagement.

Evidence-based practice profiles among bachelor students in four health disciplines: a cross-sectional study

BackgroundDespite the recognition of integrating evidence-based practice (EBP) in educational programs, there is limited research about bachelor students’ EBP profiles (EBP knowledge, attitudes and behaviour) in the health disciplines nursing, occupational therapy, physiotherapy and radiography. The aim of this study was to assess EBP profiles among bachelor students in health disciplines, and explore differences between health disciplines, educational institutions, students’ assessment of EBP teaching and expectations of EBP performance.MethodsA survey using the ‘Evidence-Based Practice Profile - Norwegian version’ (EBP2-N) was conducted among final year bachelor students in health disciplines from four educational institutions. The questionnaire consisted of five domains (Relevance, Terminology, Confidence, Practice and Sympathy) and assessed the five steps of EBP. We performed regression analyses to analyse mean differences in domain scores between health disciplines, Cohen’s d to illustrate the magnitude of the largest difference in each domain, Omega squared to describe portion of variance in domain scores, and Spearman’s rho (rs) to assess the monotonic relationship between EBP2-N domains and assessment of EBP teaching and expectations of EBP performance, respectively.ResultsStudents reported highest overall mean score for Relevance, with an estimated standardized mean of 81.2 (CI 95% = 80.4–82.0). The other EBP2–N domains had estimated standardized means of 54 and less. Statistically significant differences (p < 0.03) between health disciplines were observed for all domains. The largest mean difference was found for Relevance with highest score for occupational therapy and lowest for radiography, with an estimated Cohen’s d of 1.11. Moderate positive associations were observed between Relevance scores and students’ assessment of EBP teaching (rs = 0.31), and expectations of EBP performance from teachers (rs = 0.36). We also observed a moderate positive correlation between Confidence and students’ assessment of EBP teaching (rs = 0.46).ConclusionBachelor students in health disciplines found EBP relevant, but revealed low understanding of EBP terminology, low confidence with EBP skills, and low use of EBP in clinical situations. We observed differences in EBP profiles between health disciplines and between educational institutions. The differences in scores raise questions about the understanding of EBP within disciplines, and the complexity of EBP in educational settings.

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.

Pediatric Nurses' Knowledge, Values, and Implementation of Evidence-based Practice and Use of Two Patient Safety Goals

PurposeTo describe knowledge, values, and implementation of evidence-based practice (EBP) and use of two National Patient Safety Goals–Central Line Associated Blood Stream Infections (CLABSI) and Surgical Site Infections (SSI)–between nurses working in Magnet® versus non-Magnet® designated hospitals. BackgroundThere is a gap in the literature concerning nurses' understanding of EBP and how EBP guidelines are used in practice and if guidelines are being used as intended. The Conceptual Model of Nursing and Health Policy was used to guide the study. MethodsA descriptive survey methodology using three instruments was delivered electronically to members of the Society of Pediatric Nurses–the Quick-EBP-VIK, the Use of Evidence-based Practice Questionnaire, and a Background Data Sheet. ResultsResults revealed statistically significant differences between the Magnet and non-Magnet participants only for the Quick-EBP-VIK value domain; nurses from Magnet hospitals had a higher value for EBP compared with nurses from non-Magnet hospitals, nurses from both groups had a moderate amount of knowledge about EBP, and very few nurses indicated they were implementing EBP. There were no differences in CLABSI and SSI prevention care for patients in acute care hospitals in the United States by nurses working in Magnet versus non Magnet designated hospitals. ConclusionThe findings of this study have implications for practice, education, policy, and research. A disconnect between the use of policy and implementation of EBP has been identified. Specifically, nurses need to understand how EBP is embedded in hospital and organizational policy.

Using the California Evidence-Based Clearinghouse for Child Welfare as a Tool for Teaching Evidence-Based Practice

ABSTRACTUsing practical examples from a child welfare research capstone class, this article discusses how the California Evidence-Based Clearinghouse for Child Welfare (CEBC) can be used as a tool to teach social work students how to access, analyze, and interpret current research related to child welfare practice and help them apply their understanding of evidence-based practice to their work in the field. We showcase CEBC’s selection and implementation materials, including a framework for implementation, to help students learn how to apply research-supported interventions to real-world situations in child welfare or other family-serving organizations. We hope that by providing such an illustration, social work educators can apply the CEBC in their teachings on research-supported interventions.

Evidence-based practice in Chinese social work: overcoming language and developmental barriers

ABSTRACTThis scoping review followed Cochrane guidelines to comprehensively assess the use and understanding of Evidence-Based Practice (EBP) in Chinese social science literature. We conducted a research across three electronic databases and three major social science journals for the studies published between 2004 and 2016. Chinese social work literature demonstrates a precise understanding of EBP defined as a process, but it lacks comprehensive discussions about EBP that extend beyond basic principles and process definitions. We identified language barriers and developmental issues for social work in China that contribute to these incomplete discussions. We examined the importance of broadening and enriching the discussions around EBP, especially for Chinese educators, researchers, and clinicians involved with empirically supported treatments. We also consider the implications of our findings for the development of social work in China.