Instruments for assessing healthcare professionals' knowledge and skills of evidence‐based practice: A scoping review

Haavisto, Elina; Siltanen, Hannele; Tolvanen, Anna; Holopainen, Arja

doi:10.1111/jocn.16506

Cited by 5 publications

(2 citation statements)

References 77 publications

(600 reference statements)

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“…Evidence-based practice relies heavily on scientific literature, which presents advancements in the gold standards of care and may even present clinical guidelines for optimal patient care. Evidence-based practice has been recognized worldwide and implemented to enhance the quality of social and healthcare services and patient care [11]. To initiate evidence-based practice, information must come from instruments that assess the knowledge and awareness of healthcare professionals, thus providing the most convenient action plans to improve patient care.…”

Section: Discussionmentioning

confidence: 99%

Knowledge and Awareness of Rare Diseases Among Healthcare Professionals in the Kingdom of Bahrain

Sinan,

Mihdawi,

Farahat

et al. 2023

Cureus

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Recent studies highlighted that lack of knowledge on rare diseases is a problem that requires attention. This study aims to assess healthcare professionals' general awareness and knowledge of rare diseases in a tertiary hospital in the Kingdom of Bahrain. MethodThe study employed a cross-sectional design, utilizing a survey questionnaire derived from the most recent literature. The survey encompassed socio-demographic factors and quiz-based questions that were previously created by Domaradzi and Walkowiak to assess knowledge and awareness of rare diseases. To ensure convenience and accessibility, the survey was made available in both Arabic and English languages. ResultsOf a total of 333 responses, 25.2% were physicians, 53.8% were nurses, and 21.0% were allied health personnel. The majority of participants (87.4%) were aware of and had heard the term "rare diseases" prior to this survey. Participants were able to recognize what age group is frequently affected by rare diseases (p=0.023) and what the common cause of rare diseases worldwide is (p<0.001). Overall scores showed that only four participants answered all questions correctly, testing their knowledge of rare diseases. There was a weak correlation between self-declared knowledge and the overall score achieved (r=0.190; p<0.001), which indicates that the population's self-declared knowledge did not portray their actual knowledge of rare diseases. ConclusionThis study highlights the need for improved knowledge of rare diseases among healthcare professionals, which aligns with the global knowledge landscape. To bridge the knowledge gap, we recommend action plans to ensure that healthcare professionals have rich knowledge of rare diseases and further improve patient care. Additionally, enhancing advocacy efforts is crucial to ensure optimal local and global patient care services.

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Section: Discussionmentioning

confidence: 99%

Knowledge and Awareness of Rare Diseases Among Healthcare Professionals in the Kingdom of Bahrain

Sinan,

Mihdawi,

Farahat

et al. 2023

Cureus

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“…4 However, to measure the effectiveness of an educational intervention, it is essential to develop high-quality, validated tools to assess a change in knowledge or skills after an intervention. 5,6 In recent decades, healthcare education has increasingly used a competency-based education model that requires demonstration of competence within multiple domains of learning including medical knowledge, professionalism, interpersonal skills, and systems-based care, among others. [7][8][9] Knowledge is the foundation from which a field is developed, and healthcare knowledge is the foundation for clinical practice.…”

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confidence: 99%

Validation of a Novel Neurologic Assessment Test for Healthcare Staff

Doyle,

von Gaudecker,

Techan

et al. 2024

Journal of Neuroscience Nursing

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BACKGROUND: To measure the effectiveness of an educational intervention, it is essential to develop high-quality, validated tools to assess a change in knowledge or skills after an intervention. An identified gap within the field of neurology is the lack of a universal test to examine knowledge of neurological assessment. METHODS: This instrument development study was designed to determine whether neuroscience knowledge as demonstrated in a Neurologic Assessment Test (NAT) was normally distributed across healthcare professionals who treat patients with neurologic illness. The variables of time, knowledge, accuracy, and confidence were individually explored and analyzed in SAS. RESULTS: The mean (standard deviation) time spent by 135 participants to complete the NAT was 12.9 (3.2) minutes. The mean knowledge score was 39.5 (18.2), mean accuracy was 46.0 (15.7), and mean confidence was 84.4 (24.4). Despite comparatively small standard deviations, Shapiro-Wilk scores indicate that the time spent, knowledge, accuracy, and confidence are nonnormally distributed (P < .0001). The Cronbach α was 0.7816 considering all 3 measures (knowledge, accuracy, and confidence); this improved to an α of 0.8943 when only knowledge and accuracy were included in the model. The amount of time spent was positively associated with higher accuracy (r 2 = 0.04, P < .05), higher knowledge was positively associated with higher accuracy (r 2 = 0.6543, P < .0001), and higher knowledge was positively associated with higher confidence (r 2 = 0.4348, P < .0001). CONCLUSION: The scores for knowledge, confidence, and accuracy each had a slightly skewed distribution around a point estimate with a standard deviation smaller than the mean. This suggests initial content validity in the NAT. There is adequate initial construct validity to support using the NAT as an outcome measure for projects that measure change in knowledge. Although improvements can be made, the NAT does have adequate construct and content validity for initial use.

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Evidence-based practice attitudes, knowledge and skills of nursing students and nurses, a systematic review and meta-analysis

Li,

Xu,

Gao

et al. 2024

Nurse Education in Practice

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Instruments for assessing healthcare professionals' knowledge and skills of evidence‐based practice: A scoping review

Cited by 5 publications

References 77 publications

Knowledge and Awareness of Rare Diseases Among Healthcare Professionals in the Kingdom of Bahrain

Knowledge and Awareness of Rare Diseases Among Healthcare Professionals in the Kingdom of Bahrain

Validation of a Novel Neurologic Assessment Test for Healthcare Staff

Evidence-based practice attitudes, knowledge and skills of nursing students and nurses, a systematic review and meta-analysis

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