Promoting evidence-based practice: training health professionals for the evidence synthesis

Cardoso, Daniela; Santos, Diana; Rodrigues, Joana; Bento, Nichole; Rodrigues, Rogério; Cardoso, Ana Filipa

doi:10.1590/1980-220x-reeusp-2021-0180

Cited by 2 publications

(1 citation statement)

References 25 publications

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“…Professional empowerment of nurses is related to organizational outcomes, so it is important to strengthen and optimize organizational structures [4,5]. Empowerment can be achieved with access to structures that promote empowerment, particularly resources, where investment in training is expected to have a very positive impact on research, teaching, and health care delivery, promoting the development of systematic reviews and other quality studies and consequently allowing the best scientific knowledge to be updated and integrated, resulting in a positive impact on health care and health education [3][4][5]. It is widely accepted that global healthcare policies, programs, and practices need to be based on the best available scientific evidence.…”

Section: Introductionmentioning

confidence: 99%

Use of “The Knowledge-to-Action Framework” for the implementation of evidence-based nursing in child and family care: Study protocol

2023

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Nurses are increasingly focused on a practice based on scientific knowledge. However, it is important to distinguish high-quality evidence that can be applied in practice from studies of low or dubious scientific quality. Therefore, nurses must base their practice on structural support that allows for the definition of personalized and context-specific interventions. The objectives of this study are to identify the main barriers and facilitators to the evidence-based nursing approach and to implement an Evidence-Based Practice model (EBP) in clinical practice settings. We seek to contribute to evidence-based nursing by promoting professional skills in nurses, using "The Knowledge-to-Action Framework" (KTA). The research focuses on a participatory action research methodology based on the cyclical process of the KTA framework, contemplating the creation of knowledge and the implementation of existing solutions or new solutions through an action cycle. The participants will be nurses and parents/caregivers) from a pediatric service in Northern Portugal. The study will be conducted in 3 phases: phase 1 will identify the priority issues by exploring the barriers and facilitators of EBP from the nurses’ perspective and assessing the parents’/caregivers’ satisfaction with nursing care. Phase 2 will be divided into (a) the planning and (b) the implementation of the KTA model, where we aim to build and validate (a) a training plan and (b) the implementation of the KTA model. Phase 3 is for the evaluation of the model implementation and sustaining knowledge. It is recognized that there is a large gap between knowledge production and the subsequent implementation of interventions based on the best available evidence. However, this reality is complex and involves several levels of decision and intervention that oscillate from the individual responsibility of each nurse to the organizational dimension.

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Section: Introductionmentioning

confidence: 99%

Use of “The Knowledge-to-Action Framework” for the implementation of evidence-based nursing in child and family care: Study protocol

2023

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Knowledge, Skills and Attitudes Required by Students to Apply Good Practice Based on Evidence

Gomes,

Diniz,

Batista

et al. 2024

RGSA

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Objective: to identify the Knowledge, Skills and Attitudes necessary for an Evidence-Based Practice of Excellence. Method: This research was conducted following the principles of an integrative literature review. Data collection was carried out based on the selection of scientific articles published on the platforms of the Virtual Health Library and the National Library of Medicine and the National Institutes Health, including full text articles, in Portuguese, English and Spanish, being published in the last 10 years, the Health Sciences Descriptors "Evidence-Based Practice" being “students” and “health”, which were crossed with the Boolean operator AND. Finally, I selected 15 surveys. Results/Discussion: The majority of studies presented were produced in 2021 (33%; n = 5) and the language was predominantly English (73%; n = 11). Furthermore, competencies are agreed, namely knowledge, skills and attitudes involved in the EBP development process. The main knowledge is mastering the stages of scientific investigation, critically interpreting literature, basic use of information technology and applying the knowledge acquired in cases individual. When referring to skills, it is necessary to take into cultural consideration the environment in which this practice is being carried out, in addition to the ability to communicate in other languages and computer skills. The most important attitudes include the student's particular interest in participating and improving in the scientific field, in addition to applying evidence. Conclusion: The identification of the skills necessary to apply EBP is necessary to guarantee a solid foundation before carrying out such practice in the community, which will guarantee better health for the population in the long term, in addition to promoting technical and practical improvement for students and professionals who produce them.

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Promoting evidence-based practice: training health professionals for the evidence synthesis

Cited by 2 publications

References 25 publications

Use of “The Knowledge-to-Action Framework” for the implementation of evidence-based nursing in child and family care: Study protocol

Use of “The Knowledge-to-Action Framework” for the implementation of evidence-based nursing in child and family care: Study protocol

Knowledge, Skills and Attitudes Required by Students to Apply Good Practice Based on Evidence

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