Staff Practice, Attitudes, and Knowledge/Skills Regarding Evidence-Based Practice Before and After an Educational Intervention

Mollon, Deene; Fields, Willa; Gallo, Ana Maria; Wagener, Rebecca; Soucy, Jacqui; Gustafson, Brandi; Kim, Son Chae

doi:10.3928/00220124-20120716-89

Cited by 40 publications

(48 citation statements)

References 20 publications

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“…Twelve studies have been published since 2011 10,11,14,15,18,20–26. Of the 20 studies, 17 were pre–post uncontrolled trials,11,12,14–20,22–26,28,29 and three were controlled trials 10,21,27.…”

Section: Resultsmentioning

confidence: 99%

“…Participants of studies were mainly nurses (n=7)10–13,19,20,22 and physicians (n=6) 16,17,25–27,29. The remaining studies sampled professionals from mixed disciplines (n=5),15,18,23,24,28 chiropractors (n=1),21 and faculty members from a naturopathic and classical Chinese medicine institution (n=1) 14. Studies tested different educational approaches and interventions that varied in duration, design, and format (workshops, lectures, conferences, journal clubs, tutorials, online sessions, competitions) or a combination of these (multiple interventions, MIs).…”

Section: Resultsmentioning

confidence: 99%

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Approaches to teach evidence-based practice among health professionals: an overview of the existing evidence

Patelarou¹,

Kyriakoulis²,

Stamou³

et al. 2017

AMEP

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Health care professionals’ adoption of evidence-based practice (EBP) remains limited, although most health care professionals are familiar with EBP and believe in its value. This systematic review aimed to bring together the best methods used to teach EBP to health professionals. The authors conducted a systematic search for the period 2005–2015 (an update of the search took place in October 2016) using PubMed interface (Medline). MeSH terms as well as free-text keywords were used. Studies were analyzed and evaluated by title and abstract. Those studies which fulfilled the inclusion criteria were assessed by full text. References of articles were also taken into consideration for identifying relevant studies not found through algorithm search. Twenty articles were found to be relevant. The majority of the studies were conducted among nurses (n=7) and physicians (n=6), and only a few among professionals from mixed disciplines (n=5). Two studies were conducted among chiropractors (n=1) and faculty members from a naturopathic and classical Chinese medicine institution (n=1). Researchers used a variety of different approaches, which varied with respect to duration and organization. We divided interventions into two categories. Single interventions included either a workshop, or a journal club, or a conference, or a lecture, or online learning tools, whereas multiple interventions included a combination of these approaches. An increase in EBP competencies and attitudes was reported in nine studies. Teaching methods for optimizing EBP among health professionals could become a robust standardized procedure of the medical educational curricula and lifelong learning of health care professionals.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Approaches to teach evidence-based practice among health professionals: an overview of the existing evidence

Patelarou¹,

Kyriakoulis²,

Stamou³

et al. 2017

AMEP

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“…Along the same lines, Baumbusch and colleagues 25 reported that students' knowledge and beliefs about adult care improved with 42 hours of theoretical courses and 14 hours of practical courses. Yank and colleagues 19 found that medical residents improved their confidence in using SMS after 26 however, reported that online educational programmes did not affect HCPs' knowledge, skills, or attitudes. Therefore, if similar educational sessions were to be incorporated into academic programmes, the way of delivering it (i.e., classroom vs. online) and its length would need to be carefully investigated.…”

Section: After Attending the Educational And Practical Modulesmentioning

confidence: 99%

Future Rehabilitation Professionals' Intentions to Use Self-Management Support: Helping Students to Help Patients

Figueiredo

Mayo

Thomas

2017

Physiotherapy Canada

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Purpose: We evaluated whether education in self-management support (SMS) increases future clinicians' intentions to use a new way of delivering rehabilitation services. Methods: A convenience sample of 10 students took a 5-week theoretical course, followed by 6 weeks spent assessing patients, establishing treatment plans, and monitoring their performance by telephone. Focus groups were held before and after the educational modules, with deductive mapping of themes to the Theory of Planned Behaviour and inductive analysis of additional themes. Results: Five themes and 22 subcategories emerged from the deductive-inductive focus group content analysis. After participating in the educational modules, students reported gaining knowledge about SMS and highlighted the lack of similar preparation during their academic courses. Nonetheless, they were hesitant to adopt SMS. Conclusion: Future clinicians gained knowledge and skills after being exposed to SMS courses, but their intention to adopt SMS in their future daily practice remained low. We also noted a lack of formal training in SMS in the academic setting. The findings from this study support incorporating SMS training into the curriculum, but to increase students' intention to use SMS as part of patient care, training may need to be in more depth than it was in the modules we used.Key Words: education; occupational therapists; self-care; students. RÉ SUMÉObjectif : nous avons é valué si la formation en soutien à l'autogestion (SAG) augmente l'intention des futurs cliniciens d'utiliser une nouvelle maniè re de prodiguer des services de ré adaptation. Mé thode : un é chantillon de commodité de 10 é tudiants ont suivi un cours thé orique de 5 semaines, suivi d'un volet pratique de 6 semaines au cours duquel ils ont é valué des patients, dé terminé leur plan de traitement et fait un suivi de leur progression par té lé phone. Les groupes de discussion ont mené s avant et aprè s les modules é ducatifs, avec une sché matisation dé ductive de thè mes basé e sur la thé orie du comportement planifié et une analyse inductive de thè mes additionnels. Ré sultats : cinq thè mes et 22 sous-caté gories ont é mergé de l'analyse du contenu des discussions. Aprè s avoir participé aux modules é ducatifs, les é tudiants ont indiqué avoir acquis des connaissances relatives au SAG et ont souligné l'absence de pré paration similaire dans leurs cours universitaires. Né anmoins, ils é taient hé sitants à adopter le SAG. Conclusion : les futurs cliniciens ont acquis des connaissances et des compé tences aprè s avoir suivi les cours sur le SAG. Cependant, leur intention d'adopter le SAG dans leur pratique quotidienne future reste faible. Nous avons aussi constaté une absence de formation en SAG dans le milieu universitaire. Les conclusions de cette é tude justifient l'inté gration au curriculum d'une formation en SAG. Afin d'augmenter l'intention des é tudiants d'adopter le SAG, il y aurait cependant peut-ê tre lieu d'approfondir la formation par rapport aux modules que nous avons ut...

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“…Utilization of mentors has been shown to be effective in implementing EBP projects, whereas a stand-alone EBP educational intervention was not very effective (Green et al, 2014;Mollon et al, 2012). A recent systematic review of 10 studies reported that multifaceted interventions utilizing mentors improved clinicians' EBP knowledge and beliefs, as well as organizational outcomes (Abdullah et al, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Benefits of a Regional Evidence‐Based Practice Fellowship Program: A Test of the ARCC Model

Kim

Ecoff

Brown³

et al. 2017

Worldviews Ev Based Nurs

Self Cite

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Background: The Advancing Research and Clinical practice through close Collaboration (ARCC) model postulates that improvement in nurses' evidence-based practice (EBP) beliefs results in improved EBP implementation, which in turn improves nurse-related outcomes, such as nurses' job satisfaction and group cohesion. However, there is a dearth of interventional studies that evaluate the relationships among these variables.

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Staff Practice, Attitudes, and Knowledge/Skills Regarding Evidence-Based Practice Before and After an Educational Intervention

Abstract: Administering self-learning online modules may not be the most effective method for expanding evidence-based practice abilities and knowledge/skills of nurses.

Cited by 40 publications

References 20 publications

Approaches to teach evidence-based practice among health professionals: an overview of the existing evidence

Approaches to teach evidence-based practice among health professionals: an overview of the existing evidence

Future Rehabilitation Professionals' Intentions to Use Self-Management Support: Helping Students to Help Patients

Benefits of a Regional Evidence‐Based Practice Fellowship Program: A Test of the ARCC Model

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