Training programmes to improve evidence uptake and utilisation by physiotherapists: a systematic scoping review

Stander, Jessica; Grimmer, Karen; Brink, Yolandi

doi:10.1186/s12909-018-1121-6

Cited by 58 publications

(61 citation statements)

References 57 publications

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“…As expected, experience in EBP training was related to higher scores in the Quick‐EBP‐VIK scale. Some researches supported the effectiveness of comprehensive and multiple‐component training programs for health professionals (Häggman‐Laitila, Mattila, & Melender, ; Stander, Grimmer, & Brink, ). Meanwhile, research suggested that face‐to‐face training can significantly improve health care professionals’ EBP knowledge, attitudes and implementation than self‐directed training programs (Fei et al, ).…”

Section: Discussionmentioning

confidence: 99%

Value, knowledge and implementation on evidence‐based practice among nurse managers in china: A regional cross‐sectional survey

Chen

Zhou

et al. 2020

J Nurs Manag

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Aim To describe the value, knowledge and implementation of evidenced‐based practice (EBP) among Chinese nurse managers and explore its influencing factors. Background Although much of literature have reported the importance of nurse managers in pushing EBP progress and encouraged them to engage in EBP activities, the extent to which nurse managers engage in EBP is unclear. Methods A cross‐sectional web‐based survey was applied to 1,166 nurse managers recruited from 54 hospitals in Guangdong Province, China. Descriptive statistics, t‐tests or one‐way ANOVAs, Spearman's correlation and multiple regression analysis were used to analyse the data. Results The average scores of the Quick‐EBP‐VIK were with the mean of 2.62 (±0.56). Result showed that educational background, professional title, whether they have received EBP education or training, and EBP organisational culture and readiness are the factors influencing managers’ total Quick‐EBP‐VIK score, with 43.5% of the variance explained by these factors. Conclusions Nurse managers had positive attitudes towards EBP, but they lacked the EBP knowledge and rarely implemented EBP. Furthermore, supportive organisational environment, effective education and training can help to enhance EBP knowledge and skills of managers. Implications of nursing management The competence of nurse managers for EBP implementation should be taken seriously. Personal and organisational strategies which can strengthen managers’ EBP knowledge and skills need to be developed and conducted.

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Section: Discussionmentioning

confidence: 99%

Value, knowledge and implementation on evidence‐based practice among nurse managers in china: A regional cross‐sectional survey

Chen

Zhou

et al. 2020

J Nurs Manag

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“…Over the past 20 years, efforts were made to support health care professionals with evidence uptake . Knowledge translation (KT) strategies, specifically evidence‐based practice (EBP) training programmes, have been developed to improve evidence‐uptake behaviours to increase health care professionals' CPG use in practice . However, there may be different barriers and facilitators to CPG use for different health care providers, in different settings, and there is no one‐size‐fits‐all approach to identifying or addressing them .…”

Section: Introductionmentioning

confidence: 99%

“…However, there may be different barriers and facilitators to CPG use for different health care providers, in different settings, and there is no one‐size‐fits‐all approach to identifying or addressing them . In the health care sector, KT strategies, informed by facilitators and barriers to its local implementation, have a better chance of being successful …”

Section: Introductionmentioning

confidence: 99%

Factors influencing clinical practice guideline uptake by South African physiotherapists: A qualitative investigation of barriers and facilitators

Stander

Grimmer

Brink

2019

Evaluation Clinical Practice

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Rationale: Clinical practice guidelines (CPGs) should provide busy health care professionals with easy-to-use tools that support efficient uptake of current best evidence in daily clinical practice. However, CPG uptake rarely occurs at the speed of evidence production. The aim of this study was to explore the factors influencing CPG uptake among South African (SA) physiotherapists (PTs).Method: An exploratory, descriptive qualitative study design was used, within an interpretative research paradigm. A phenomenological approach was taken, as the study aimed to explore the phenomenon of CPG uptake by SA PTs and how the themes and subthemes related to each other within this phenomenon.Semistructured interviews were undertaken via telephone calls that were audiotaped and independently transcribed. An inductive and deductive thematic content analysis approach was taken where the transcript content was analysed by hand.Findings: Thirty-one PTs from the private, public, and education sectors participated in the interviews. The main themes identified were resources, training, and organizational factors. The SA PT workforce, particularly that in the public sector, is limited and patient load and need is high. Time to implement and stay up-to-date with current evidence were barriers for many interviewees. Participants also perceived CPG uptake as not being financially rewarding. Training in CPG uptake was mostly perceived as a facilitator, and the PTs felt that they would be more inclined to implement CPGs if they felt more confident in how to source and use CPGs, particularly if they were incentivized to undertake such training. Roles, responsibilities, and power in the health care team were perceived as being both organizational barriers and, conversely, facilitators, depending on work environments. Conclusions:The findings of this study generally concur with previous studies about PT barriers to CPG uptake; however, it provides novel information on barrier contexts in one LMIC with complex PT service delivery.

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“…Taking a page from qualitative research, we encourage authors to include a brief reflexivity section in which they report and reflect on the characteristics of their team in relation to the study's design, data collection and analysis, and reporting. 36 This information increases transparency and allows readers to make informed judgments about the conduct of the review, as well as its findings and interpretations.…”

Section: Discussionmentioning

confidence: 99%

“…Thirteen reviews (12.9%) cited following the PRISMA, 31 and five (5.0%) the PRISMA-ScR. 13,[32][33][34][35][36] Table 3 summarizes the components of the PRISMA-ScR present in the included scoping reviews. For details by study, see https://doi.org/10.6084/m9.figshare.12699698.v1.…”

Section: Figure 1: Flow Diagram Of Study Inclusion Processmentioning

confidence: 99%

Scoping reviews in medical education: A scoping review

Maggio

Larsen

Costello

et al. 2020

Preprint

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PurposeThe purpose of this study was to characterize the extent, range, and nature of scoping reviews published in core medical education journals. In so doing, the authors identify areas for improvement in the conduct and reporting of scoping reviews, and highlight opportunities for future research.MethodThe authors searched PubMed for scoping reviews published between 1999 through April 2020 in 14 medical education journals. From each review, the authors extracted and summarized key bibliometric data, the rationales given for conducting a scoping review, the research questions, and key reporting elements as described in the PRISMA-ScR reporting guidelines. Rationales and research questions were mapped to the reasons for conducting a scoping review, as described by Arksey and O’Malley.ResultsOne hundred and one scoping reviews were included. On average 10.1 scoping reviews (MED=4, SD=13.08) were published annually with the most reviews published in 2019 (n=42) in 13 of the included 14 journals reviewed. Academic Medicine published the most scoping reviews (n=28) overall. Authors described multiple reasons for undertaking scoping reviews, including to: summarize and disseminate research findings (n=77); examine the extent, range, and nature of research activity in a given area (n=74); and to analyze an emerging topic or heterogenous literature base (n=46). In 11 reviews there was alignment between the rationales for the scoping review and the stated research questions. No review addressed all elements of the PRISMA-ScR, with only a minority of authors publishing a protocol (n=2) or including stakeholders (n=20). Authors identified several shortcomings of scoping review methodology, including being unable to critically assess the included studies.ConclusionsMedical educators are increasingly conducting scoping reviews with a desire to characterize the literature on a topic. There is room for improvement in the reporting of scoping reviews, including the alignment of research questions, the creation and publishing of protocols, and the inclusion of external stakeholders in published works.

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Training programmes to improve evidence uptake and utilisation by physiotherapists: a systematic scoping review

Cited by 58 publications

References 57 publications

Value, knowledge and implementation on evidence‐based practice among nurse managers in china: A regional cross‐sectional survey

Value, knowledge and implementation on evidence‐based practice among nurse managers in china: A regional cross‐sectional survey

Factors influencing clinical practice guideline uptake by South African physiotherapists: A qualitative investigation of barriers and facilitators

Scoping reviews in medical education: A scoping review

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