Use of Evidence‐Based Practice Among Healthcare Professionals After the Implementation of a New Competency‐Based Curriculum

Abstract

Background: Although evidence-based practice (EBP) has been spreading since the 1990s, it has not yet been sufficiently implemented. Aim: Following the reform of initial training for healthcare professions in France 2012, we sought to determine whether the new curriculum was associated with more frequent use of EBP. Methods: We performed an online, cross-sectional survey of nurses, occupational therapists, and podiatrists (divided into pre-and post-reform groups) in June 2018. The questionnaire covered demographic data, use of EBP, and the perception of EBP. As holding a master's degree may enhance knowledge and use of EBP, we adjusted for this variable. Categories to analyze qualitative data were created regarding the five steps in EBP and its definition.

Knowledge, behaviours and attitudes towards Evidence-Based Practice amongst physiotherapists in Poland. A nationwide cross-sectional survey and focus group study protocol

“…The general need for this study that it is necessary to address this critical issue in terms of practice and research needs and gaps. Several barriers to the use of EBP by physicians and other healthcare professionals [ 12 , 13 ], and specifically by physiotherapists [ 14 , 15 , 21 ], have been identified, such as an inability to understand statistical data, inadequate support from employers and colleagues, organisational and time constraints, and lack of interest. Understanding potential barriers to EBP is suggested to be the initial step to developing strategies toward successful implementation and dissemination [ 9 , 38 ].…”

“…Further developments and evolution of the EBP movement, such as shifting from the traditional hierarchy of evidence to the GRADE approach, stressing patient values and shared decision-making in the process of EBP, and introduction of systematically developed, evidence-based clinical practice guidelines [ 2 , 11 ], have been recognised in the standards of physiotherapy education and practice [ 5 , 6 ]. Nonetheless, the barriers and difficulties to the implementation and dissemination of the process of EBP [ 11 – 13 ], also regard physiotherapy [ 14 , 15 ], with significant discrepancies across countries and contexts [ 16 – 18 ], and specific features of physiotherapists amongst other healthcare professionals [ 13 , 19 , 20 ].…”

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“…29 Engels ve ark., KDU'nun gerçekleştirilmesi hususundaki engelleri zaman sıkıntısı, bibliyografik kaynaklara erişim sıkıntısı ve KDU'nun teşvik edilmemesi olarak sıralamışlardır. 30 Hemşirelerin KDU için uygulama niyetlerinin oldukça yüksek olmasına rağmen iş yükü, zaman yetersizliği gibi engelleri de yüksek düzeyde algıladığı düşünülmektedir.…”

The effects of competency-based training model in the training of new nurses: A meta-analysis and systematic review

“…In China, the Confucian educational thought passed down in history and the modern education system that imitated the former Soviet Union's classroom style have severely restricted the development of students' creative thinking styles and their professional PLOS ONE construction and development capabilities [46,47]. The CBT extends and expands the training content of theory and practice, which is closer to clinical reality, and can effectively improve the ability of new nurses to solve difficult problems and make clinical judgments and decisions, thereby improving their critical thinking skills and the cultivation of innovation ability, professional construction and development ability [48][49][50].…”