Relevant bibliographies by topics / Evidence-based practice

Academic literature on the topic 'Evidence-based practice'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Evidence-based practice"

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Harrison, Marilyn A. "Evidence-based practice - practice-based evidence." Physiotherapy Theory and Practice 12, no. 3 (January 1996): 129–30. http://dx.doi.org/10.3109/09593989609036428.

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Royall, Dawna. "Evidence-based Practice Meets Practice-based Evidence." Canadian Journal of Dietetic Practice and Research 71, no. 2 (July 2010): 60. http://dx.doi.org/10.3148/71.2.2010.60.

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Pincus, Theodore, and Tuulikki Sokka. "Evidence-based practice and practice-based evidence." Nature Clinical Practice Rheumatology 2, no. 3 (March 2006): 114–15. http://dx.doi.org/10.1038/ncprheum0131.

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Osborne, Neil. "Evidence-based practice & practice based evidence." British Journal of Chiropractic 3, no. 2 (April 1999): 30. http://dx.doi.org/10.1016/s1466-2108(99)80024-2.

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Flanagan, Dennis. "Evidence-Based Practice or Practice-Based Evidence?" Journal of Oral Implantology 39, no. 2 (April 1, 2013): 121. http://dx.doi.org/10.1563/aaid-joi-d-11-00042.1.

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Hlaváčová, Simona. "Evidence-based Practice in Speech and Language Pathology." Listy klinické logopedie 5, no. 2 (December 14, 2021): 22–29. http://dx.doi.org/10.36833/lkl.2021.024.

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Mabbott, Irene. "Nursing – Evidence-Based Practice SkillsNursing – Evidence-Based Practice Skills." Nursing Standard 25, no. 33 (April 20, 2011): 30. http://dx.doi.org/10.7748/ns2011.04.25.33.30.b1194.

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Scruggs, Thomas E., Margo A. Mastropieri, Sheri L. Berkeley, and Lisa Marshak. "Mnemonic Strategies: Evidence-Based Practice and Practice-Based Evidence." Intervention in School and Clinic 46, no. 2 (October 22, 2010): 79–86. http://dx.doi.org/10.1177/1053451210374985.

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This article presents information on using mnemonic strategies to enhance learning and memory of students with mild disabilities. Different types of mnemonic strategies are described, including the keyword method, the pegword method, and letter strategies. Following this, a number of teachers describe their own applications of mnemonic strategies with students with learning disabilities, mild mental retardation, and emotional/behavioral disabilities. Content areas include elementary life science, secondary social studies and anatomy, elementary social studies, elementary reading vocabulary, and secondary SAT vocabulary. Finally, a middle school social studies teacher describes lessons learned from her extended experience with mnemonic strategies. A discussion of the theoretical foundations and empirical research support of mnemonic strategies also is provided.
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Wambaugh, Julie L. "The Evidence-Based Practice and Practice-Based Evidence Nexus." Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders 17, no. 1 (April 2007): 14–18. http://dx.doi.org/10.1044/nnsld17.1.14.

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., Mrudhula, and Maheswari B. "Evidence Based Practice in Midwifery: Moving Towards Destiny." Indian Journal of Obstetrics and Gynecology 4, no. 3 (2016): 275–78. http://dx.doi.org/10.21088/ijog.2321.1636.4316.14.

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Dissertations / Theses on the topic "Evidence-based practice"

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Chang, hui chen. "Evidence-based practice in nursing homes." University of Sydney, 2008. http://hdl.handle.net/2123/3572.

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Doctor of Philosophy
Aim and significance: The aim of this research was to investigate how evidence-based practice (EBP) in nursing homes is understood in the context of Taiwan, a non-Western country. There is a growing movement towards using research evidence to inform practice in the nursing profession with variable success. To date, factors that promote or inhibit implementation of EBP in health care have been investigated through research conducted in hospital settings in Western countries. Remarkably little is known about nurses’ experience and perceptions of EBP in residential aged care facilities (RACFs), especially in non-Western countries. Method: The study adopted a mixed method approach. Subjects were recruited from six nursing homes in the Hsinchu district of Taiwan. In Stage 1, 89 registered nurses completed a comprehensive questionnaire specifically developed for this project. It was designed to elicit information about (1) their experience of and attitudes towards research and EBP; (2) the barriers they perceive to its implementation; and (3) what strategies they believe would enhance its implementation in the nursing home setting. In Stage 2, six nursing managers participated in semi-structured in-depth interviews that explored the same topic areas as those in the questionnaire but used an open-ended format which allowed for new themes to emerge. Findings: The majority of nurses and nursing managers expressed positive attitudes towards research and EBP but reported relatively little experience in its implementation. Nurses relied most heavily on knowledge derived from past experience and on interactions with nursing colleagues, medical staff and patients to inform their clinical practice. They identified the main barriers to EBP as: insufficient authority to change practice, their own lack of research knowledge and insufficient time to implement new ideas in the workplace. They believed EBP would be facilitated by: improved access to computers and internet facilities in the workplace; more effective research training; collaboration with academics; and dedicated time to search for and read research articles. As anticipated, nurses viewed the issues from a practical stance in relation to their own time, resources and lack of authority to effect change. Nursing managers expressed similar views to the nurses in relation to attitudes towards EBP implementation. However, they identified barriers which related to aspects of the organizational framework. In particular, they expressed concerns about issues such as budgetary constraints, staff quality (notably the reliance on minimally trained assistants in nursing (AINs) for direct resident care), as well as factors that reflected the wider political and economic context of health care in Taiwan. Conclusion: The findings of this study have implications for research, policy and practice in both Western and non-Western countries. Further research on EBP would be beneficial if conducted in settings other than hospitals, such as RACFs. There remains also the need to examine the potential for EBP in different social-cultural contexts, such as those in non-Western countries. Nursing managers have generally been excluded in previous research but, because of their particular role, there is a need to examine their perspectives of EBP and then compare these with those of the nurses. In Taiwan specifically, policy change is needed at both government and institutional levels to encourage and support the development of protocols and procedures for the implementation of EBP. If EBP was a government requirement for accreditation and a standard for protocols in hospitals and RACFs, it would lead to improved standards of care and cost effectiveness. This study supports the findings of a number of investigations conducted in Western countries which indicate that further education and training in research for nurses may lead to higher standards of patient care, greater job satisfaction and higher staff retention rates.
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Arnell, Ruth. "Conceptualising evidence-based practice in educational psychology." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34078.

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This exploratory study describes the variation in how evidence-based practice is understood in educational psychology. The study is comprised of two phases, which were both designed, analysed and interpreted using qualitative methodology. In phase one, twenty-two semi-structured interviews were conducted with educational psychologists from eight services in England. A phenomenographic approach to analysis was applied, resulting in a conceptual framework, representing the variation in understandings of evidence-based practice of a group of educational psychologists. In phase two, two focus groups were conducted with a subset of participants from phase one to elucidate the influence of evidence-based practice on decision-making in practice. A framework approach to thematic analysis showed that practice decisions of educational psychologists are influenced by evidence-based practice according to contextual factors, training and practice experiences and personal characteristics. This study gives insight as to how educational psychologists experience and account for the role of evidence and evidence-based practice in their practice and informs how evidence-based practice might be conceptualised in educational psychology. The findings suggest that evidence-based practice is grounded on personal, internalised beliefs while being contextualised by the demands of specific circumstances. The findings have implications for providers of educational psychology training in terms of the curriculum for evidence-based practice and associated learning outcomes.
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Williams, A. Lynn. "Evidence-Based Practice for Children with Speech Sound Disorders: A Call for Practice-Based Evidence." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/2016.

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Chang, Hui-Chen. "Evidence-based practice in nursing homes." Thesis, The University of Sydney, 2008. http://hdl.handle.net/2123/3572.

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Aim and significance: The aim of this research was to investigate how evidence-based practice (EBP) in nursing homes is understood in the context of Taiwan, a non-Western country. There is a growing movement towards using research evidence to inform practice in the nursing profession with variable success. To date, factors that promote or inhibit implementation of EBP in health care have been investigated through research conducted in hospital settings in Western countries. Remarkably little is known about nurses’ experience and perceptions of EBP in residential aged care facilities (RACFs), especially in non-Western countries. Method: The study adopted a mixed method approach. Subjects were recruited from six nursing homes in the Hsinchu district of Taiwan. In Stage 1, 89 registered nurses completed a comprehensive questionnaire specifically developed for this project. It was designed to elicit information about (1) their experience of and attitudes towards research and EBP; (2) the barriers they perceive to its implementation; and (3) what strategies they believe would enhance its implementation in the nursing home setting. In Stage 2, six nursing managers participated in semi-structured in-depth interviews that explored the same topic areas as those in the questionnaire but used an open-ended format which allowed for new themes to emerge. Findings: The majority of nurses and nursing managers expressed positive attitudes towards research and EBP but reported relatively little experience in its implementation. Nurses relied most heavily on knowledge derived from past experience and on interactions with nursing colleagues, medical staff and patients to inform their clinical practice. They identified the main barriers to EBP as: insufficient authority to change practice, their own lack of research knowledge and insufficient time to implement new ideas in the workplace. They believed EBP would be facilitated by: improved access to computers and internet facilities in the workplace; more effective research training; collaboration with academics; and dedicated time to search for and read research articles. As anticipated, nurses viewed the issues from a practical stance in relation to their own time, resources and lack of authority to effect change. Nursing managers expressed similar views to the nurses in relation to attitudes towards EBP implementation. However, they identified barriers which related to aspects of the organizational framework. In particular, they expressed concerns about issues such as budgetary constraints, staff quality (notably the reliance on minimally trained assistants in nursing (AINs) for direct resident care), as well as factors that reflected the wider political and economic context of health care in Taiwan. Conclusion: The findings of this study have implications for research, policy and practice in both Western and non-Western countries. Further research on EBP would be beneficial if conducted in settings other than hospitals, such as RACFs. There remains also the need to examine the potential for EBP in different social-cultural contexts, such as those in non-Western countries. Nursing managers have generally been excluded in previous research but, because of their particular role, there is a need to examine their perspectives of EBP and then compare these with those of the nurses. In Taiwan specifically, policy change is needed at both government and institutional levels to encourage and support the development of protocols and procedures for the implementation of EBP. If EBP was a government requirement for accreditation and a standard for protocols in hospitals and RACFs, it would lead to improved standards of care and cost effectiveness. This study supports the findings of a number of investigations conducted in Western countries which indicate that further education and training in research for nurses may lead to higher standards of patient care, greater job satisfaction and higher staff retention rates.
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Gillespie, Ann M. "Untangling the evidence : teacher librarians and evidence based practice." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/61742/2/Ann_Gillespie_Thesis.pdf.

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The research was a qualitative study investigating the lived experiences of teacher librarians as evidence based practitioners in Australian school libraries. It addressed how teacher librarians understood, applied and implemented evidence based practice, and investigated what these teacher librarians considered to constitute evidence. Two key critical findings of this research are that evidence based practice for teacher librarians is a holistic experience and evidence for teacher librarians can take many forms, including professional knowledge, observations, statistics, informal feedback and personal reflections. The study is significant to teacher librarians, library and information professionals, schools and school administrators, and the research field.
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Wallace, Rick L., and Nakia Carter. "Evidence Based Library and Information Practice." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/8693.

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Evidence Based Library & Information Practice (EBLIP) is a way of using the best research to solve practical problems in the library. This session will cover the fundamentals of EBLIP, along with possible applications. “Evidence-Based Librarianship is an approach to information science that promotes the collection, interpretation and integration of valid, important and applicable user-reported, librarian observed, and research-derived evidence. The best available evidence, moderated by user needs and preferences, is applied to improve the quality of professional judgements” (Booth & Brice, 2004). Evidence-Based Library and Information Practice (EBLIP) evolved from the evidence-based medicine (EBM) movement which is a systematic way to review and apply the medical literature to medical practice. EBM began to find its way into other health disciplines and eventually was applied to health sciences librarianship and then to librarianship as a whole.
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Wallace, Rick, and Patricia M. Vanhook. "The Importance of Evidence-Based Practice." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/7417.

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Wilkinson, Joyce E. "Managing to implement evidence-based practice? : an exploration and explanation of the roles of nurse managers in evidence-based practice implementation." Thesis, St Andrews, 2008. http://hdl.handle.net/10023/560.

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Reeser, Kelly Butler. "Policy, practice and review evidence based practices in autism spectrum disorders /." Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/648982148/viewonline.

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Adily, Armita Public Health &amp Community Medicine Faculty of Medicine UNSW. "Assessment of the capacity for evidence-based policy and practice in Australian population health." Publisher:University of New South Wales. Public Health & Community Medicine, 2009. http://handle.unsw.edu.au/1959.4/42888.

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Evidence-based policy and practice (EBPP) in population health in Australia has been promoted largely without sound research. In response, this thesis presents a series of studies undertaken to assess and inform enhancement of capacity for EBPP in Australia. It comprises linked studies designed to examine different yet complementary aspects of capacity for EBPP. Research was conducted at various levels of Australian health care system, from local to national, in order to better understand EBPP and to make a series of recommendations about effective and synergistic response.
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Books on the topic "Evidence-based practice"

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Dawes, Martin. Evidence-based practice. Edited by Hill Alison. London: Emap Public Sector Management, 2000.

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Nawab, Qizilbash, ed. Evidence-based dementia practice. Osney Mead, Oxford, UK: Blackwell Science, 2002.

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R, Brenner Zara, ed. Evidence-based nursing practice. Philadelphia, PA: W.B. Saunders, 1999.

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R, Brenner Zara, ed. Evidence-based nursing practice. Philadelphia, PA: W.B. Saunders, 1999.

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Moyers, Penelope, and Patricia Finch-Guthrie. Interprofessional Evidence-Based Practice. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003524632.

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Inc, NetLibrary, ed. Evidence-based hypertension. London: BMJ Books, 2001.

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Moore, Kate H. Urogynecology: Evidence-Based Clinical Practice. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4291-1.

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Vermeulen, Hester, and Bea Tiemens, eds. Implementatie van evidence based practice. Houten: Bohn Stafleu van Loghum, 2015. http://dx.doi.org/10.1007/978-90-368-0824-8.

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Christenbery, Thomas L., ed. Evidence-Based Practice in Nursing. New York, NY: Springer Publishing Company, 2017. http://dx.doi.org/10.1891/9780826127594.

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Moore, Kate H. Urogynecology: Evidence-based clinical practice. London: Springer, 2013.

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Book chapters on the topic "Evidence-based practice"

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Mheissen, Samer, and Haris Khan. "Evidence-Based Practice." In Orthodontic Evidence, 1–11. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24422-3_1.

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Kiyimba, Nikki, Jessica Nina Lester, and Michelle O’Reilly. "Examining Evidence-Based Practice and Practice-Based Evidence." In Using Naturally Occurring Data in Qualitative Health Research, 35–60. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94839-3_3.

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Kwek, Ernest, and Richard E. Buckley. "Thromboprophylaxis in Orthopedic Practice." In Evidence-Based Orthopedics, 56–71. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444345100.ch8.

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MacDermid, Joy C. "Evidence Synthesis Practice Tools." In Evidence-Based Rehabilitation, 233–74. 3rd ed. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003524106-11.

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Harris, Jocelyn, Saurabh Mehta, and Joy C. MacDermid. "Moving Evidence Into Practice." In Evidence-Based Rehabilitation, 305–24. 3rd ed. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003524106-13.

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Ivanhoe, Cindy B., Ana Durand Sanchez, and Nathan D. Zasler. "Evidence-Based Practice." In Encyclopedia of Clinical Neuropsychology, 1349–50. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_28.

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Levesque, Roger J. R. "Evidence-Based Practice." In Encyclopedia of Adolescence, 874–76. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_498.

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Longhofer, Jeffrey. "Evidence-based practice." In A-Z of Psychodynamic Practice, 85–88. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-03387-1_30.

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LaCaille, Lara, Anna Maria Patino-Fernandez, Jane Monaco, Ding Ding, C. Renn Upchurch Sweeney, Colin D. Butler, Colin L. Soskolne, et al. "Evidence-Based Practice." In Encyclopedia of Behavioral Medicine, 725. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_100592.

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Fox, Nick J. "Practice-Based Evidence." In The Sociology of Healthcare, 76–89. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-1-137-26654-5_8.

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Conference papers on the topic "Evidence-based practice"

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John, Bonnie E. "Evidence-based practice in human-computer interaction and evidence maps." In the 2005 workshop. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1083174.1083181.

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Chrisnawati, Chrisnawati, Imelda Ingir Ladjar, Dwi Martha Agustina, and Sabarina Oktarina. "Nursing Students' Competencies in Evidence Based Practice." In Health Science International Conference (HSIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/hsic-17.2017.17.

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Joshi, Vineet, Sadhana Parashar, and Priyanka Sharma. "Evidence Based Assessment – Policy, Principle and Practice Perspective." In World Conference on Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/worldcre.2019.08.459.

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Osop, Hamzah, and Tony Sahama. "Effective clinical decision-making from Practice-Based Evidence." In 2015 Fifteenth International Conference on Advances in ICT for Emerging Regions (ICTer). IEEE, 2015. http://dx.doi.org/10.1109/icter.2015.7377707.

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Ekpenyong, Moses E., Samuel S. Udoh, Mercy E. Edoho, Ifiok J. Udo, Edward N. Udo, Temitope J. Fakiyesi, and Samuel B. Oyong. "Hybrid Collaborative Model for Evidence-Based Healthcare Practice." In ICMHI 2020: 2020 4th International Conference on Medical and Health Informatics. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3418094.3418105.

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Elgelid, Staffan. "UTILIZATION OF EVIDENCE BASED PRACTICE AMONG PHYSICAL THERAPISTS." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.0506.

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Chin, Jessica, Ibrahim Zeid, and Sagar Kamarthi. "Evidence-Based Best Practices: Wound Healing Tracking and Assessment." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-62844.

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Standard medical practice is known to have a history of varying definition of “standard”. As with any industry with multiple entities, each entity defines their standards and expectations according to what they believe is their customers’ (i.e. patients) needs and preferences. Recently, our research on developing a predictive wound care assessment methodology and system has extended our study into analyzing evidence-based best practices in wound care clinics. Our research on wound healing predictive model systems, revealed key differences in operational practice between the clinics that were visited in different institutional settings. The scope of this study evaluates our observed wound care practice and wound care treatment to determine if there is a common set of effective practice that can be developed to better standardize care. The purpose of this paper is to compare and contrast the operational practice and procedures at various community and teaching hospitals to determine if there is an ideal combination of tools and standard techniques that would be most beneficial to patient wound care. This paper will focus on methods of patient wound care. We will then present a model of “Evidence-Based Best Practices of Wound Care Assessment” that is based on the observation and interactions with various hospitals.
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Downie, Laura, and Michael Pianta. "27 Transforming evidence-based practice with crowdcare: crowdsourcing critical appraisal of research evidence." In Evidence Live Abstracts, June 2018, Oxford, UK. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/bmjebm-2018-111024.27.

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Rainer, Austen, Dorota Jagielska, and Tracy Hall. "Software engineering practice versus evidence-based software engineering research." In the 2005 workshop. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1083174.1083177.

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Hedlund, Rune. "Low Grade Adult Spondylolisthesis – Evidence Based ‘Best Surgical Practice’." In eccElearning Postgraduate Diploma in Spine Surgery. eccElearning, 2017. http://dx.doi.org/10.28962/01.3.080.

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Reports on the topic "Evidence-based practice"

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Gorski, Jacob. Evidence Supporting Treatment Practice Based Delineation of Stormwater Runoff Zones. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1422.

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Beers, Anthony. The Role of Translational Neuroscience in the Evidence-Based Practice of Clinical Psychology. Portland State University Library, January 2015. http://dx.doi.org/10.15760/honors.109.

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Gathu, Michael. Does practice facilitation in primary care settings improve adoption of evidence-based guidelines? SUPPORT, 2016. http://dx.doi.org/10.30846/1608122.

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Practice facilitation is a multifaceted approach whereby skilled individuals, either internal or external to a setting, are used to promote adoption and use of evidence-based guidelines within the setting (practice).
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Foreman, Carl. Impact of a State Evidence-Based Practice Legislative Mandate on County Practice Implementation Patterns and Inpatient Behavioral Health Discharge. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2222.

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McDonagh, Marian S., Roger Chou, Jesse Wagner, Azrah Y. Ahmed, Benjamin J. Morasco, Suchitra Iyer, and Devan Kansagara. Living Systematic Reviews: Practical Considerations for the Agency for Healthcare Research and Quality Evidence-based Practice Center Program. Agency for Healthcare Research and Quality (AHRQ), March 2022. http://dx.doi.org/10.23970/ahrqepcwhitepaperlsr.

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Living systematic reviews are a relatively new approach to keeping the evidence in systematic reviews current by frequent surveillance and updating. The Agency for Healthcare Research and Quality’s Evidence-based Practice Center Program recently commissioned a systematic review of plant-based treatments for chronic pain management. This white paper describes the team’s experience in implementing the protocol that was developed a priori, and reflects on the challenges faced and lessons learned in the process of developing and maintaining a living systematic review. Challenges related to scoping, conducting searches, selecting studies, abstracting data, assessing risk of bias, conducting meta-analysis, performing narrative synthesis, assessing strength of evidence, and generating conclusions are described, as well as potential approaches to addressing these challenges.
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Apgar, Marina, Mieke Snijder, Sukanta Paul, Giel Ton, Pedro Prieto Martin, Helen Veitch, Forhad Uddin, and Shanta Karki. Evaluating CLARISSA: Evidence, Learning, and Practice. Institute of Development Studies, July 2024. http://dx.doi.org/10.19088/clarissa.2024.050.

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This research and evidence paper presents a synthesis of the findings from the embedded theory-based evaluation of the CLARISSA programme. It is structured around the three main impact pathways of the programme. The evaluation found that the Systemic Action Research intervention led to participating children and business owners building agency, expanding power, and driving change in systems. An innovative Social Protection intervention in Bangladesh using unconditional and universal cash transfer with case work and community support was found to have potential to reduce children’s engagement with paid work. Child-led advocacy activities in Nepal were found to be effective in influencing decision makers, especially when children used evidence they had generated themselves through Action Research. The evaluation of CLARISSA’s ways of working found that consortium partnerships are not static entities but rather ones that move and change over time and require constant relational work and input to be sustained. Finally, the synergy created through using Participatory Action Research as an implementation modality as well as an approach to Adaptive Management led to empowerment and effective complexity‑aware programming.
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Papay, John, Martin West, Jon Fullerton, and Thomas Kane. Does Practice-Based Teacher Preparation Increase Student Achievement? Early Evidence from the Boston Teacher Residency. Cambridge, MA: National Bureau of Economic Research, December 2011. http://dx.doi.org/10.3386/w17646.

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Cornman, Deborah H., and C. Michael White. Discerning the Perception and Impact of Patients Involved in Evidence-based Practice Center Key Informant Interviews. Agency for Healthcare Research and Quality (AHRQ), September 2017. http://dx.doi.org/10.23970/ahrqepcwhitepaper1.

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Breckenridge-Sproat, Sara T., Patricia A. Patrician, Dheeraj Raju, Deborah A. Murphy, Lori A. Loan, and Meryia D. Throop. Building a Unit-Level Mentored Program to Sustain a Culture of Inquiry for Evidence-Based Practice. Fort Belvoir, VA: Defense Technical Information Center, March 2015. http://dx.doi.org/10.21236/ada623672.

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Gaitho, Michael, Ronald Kotut, Anne Ngunjiri, Jane Thiomi, Josephine Ngebeh, and Chi-Chi Undie. Practice-based learning: Medico-legal evidence collection as part of post-rape care in refugee contexts. Population Council, 2020. http://dx.doi.org/10.31899/rh14.1032.

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