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Academic literature on the topic 'Evidence-based practices (EBPs)'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Evidence-based practices (EBPs)"

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Mullen, Patrick R., Helena Stevens, and Nancy Chae. "School Counselors’ Attitudes Toward Evidence-Based Practices." Professional School Counseling 22, no. 1 (January 2018): 2156759X1882369. http://dx.doi.org/10.1177/2156759x18823690.

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The use of evidence-based practices (EBPs) is growing among school counselors. However, little is known about school counselors’ attitudes toward EBPs and related factors. We investigated the relationships between school counselors’ grade level, years of experience, theoretical orientation, and attitude toward EBPs. Results indicated that the use of cognitive/behavioral theory and number of years of practice related to attitudes toward EBPs. We offer implications for school counseling practice and future research.
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James, Sigrid, Ronald W. Thompson, and Jay L. Ringle. "The Implementation of Evidence-Based Practices in Residential Care." Journal of Emotional and Behavioral Disorders 25, no. 1 (January 23, 2017): 4–18. http://dx.doi.org/10.1177/1063426616687083.

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Using data from a U.S. survey of residential care providers on the utilization of evidence-based practices (EBPs) in residential care, this study examines outcomes, processes, and barriers related to the implementation of EBPs. Descriptive data on 115 EBPs implemented in 66 residential care agencies were analyzed with regard to multiple domains of implementation outcomes, such as the adoption, appropriateness, fidelity, and sustainability of EBPs. Study results showed that residential care programs are primarily implementing EBPs that target specific client problems and populations and address prevalent problems of trauma and emotional disorders. A low rate of utilization of milieu-based program models, which were specifically designed for residential care, was noted. Child care staff were mostly excluded from the training and delivery of EBPs. Although providers reported that implementation of EBPs yielded desired results, considerable barriers persisted. Fidelity data raised questions about the degree to which agencies are in fact implementing EBPs. Findings from this exploratory study are meant to encourage further inquiry of the conditions necessary in residential care programs to foster openness toward the implementation of EBPs and to achieve sustained success.
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Unluol Unal, Neslihan. "What Do We Know About Evidence-Based Practices?" International Journal of Innovation Education and Research 7, no. 5 (May 31, 2019): 238–47. http://dx.doi.org/10.31686/ijier.vol7.iss5.1505.

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Many teachers have various problems in finding solutions to their students’ problems in the classroom. One of the challenges that teachers face is to make decisions about how to teach and manage students’ behavior. Due to research to practice gap, finding appropriate interventions and implementing them in the classroom might be difficult for teachers. Evidence – based practices (EBPs) are offered to close the gap between research and practice. The purpose of this study was to discuss how EBPs are determined and to provide practitioners guidance to implement them in their classrooms. Barriers to implementing EBPs and resources for EBPs were also discussed.
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Mursi, Najwa Bakr, and Mona Fawzi Sulaimani. "INFLUENCE OF CONTEXT RELATED FACTORS ON SAUDI SPECIAL EDUCATION TEACHERS’ UNDERSTANDING OF EVIDENCE, EVIDENCE-BASED, AND EVIDENCE BASED PRACTICES." Problems of Education in the 21st Century 80, no. 4 (August 25, 2022): 588–601. http://dx.doi.org/10.33225/pec/22.80.588.

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The complexity of special education and the variability among students Autism Spectrum Disorder (ASD) require special education teachers to make a concerted effort to provide validated supports that contribute to their students’ learning outcomes. Among the most important considerations for teachers is the use of teaching practices supported as effective by evidence. There is a broad consensus that the use of Evidence Based Practices (EBPs) can lead to significant improvements for students with ASD and their families. The research to practice gap is widely recognised in special education in relation to the selection and implementation of EBPs, with several studies finding that teachers used unsupported teaching practices as frequently as those supported by empirical evidence. Thus, in order to utilise EBPs, teachers must first understand what EBPs mean and how a particular practice comes to be evidence-based. Aligning with this emphasis and the increasing introduction of EBPs in special education globally, this study explored special education teachers’ understanding of evidence, evidence-based, and EBPs in one centre of autism in the Kingdom of Saudi Arabia (KSA). In this study, a qualitative approach was used. Within this approach, a single case study design was adopted. The data were collected from six special education teachers of students with ASD using interviews. The findings revealed that teachers referred to their own individual experiences or the experiences of other teachers as evidence. In addition, they referred to their superiors’ advice as being evidence-based and the perceived EBPs as technical tools handed to them by the Centre. This indicated that teachers’ understanding of evidence-based, and EBPs was constructed based on the culture of the Centre. The findings of this study suggest several courses of action for future research, and policymakers and teacher education. Keywords: autism, Evidence Based Practices (EBPs), special education teachers, Kingdom of Saudi Arabia
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Leko, Melinda M., Carly Roberts, David Peyton, and Daisy Pua. "Selecting Evidence-Based Practices: What Works for Me." Intervention in School and Clinic 54, no. 5 (January 28, 2019): 286–94. http://dx.doi.org/10.1177/1053451218819190.

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As the special education research community continues to identify new evidence-based practices (EBP), educators will need to make choices regarding which EBPs to implement. This article provides educators with practical guidelines for selecting EBPs that will improve outcomes for students with learning disabilities (LD), emotional and behavior disorders (EBD), and autism spectrum disorder (ASD). Among the factors for EBP consideration discussed are strength of evidence, cost, complexity and transferability, and contextual fit. By taking these factors (and others) into consideration, educators can make more informed decisions from the outset about which EBPs will work in their particular contexts, meet the specific needs of their students, and lead to long-term sustainability.
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Boppre, Breanna, Jody Sundt, and Emily J. Salisbury. "The Limitations and Strengths of the Evidence-Based Practice Attitude Scale as a Measure of Correctional Employees’ Attitudes: A Psychometric Evaluation." International Journal of Offender Therapy and Comparative Criminology 62, no. 12 (December 28, 2017): 3947–64. http://dx.doi.org/10.1177/0306624x17749450.

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Evidence-based practices (EBPs) hold tremendous potential for improving the outcomes of corrections interventions. The implementation of EBPs requires support from staff at all levels of an organization; however, the study of correctional staff attitudes toward organizational change and EBPs is in its infancy. The current study examines the psychometric properties of the Evidence-Based Practice Attitude Scale (EBPAS), an instrument originally designed for mental health professionals, to measure correctional employees’ readiness to implement EBPs. The results indicate mixed conclusions regarding the use of the EBPAS with correctional staff. We found that the total scale and subscales are reliable and exhibit high internal consistency. However, the results of an exploratory and confirmatory factor analysis failed to replicate the factor structure from previous research with mental health providers. The findings indicate potential drawbacks regarding the construct validity of the EBPAS for use with correctional personnel.
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Merle, James L., Clayton R. Cook, Jill J. Locke, Mark G. Ehrhart, Eric C. Brown, Chayna J. Davis, and Aaron R. Lyon. "Teacher attitudes toward evidence-based practices: Exploratory and confirmatory analyses of the school-adapted evidence-based practice attitude scale." Implementation Research and Practice 4 (January 2023): 263348952211510. http://dx.doi.org/10.1177/26334895221151026.

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Background The Evidence-Based Practice Attitudes Scale (EBPAS) is widely used in implementation research, but it has not been adapted and validated for use among general education teachers, who are most likely to deliver evidence-based prevention programs in schools, the most common setting where youth access social, emotional, and behavioral health services. Method School-based stakeholders and a research team comprised of experts in the implementation of evidence-based practices in schools adapted the EBPAS for teachers (the S-EBPAS). The adapted instrument was administered to a representative sample ( n = 441) of general education teachers (grades K—5) to assess the reliability and internal consistency via factor analyses. The S-EBPAS included two forms (i.e., EBP-agnostic and EBP-specific item referents), therefore, a multiple-group confirmatory factor analysis (CFA) was also performed to establish measurement invariance between the two forms. Results After adaptation and refinement, a 9-item, 3-factor structure was confirmed, with the final model supporting three first-order factors that load onto a second-order factor capturing attitudes toward adopting evidence-based practices. Multiple-group CFA analyses of measurement invariance indicated there were no significant differences between the two forms. Conclusions Overall, this study provides a brief, flexible instrument capturing attitudes toward adopting EBPs that has high reliability and internal consistency, which support its use among general education teachers in school settings implementing evidence-based practices. Plain Language Summary The Evidence-Based Practice Attitudes Scale (EBPAS) is a popular instrument for measuring attitudes toward evidence-based practices (EBPs). This instrument provides valuable information during implementation initiatives, such as whether providers or front-line implementers have favorable attitudes toward a given practice. The EBPAS has been used in many different settings, such as in community-based mental health clinics, medical hospitals, and in child welfare. However, it's use in schools has been limited, and it has not yet been tested with general education teachers, who are key implementers of evidence-based practices in schools. In order to trust that the scores from an instrument are accurate, it needs to be evaluated when scaling it out to new populations and settings. One popular method to determine this is to use factor analysis, which was employed in this study. This study fills the identified gap by assessing the reliability (i.e., accuracy) and internal consistency of the EBPAS among a representative sample of general education teachers. Findings from this study indicate that the school-adapted EBPAS (S-EBPAS) is a brief, nine-item instrument that provides a reliable estimate of teachers’ attitudes toward evidence-based practices. Our results also provide evidence that the S-EBPAS can be used to capture attitudes toward specific EBPs as well as attitudes toward EBP -agnostic. This study provides a flexible instrument that can be used by school-based implementation researchers, practitioners, and intermediaries at multiple phases of implementation projects, such as when exploring a new EBP to adopt.
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Cook, Bryan G., and Samuel L. Odom. "Evidence-Based Practices and Implementation Science in Special Education." Exceptional Children 79, no. 2 (April 2013): 135–44. http://dx.doi.org/10.1177/0014402913079002021.

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Establishing a process for identifying evidence-based practices (EBPs) in special education has been a significant advance for the field because it has the potential for generating more effective educational programs and producing more positive outcomes for students with disabilities. However, the potential benefit of EBPs is bounded by the quality, reach, and maintenance of implementation. The cross-disciplinary field of implementation science has great relevance for translating the promise of EBPs into positive outcomes for children and youth with disabilities. This article examines the history, extent, and limitations of EBPs and describes the emergence and current state of implementation science as applied in special education. Subsequent articles in this special issue of Exceptional Children address a range of issues related to implementation science in special education: the research-to-practice gap, dissemination and diffusion, adherence and sustainability, scaling up, a model for state-level implementation, and fostering implementation through professional development.
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Everson, Jordan, Shoou-Yih Daniel Lee, and Julia Adler-Milstein. "Achieving Adherence to Evidence-Based Practices." Medical Care Research and Review 73, no. 6 (August 3, 2016): 724–51. http://dx.doi.org/10.1177/1077558715625011.

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In response to evolving policies and conditions, hospitals have increased health information technology (HIT) adoption and strived to improve hospital–physician integration. While evidence suggests that both HIT and integration confer independent benefits, when combined, they may provide complementary means to achieve high performance or overlap to offset each other’s contribution. We explore this relationship in the context of hospital adherence to evidence-based practices (EBPs). Using the American Hospital Association’s Annual and IT Supplement surveys, and Centers for Medicare and Medicaid Services’s Hospital Compare, we estimate the independent relationships and interactions between HIT and hospital–physician integration with respect to EBP adherence. HIT adoption and tight (but not loose) integration are independently associated with greater adherence to EBPs. The interaction between HIT adoption and tight integration is negative, consistent with an offsetting association between HIT adoption and integration in their relationship to EBP adherence. This finding reveals the need to be aware of potential substitutive effects from simultaneous pursuit of multiple approaches to performance improvement.
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Lang, Jason M., Kellie G. Randall, Michelle Delaney, and Jeffrey J. Vanderploeg. "A Model for Sustaining Evidence-Based Practices in a Statewide System." Families in Society: The Journal of Contemporary Social Services 98, no. 1 (January 2017): 18–26. http://dx.doi.org/10.1606/1044-3894.2017.5.

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Over the past 20 years, efforts have been made to broadly disseminate evidence-based practices (EBPs). However, the public health impact of EBPs has yet to be realized and most EBPs are not sustained. Few structured models exist for disseminating and sustaining EBPs across large systems. This article describes the EBP Dissemination and Support Center (DSC) model and how it was used to sustain trauma-focused cognitive behavioral therapy (TF-CBT) across Connecticut. More than 600 clinicians at 35 agencies have been trained and nearly all agencies have sustained TF-CBT for up to 9 years. More than 6,200 children have received TF-CBT and have shown improvements in outcomes and quality indicators. Recommendations are made for using or adapting the DSC model.
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Dissertations / Theses on the topic "Evidence-based practices (EBPs)"

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Vanhook, Patricia M. "Overcoming the Barriers to EBP." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/7451.

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Hardin, Melissa. "Evidence-Based Child Welfare Screening and Assessment Practices." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5875.

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The purpose of this action research project was to examine the screening and assessment behaviors of child welfare workers in the southwestern region of the United States. The study addressed whether social workers' knowledge of evidence-based practice influenced their implementation of evidence-based practice in child welfare screening and assessment, and whether the agency environment affects evidence-based practice implementation and use. The family systems theory was used to evaluate child welfare practitioner work and systems theory was used to evaluate the child welfare system in the region of the study. A focus group comprised of seven social workers practicing in the southwestern region was used to determine screening and assessment practices as well as agency factors that affect practice. Social workers' knowledge of evidence-based practices and agency environment were found to impact social workers' use of evidence-based practice. The overuse and misuse of evidence-based practice terminology confused the concept for social workers. This combined with the implementation approach in an agency setting led many of the social workers to avoid evidence-based models and revert to experiential practice knowledge. The client and agency behaviors interpreted in the findings might prompt future research and change to increase the use of evidence-based practice. Implications for social change resulting from these findings include the potential to improve evidence-based practice implementation by agencies and increase of social worker education and knowledge regarding evidence-based practice. These changes could affect greater social change with improved child welfare outcomes.
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Moreno, Regina Célia Barbosa. "Adaptação e validação do evidence-based practice attitude scale (EBPAS)." Universidade Nove de Julho, 2015. http://bibliotecadigital.uninove.br/handle/tede/1189.

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Nowadays, there is a tendency for the Health Services to demand changes both in the professional practices and in the management in order to improve the organizational performance. In a hospital organization, the Social Service doesn`t remain free from this demand, and this scenario took us to the following question: How to adapt the Evidence-Based Practice Attitude Scale (EBPAS) to the Brazilian Health Social Service, and how to validate it? Thus, this research aims to adapt e validate the Evidence-Based Practice Attitude Scale (EBPAS) to the Brazilian Health Social Service, and it offers a version for EBPAS which can measure the social worker`s attitude related to the systematization of the professional practices; such version can be useful for future studies related to the elaboration of social protocols. The present research works based on the methodology proposed by Beaton, Bombardier, Guillemin & Ferraz (2000); Beaton, Bombardier, Guillemin & Ferraz (2007). The translation and adaptation process contains five steps: (i) translation, (ii) back translation, (iii) synthesis of the translations, (iiii) evaluation by an expert commitee and (iiiii) pretest. For the psychometric validation, the results presented suggests that the instrument presents a convergent validation, and it can be considered a useful instrument to measure the social workers` attitude related to the adoption of the Evidence Based Practice, making possible its use in the health services when the professionals` readiness related to the implementation of innovative practices has to be measured. The instrument presented easy comprehension and showed also semantic, idiomatic, experimental and conceptual validation. It is evident the need to broaden the fields of the psychometric validation, as well as to diversify the sampling plan.
Há uma tendência, nos dias atuais, dos Serviços de Saúde exigirem mudanças nas práticas profissionais e de gestão com objetivo de melhorar o desempenho organizacional. O Serviço Social, dentro de uma organização hospitalar, não fica isento dessa exigência. Este panorama levou ao questionamento: Como adaptar e validar, para o Serviço Social da saúde no Brasil, o Evidence-Based Practice Attitude Scale (EBPAS)? Sendo assim, o estudo tem como objetivo adaptar e validar o instrumento Evidence-Based Practice Attitude Scale (EBPAS) para o Serviço Social da Saúde no Brasil, propondo uma versão do EBPAS que consiga mensurar a atitude do assistente social frente à sistematização das práticas para futuros estudos na criação de protocolos sociais. O estudo assumiu a metodologia proposta por Beaton, Bombardier, Guillemin & Ferraz (2000); Beaton, Bombardier, Guillemin & Ferraz (2007), o processo de tradução e adaptação foi composto de cinco etapas, (i) tradução, (ii) retrotradução, (iii) síntese das traduções, (iiii) avaliação por um comitê de juízes e (iiiii) pré-teste. Para a validação psicométrica os resultados apresentados sugerem que o instrumento apresenta uma validação convergente, podendo ser considerado como instrumento para mensurar a atitude dos assistentes sociais na adoção de Prática Baseada em Evidências - PBE, possibilitando sua aplicação nos serviços de saúde com vista à prontidão para a implementação de práticas inovadoras. O instrumento mostrou-se de fácil compreensão, apresentando validação semântica, idiomática, experimental e conceitual. Fica claro a necessidade de ampliação de domínios na validação de psicometria, bem como diversificação do plano amostral.
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Yuen, Kam-tong. "How to promote evidence-based practice (EBP) in clinical oncology by the continuous quality improvement approach." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/b39724323.

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Yuen, Kam-tong, and 袁錦堂. "How to promote evidence-based practice (EBP) in clinical oncology by the continuous quality improvement approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B39724323.

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Theriaque, Tina June. "Educational Training of Staff Nurses for Evidence-Based Practice." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5275.

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Translating research into practice takes 10 to 20 years or more. Evidence-based practice (EBP) integration remains at 10% to 20%, despite recommendations requiring EBP-guided decisions. Up to 30% decreases in health care system spending, improved quality outcomes, and increased staff satisfaction result from EBP integration. Nurse leaders, who rate quality and safety as the highest priority but EBP as the lowest, are accountable for EBP enculturation; a desire to support bedside registered nurses in EBP exists, yet this EBP use knowledge gap supersedes this goal. The purpose of this project was to provide an EBP education program introducing the use of evidence to guide nursing practice. The project question addressed whether an education program for staff nurses on introduction to EBP would increase nursing staff perception of the value of EBP and their interest in implementing EBP. Knowles's theory of adult learning and the nursing process guided this project. The 36 participants completed the16-question EBP Beliefs Scale before and after the education program on introduction to EBP. Results from the paired samples t tests showed there was a significant difference in each response on the survey, indicating an increased understanding of the fundamental value of EBP, as well as the participant's individual ability to implement EBP within clinical practice. The limited findings contribute to the existing body of knowledge, while positive social change implications include resolving public health and safety issues, reversing fiscal irresponsibility, and overcoming resistance to change, which is at the heart of implementing and enculturating EBP.
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Maigeh, Elias Peterson. "The perceived attitudes, knowledge and barriers towards evidence-based practice (EBP) amongst physiotherapists in the United Republic of Tanzania." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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There has recently been an increased pressure in all-healthcare disciplines to provide interventions that are scientific, safe, efficient and cost-effective. Evidence-based practice is said to be the current best approach to address these attributes. All healthcare professionals including physiotherapists need to adopt it. Numerous physiotherapy studies have been carried out to ascertain the attitudes towards, knowledge of, engagement in as well as the barriers of evidence-based practice. These studies were mostly carried out in the developed countries and almost none in the devloping African countries. By means of an exploratory cross-sectional study, deploying both quantitative and qualitative methods, this study investigated the Tanzanian physiotherapists attitudes towards the concept of evidence-absed practice. The study also examined the knowledge that they possess, that could enable them engage in evidence-based related activities. In addition, this study explored the barriers they experience while practicing evidence-based practice.
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Rospendowiski, Karina 1987. "Adaptação cultural para o Brasil e desempenho psicométrico do instrumento "Evidence-Based Practice Quesntionnaire" (EBPQ)." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/283868.

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Orientador: Neusa Maria Costa Alexandre
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Enfermagem
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Resumo: INTRODUÇÃO: A Prática Baseada em Evidência compreende "o uso consciente, explícito e judicioso da melhor evidência atual para a tomada de decisão sobre o cuidar individual do paciente". Para a implantação da prática de enfermagem baseada em evidências, compete ao enfermeiro a busca de estratégias que permitam a utilização de pesquisa na prática. O instrumento "Evidence-based practice questionnaire" (EBPQ), avalia atitudes, conhecimento e implantação da Prática Baseada em Evidências. Utiliza Escala de Likert com pontuação de um a sete em três domínios: prática, atitudes e conhecimentos relacionados à Prática Baseada em Evidências. Mostrou-se uma ferramenta útil para mensurar a implantação desta prática com enfermeiros no Reino Unido e na Espanha. OBJETIVO: O presente estudo tem como objetivo adaptar culturalmente o instrumento EBPQ para a língua portuguesa do Brasil e avaliar suas qualidades psicométricas. METODOLOGIA: Estudo metodológico em que fizeram parte professores e alunos de uma Universidade Pública e enfermeiros de um Hospital Público. Foram seguidos os passos essenciais de adaptação cultural de instrumentos de medida: tradução do instrumento para a língua portuguesa, síntese, retro-tradução, avaliação pelo comitê de juízes e pré-teste. Foi verificada a confiabilidade por meio da avaliação da consistência interna e da estabilidade pelo teste-reteste e a validade de constructo com abordagem de grupos conhecidos, do qual fizeram parte enfermeiros com pós-graduação em Mestrado ou Doutorado e enfermeiros com graduação completa. RESULTADOS: As etapas de tradução, síntese e retro-tradução foram realizadas satisfatoriamente. A avaliação pelo comitê de juízes resultou em alterações em alguns itens, assegurando as equivalências entre as versões original e traduzida. Durante o pré-teste, foi verificada a compreensão dos itens para torná-los mais claros. Na avaliação das propriedades psicométricas, a versão brasileira do instrumento mostrou-se confiável, com Coeficiente Alfa de Cronbach satisfatório em todos os domínios (0,91 ¿ 0,68). O Coeficiente de Correlação Intraclasse, que avaliou a estabilidade do instrumento mostrou-se satisfatório para o instrumento como um todo (0,90). Na avaliação da validade de constructo, o instrumento foi capaz de demonstrar diferenças nos escores entre os grupos conhecidos, com pontuações mais elevadas no grupo de enfermeiros com Mestrado ou Doutorado. CONCLUSÃO: As etapas necessárias para a adaptação cultural de instrumentos de medida foram concluídas com sucesso. A versão brasileira obtida apresenta propriedades psicométricas confiáveis para a sua utilização nessa população
Abstract: INTRODUCTION: The Evidence-Based Practice comprehends "the conscious, explicit and judicious use of current best evidence for decision making about the individual caring of patients". To implement the evidence-based practice of nursing, the nurse is responsible for searching strategies that allow the use of research in practice. The instrument "Evidence-based practice questionnaire" (EBPQ) assesses attitudes toward, knowledge of and use of evidence-based practice. It uses Likert Scale which is a seven point scale used in three areas: practice, attitudes and knowledge related to Evidence Based Practice. It was proved to be a useful tool to measure the implementation of this practice with nurses in the United Kingdom and Spain. OBJECTIVE: This study aims to adapt culturally the tool EBPQ to the Portuguese Language and to evaluate its psychometric qualities. METHODOLOGY: For this methodological study, the participants were some teachers and students of a Public University and some nurses of a Public Hospital. The essential steps of cultural adaptation of measurement instruments were followed: instrument translation into Portuguese language, synthesis, retro-translation, evaluation by the committee of judges and pretest .The reliability was checked by means of evaluation of internal consistency and the stability by test-retest and the construct validity with known groups approach. The first group was formed by nurses with Masters' degree or PhD and the second group was formed by nurses with bachelor's degree. RESULTS: The steps of translation, retro-translation and synthesis were performed satisfactorily. The evaluation by the expert panel resulted in changes in some items, ensuring the equivalence between the original and translated versions .During the pretest, the understanding of the items was done in order to make them clearer. The Brazilian version was reliable , with satisfactory results , and it was obtained Cronbach's alpha similar to International studies for all domains ( .91 to .68 ) .The intraclass correlation coefficient , which evaluated the stability was satisfactory for the instrument as a whole ( 0,90 ) .In the assessment of construct validity , there was significant difference between groups in relation to evidence-based practice , with higher scores in the group of nurses with master's or PhD. CONCLUSION: The necessary steps for the cultural adaptation of the measurement instruments were finished successfully. The Brazilian version obtained presents reliable psychometric properties for its use in this population
Mestrado
Enfermagem e Trabalho
Mestra em Ciências da Saúde
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Carlson, Kristin Wilson. "Perceptions of an EBP Module Mobile Application by New Graduate Nurses." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4506.

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Evidence-based practice (EBP) is a key driver of care and advancements within nursing. It is essential to emphasize EBP early in a nurse's career to promote inquisitive minds and enthusiasm for seeking evidence. The purpose of this project was to implement an EBP mobile app into a nurse residency program (NRP) to improve the process of providing EBP information and resources to new graduate nurses. The intent of the project was to leverage mobile technology to engage new graduate nurses in evidence-based practice. Roger's diffusion of innovation framework guided the project. The target audience for the project was 16 new graduate RNs participating in a health system's NRP who attend the EBP module and were required to complete an EBP project. The EBP module was provided during a classroom lecture and the mobile application was downloaded. After using the EBP module, all attendees were sent an electronic survey with open-ended questions related to the mobile application. Responses were reviewed to identify patterns. Survey responses reflected that a 50% did not utilize the mobile application. However, those that did use the mobile application (50%) found it useful and had a positive perception of the mobile application. Continued use of the mobile application and promotion of the mobile application for new graduate nurses may help with their own personal development of an EBP project. Ultimately, allowing nurses to effectively integrate nursing research into practice and impact patient care quality. This project impacted social change by empowering new nurses with knowledge and information related to evidence based practice and allowed for increased information to be accessible to a large audience of new graduate nurses.
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Malcolm, Kimberly Ann Mrs. "The Nurse Executive Role in Implementing Evidence Based Practice (EBP) at the Point of Care." Otterbein University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1460366135.

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Books on the topic "Evidence-based practices (EBPs)"

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Godshall, Maryann. Fast facts for evidence-based practice: Implementing EBP in a nutshell. New York: Springer, 2010.

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Booth, Andrew. The SCHARR guide to ebp (evidence-based practice). Sheffield: SCHARR, 1996.

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Booth, Andrew. The SCHARR guide to EBP (evidence-based-practice). Sheffield: Sheffield Centre for Health and Related Research, University of Sheffield, 1996.

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Hazel, Roddam, and Skeat Jemma, eds. Embedding EBP in speech and language therapy: International examples from clinical practice. Chichester, West Sussex, U.K: John Wiley & Sons, 2010.

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Aarons, Gregory A., Joanna C. Moullin, and Mark G. Ehrhart. The Role of Organizational Processes in Dissemination and Implementation Research. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190683214.003.0008.

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Both organizational characteristics and specific organizational strategies are important for the effective dissemination and implementation of evidence-based practices (EBPs) in health and allied health care settings, as well as mental health, alcohol/drug treatment, and social service settings. One of the primary goals of this chapter is to support implementers and leaders within organizations in attending to and shaping the context in which implementation takes place in order to increase the likelihood of implementation success and long-term sustainment. The chapter summarizes some of the most critical organizational factors and strategies likely to impact successful evidence-based practice implementation. There are myriad approaches to supporting organizational development and change—this chapter focuses on issues supported by relevant scientific literatures, particularly those germane to EBP implementation in health care and related settings.
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Luckner, John L. Research Synthesis. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190455651.003.0015.

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Current educational policies provide a mandate for the use of evidence-based practices (EBPs) in school-based practices. However, the field of deaf education has a paucity of experimental and quasi-experimental research addressing educational practices that have been tested and demonstrated as being effective with this population. This lack of sufficient, high-quality research to determine EBP for working with deaf students is frustrating for teachers and administrators. Consequently, there is a need to conduct research syntheses pertaining to the effectiveness of educational interventions and to create summaries of the evidence that can be used to improve practices and outcomes. This chapter provides (1) a rationale for conducting research syntheses; (2) a description of procedures for conducting and reporting research syntheses; (3) examples of research syntheses that have been published; and (4) common practices in the field of deaf education that research syntheses indicate have little evidence to support their use.
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Fernandez, Maria E., Patricia Dolan Mullen, Jennifer Leeman, Timothy J. Walker, and Cam Escoffery. Evidence-Based Cancer Practices, Programs, and Interventions. Edited by David A. Chambers, Wynne E. Norton, and Cynthia A. Vinson. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190647421.003.0003.

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There are many evidence-based interventions, cancer control practices, programs, treatments, and clinical practice guidelines across cancer control and prevention topic areas that have great potential for decreasing the cancer burden. Nevertheless, challenges in identifying evidence-based interventions (EBIs) that match the needs of community and practice settings, adapting EBIs for new populations and contexts, and implementing EBIs in real-world settings limit the public health impact of cancer control research and its products. This chapter provides an introduction to existing EBIs for cancer control and provides examples of different types of EBIs across the cancer continuum. It highlights issues related to the identification of EBIs, including the evaluation of EBI resources. It also describes processes that can be used to enhance the development, adaptation, and implementation of evidence-based cancer control interventions.
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Norcross, John C., Thomas P. Hogan, Gerald P. Koocher, and Lauren A. Maggio. Clinician's Guide to Evidence-Based Practices. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780190621933.001.0001.

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The second edition of the Clinician’s Guide to Evidence-Based Practices: Behavioral Health and Addictions provides practitioners with the skills to retrieve and use research in order to benefit patients suffering from mental and addictive disorders. Practice must be informed and guided by research, yet so much of the research literature feels inaccessible and overwhelming, too removed and too large to guide what we do daily with our patients. This book overcomes these challenges to evidence-based practice (EBP) by serving as a practical, how-to guide for graduate students and behavioral health practitioners. Following three realistic patients throughout, the Clinician’s Guide canvases the entire EBP process: asking the right questions, accessing the best available research, appraising the research, translating that research into practice, integrating that research with clinician expertise and patient characteristics, evaluating the entire enterprise, attending to the ethical considerations, and, when done, moving the EBP process forward by teaching it to others. This revised and updated edition includes a separate chapter on filtered sources for accessing the best available research, a series of hands-on Skill Exercises in each chapter to provide practical use of the material, a new section on barriers to successful implementation, and a companion website with expanded content, interactive examples, and hyperlinked references.
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Terblanche, Marius, and Damon C. Scales. Evidence-based practice in critical care. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199600830.003.0023.

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Evidence-based practice (EBP) is the integration of the best available evidence with clinical expertise to make decisions about the care of individual patients. This chapter explains how EBP can benefit patients by introducing new treatments, reducing the harm associated with necessary treatments, and questioning the continued use of ineffective or harmful therapies. To practice EBP, clinicians should become acquainted with techniques, and stay up-to-date with current and new publications, and research findings. When high quality evidence is unavailable to answer specific clinical questions, practitioners of EBP still rely on clinical judgment and expertise to decide upon the best treatment strategies for their patients. However, they should be wary of the potential harms of unproven therapies. The controversy that has accompanied the adoption of EBP is discussed, including debate about potential limitations and unintended consequences. Suggestions on how to implement EBP into your own practice are provided.
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Bryant, Patrick, Peter D. Hurd, and Ardis Hanson. Evidence-Based Practice and Public Health. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190238308.003.0012.

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The most difficult step of evidence-based medicine (EBM) and evidence-based public health (EBPH) is to link the evidence with current clinical knowledge and experience, especially with the continued focus on using evidence in decision-making. Standards of care and clinical practice guidelines are now established and reported using nationally and globally recognized protocols to ensure standard nomenclature and clinical crosswalks. This chapter examines relevant background issues, including concepts underlying EBM, EBPH, and definitions of evidence; describes key analytic tools to enhance the adoption of evidence-based decision-making; and finishes with challenges and opportunities for implementation in public health practice.
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Book chapters on the topic "Evidence-based practices (EBPs)"

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Stegeman, Inge, and Marlous Koningsveld-Kortekaas. "Evidence based medicine (EBM) en evidence based practice (EBP)." In EBP praktisch, 3–8. Houten: Bohn Stafleu van Loghum, 2017. http://dx.doi.org/10.1007/978-90-368-1796-7_1.

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Tiemens, Bea, Guus Munten, and Hester Vermeulen. "Implementeren van EBP, een complexe verandering." In Implementatie van evidence based practice, 3–10. Houten: Bohn Stafleu van Loghum, 2015. http://dx.doi.org/10.1007/978-90-368-0824-8_1.

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Ennis-Cole, Demetria. "Evidence-Based Practices (EBP) in Autism." In Educational Communications and Technology: Issues and Innovations, 83–89. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15374-8_8.

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Dobber, Jos, José Harmsen, and Margriet van Iersel. "Klinisch redeneren en evidence-based practice (EBP)." In Klinisch redeneren en evidence-based practice, 125–31. Houten: Bohn Stafleu van Loghum, 2021. http://dx.doi.org/10.1007/978-90-368-2610-5_6.

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Spivakovsky, Silvia E., and Leila Jahangiri. "Introduction to Evidence-Based Practice (EBP)." In Clinical Cases in Prosthodontics, 1–7. Ames, Iowa USA: Blackwell Publishing Ltd., 2013. http://dx.doi.org/10.1002/9781118786864.ch00.

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Dobber, Jos, and Martin Offringa. "6 Klinisch redeneren en evidence-based practice (EBP)." In Klinisch redeneren en evidence-based practice, 119–23. Houten: Bohn Stafleu van Loghum, 2016. http://dx.doi.org/10.1007/978-90-368-1200-9_6.

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Evans, Debra. "Clinical guidelines and implementation of EBP." In Making Sense of Evidence-based Practice for Nursing, 164–72. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003156017-17.

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Verger, Antoni. "Evidence-Based Policy Making and Educational Reform in Nordic Europe: Key Contributions of the POLNET Study." In Evidence and Expertise in Nordic Education Policy, 395–408. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91959-7_14.

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AbstractEvidence-based policy making (EBPM) is currently portrayed as the most appropriate approach to public policy formulation. Through EBPM, the locus of decision making is expected to shift from political authorities to networks of experts. EBPM enthusiasts also assume that this policy approach favors more open and participatory policy processes in which deliberation on the basis of academic sources intensifies. Finally, EBPM embraces a rationalistic ontology to policy transfer according to which “policy learning” is the main mechanism behind the traveling and selection of “best practices” in different policy contexts. The POLNET study challenges these assumptions through comparative research conducted in the Nordic education policy space. This commentary chapter reflects on the most important contributions of the POLNET study, as well as on the implications of this study for future research.
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Taxman, Faye S., and Steven Belenko. "Current State of EBP in the Community Corrections Field." In Implementing Evidence-Based Practices in Community Corrections and Addiction Treatment, 151–88. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0412-5_6.

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Norcross, John C., Thomas P. Hogan, Gerald P. Koocher, and Lauren A. Maggio. "Disseminating, Teaching, and Implementing Evidence-Based Practices." In Clinician's Guide to Evidence-Based Practices, 247–66. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190621933.003.0011.

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Moving research evidence from science to service, from the lab bench to the bedside, poses a challenge for evidence-based practices (EBPs). Translation(al) research inclusively refers to the process of successfully moving research-supported discoveries into established practice and policy. This chapter begins with synopses of the empirical research on predicting adoption of EBP and the barriers to its implementation. The chapter then reviews effective methods for disseminating, teaching, and implementing EBPs. Like EBP itself, the new field of implementation science sensitively integrates the best research evidence, clinical expertise, and staff characteristics and preferences into deciding what works in each unique healthcare system.
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Conference papers on the topic "Evidence-based practices (EBPs)"

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Murphy, Kylie, Tracey Parnell, Rodney Pope, Clarissa Hughes, Marguerite Bramble, Jess Biles, Simone OConnor, Michael Curtin, Lisa Speedie, and Evan Plowman. "Improving Evidence-Based Practice education in healthcare courses: A Participatory Action Research multiple-case study." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9152.

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This paper synthesises the results of three participatory action research (PAR) studies undertaken to improve the integration of evidence-based practice (EBP) education in three undergraduate health courses at one Australian university: Bachelor of Nursing, Bachelor of Occupational Therapy, and Bachelor of Physiotherapy. The PAR process with interested academics uncovered a range of EBP education strengths and weaknesses in the three courses. Common themes were evident, which are likely to be applicable in other similar courses. Identified weaknesses included a lack of explicit teaching about the meaning, principles, steps, and importance of EBP, partly stemming from a lack of shared understanding. A relative lack of emphasis on certain EBP steps was also noted, particularly the first step of ‘asking’ questions. A lack of communication with workplace learning (WPL) supervisors about how to facilitate EBP was also noted, raising concerns about variable EBP-education quality across WPL settings. Opportunities for improvement were identified by academics in each course, across multiple subjects and year levels. In our experience, PAR has been a highly constructive approach to EBP curriculum improvement. We encourage consideration of a PAR approach for addressing similarly complex curriculum challenges.
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Hassad, Rossi. "Teaching introductory statistics for evidence-based practice: integration of context." In Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.13101.

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The ability to critically evaluate quantitative research outcomes is an essential skill for effective decision-making, particularly in the health and behavioral sciences, where the focus is on evidence-based practice and clinical judgment. Introductory college-level statistics courses can serve as a vehicle for engendering these competencies. In this regard, the first course in statistics has been targeted for reform, aimed at building a meaningful foundation for statistical thinking. There is a consensus among educators that the goal of the introductory statistics course should be to foster statistical literacy by emphasizing concepts and applications rather than mathematical procedures and computations; an instructional method that embodies active- learning. Underpinning this pedagogical approach is the constructivist philosophy which regards context knowledge as central to meaningful and appropriate analysis, interpretation and use of data. This paper presents a model for conceptualizing an introductory statistics course to foster evidence-based practice (EBP). It depicts a unifying and holistic view of statistics, and posits that meaningful evidence results from the interaction of statistical methods with the data context, which refers to the research design, the underlying theory, and the practice domain.
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Alfadda, Hind. "THE IMPACT OF EVIDENCE–BASED PRACTICE STRATEGIES (EBPS) IN INCREASING THE LINGUISTIC OUTPUT OF THE ENGLISH LANGUAGE LEARNERS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0590.

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Prihanti, Gita S., and Krida A. Yulia. "Correlation between Implementation of Inter Professional Education (IPE) and Evidence Based Practice (EBP) among Medical Student of Muhammadiyah Malang University." In 1st International Integrative Conference on Health, Life and Social Sciences (ICHLaS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ichlas-17.2017.20.

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