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Lapchmanan LM, Hussin DA, Mahat NA, Ng AH, Bani NH, Hisham S, Teh WS, A Aziz MA, Maniam S, Dollah P, Hasbullah NA, Manimaran S, Hassan H, Zulkernain F. Developing criteria for a profession to be considered as profession of allied health in Malaysia: a qualitative study from the Malaysian perspective. BMC Health Serv Res 2024; 24:165. [PMID: 38308291 PMCID: PMC10835829 DOI: 10.1186/s12913-024-10569-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2023] [Accepted: 01/05/2024] [Indexed: 02/04/2024] Open
Abstract
BACKGROUND The Malaysian Allied Health Profession Act (Act 774) regulates the practice of allied health practitioners in Malaysia, with two described professions viz. allied health profession (AHP) and profession of allied health (PAH). While AHPs have been clearly identified by the law, comprehensive implementation of the act requires development of specific criteria in defining any profession as PAH in the Malaysian context. Hence, the research aims to explore and identify the criteria for defining such professions for healthcare policy direction in Malaysia. METHODS This research utilised two methods of qualitative research (document review and focus group discussions (FGDs) involving 25 participants from four stakeholders (higher education providers, employers, associations and regulatory bodies). Both deductive and inductive thematic content analysis were used to explore, develop and define emergent codes, examined along with existing knowledge on the subject matter. RESULTS Sixteen codes emerged from the FGDs, with risk of harm, set of competency and skills, formal qualification, defined scope of practice, relevant training and professional working within the healthcare team being the six most frequent codes. The frequencies for these six codes were 62, 46, 40, 37, 36 and 18, correspondingly. The risk of harm towards patients was directly or indirectly involved with patient handling and also relates to the potential harms that may implicate the practitioners themselves in performing their responsibilities as the important criterion highlighted in the present research, followed by set of competency and skills. CONCLUSIONS For defining the PAH in Malaysia, the emerged criteria appear interrelated and co-exist in milieu, especially for the risk of harm and set of competency and skills, with no single criterion that can define PAH fully. Hence, the integration of all the empirically identified criteria must be considered to adequately define the PAH. As such, the findings must be duly considered by policymakers in performing suitable consolidation of healthcare governance to formulate the appropriate regulations and policies for promoting the enhanced framework of allied health practitioners in Malaysia.
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Affiliation(s)
| | - Duratul Ain Hussin
- Allied Health Sciences Division, Ministry of Health Malaysia, Putrajaya, Malaysia
| | - Naji Arafat Mahat
- Department of Chemistry, Faculty of Science, Universiti Teknologi Malaysia, Johor Bahru, Johor, Malaysia
- Centre for Sustainable Nanomaterials, Ibnu Sina Institute for Scientific and Industrial Research, Universiti Teknologi Malaysia, Johor Bahru, Johor, Malaysia
- Centre of Research for Fiqh Forensics and Judiciary, Faculty of Syariah and Law, Universiti Sains Islam Malaysia, Nilai, Negeri Sembilan, Malaysia
| | - Aik Hao Ng
- Faculty of Medicine, Universiti Malaya, Kuala, Lumpur, Malaysia
| | - Nurul Huda Bani
- Audiology Unit, Department of Rehabilitation Medicine, Cheras Rehabilitation Hospital, Kuala Lumpur, Malaysia
| | - Salina Hisham
- Department of Forensic Medicine, Hospital Sultan Idris Shah Serdang, Selangor, Malaysia
| | - Wai Siew Teh
- Nutrition Division, Ministry of Health Malaysia, Putrajaya, Malaysia
| | - Mohd Azmarul A Aziz
- School of Health Sciences, Universiti Sains Malaysia, Kubang Kerian, Kelantan, Malaysia
| | - Saravanakumar Maniam
- Allied Health Sciences Division, Ministry of Health Malaysia, Putrajaya, Malaysia
| | - Pauzilah Dollah
- Allied Health Sciences Division, Ministry of Health Malaysia, Putrajaya, Malaysia
| | - Nur Atiqah Hasbullah
- Allied Health Sciences Division, Ministry of Health Malaysia, Putrajaya, Malaysia
| | - Salini Manimaran
- Allied Health Sciences Division, Ministry of Health Malaysia, Putrajaya, Malaysia
| | - Hazirah Hassan
- Allied Health Sciences Division, Ministry of Health Malaysia, Putrajaya, Malaysia
| | - Farina Zulkernain
- Allied Health Sciences Division, Ministry of Health Malaysia, Putrajaya, Malaysia
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Brown T. The Need for Occupational Therapy Evidence-Based Education. Occup Ther Health Care 2023:1-17. [PMID: 38038047 DOI: 10.1080/07380577.2023.2288676] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2023] [Accepted: 11/23/2023] [Indexed: 12/02/2023]
Abstract
Knowledge of evidence-based-education principles is essential for occupational therapy academics and fieldwork supervisors to ensure the teaching and learning methods and strategies being used are informed, targeted, cost effective, contemporary, and worthwhile. This paper defines evidence-based-education is and how it can be applied in the context of occupational therapy student academic and fieldwork education. The factors that impact occupational therapy evidence-based education in the university sector are introduced which have the potential to ensure that students obtain a quality, meaningful, value-for-money, and high impact education in both academic and fieldwork environments. It is recommended that university faculty and fieldwork supervisors use, create, support, and disseminate evidence-based-education related findings with continued debate and investigation are recommended.
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Affiliation(s)
- Ted Brown
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University - Peninsula Campus, Frankston, Victoria, Australia
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Zhou F, Lv Y, Zhao J. Evidence based practice competence of future traditional Chinese medicine nurses: A cross-sectional online study. NURSE EDUCATION TODAY 2022; 110:105238. [PMID: 34999498 DOI: 10.1016/j.nedt.2021.105238] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/11/2021] [Revised: 11/10/2021] [Accepted: 11/29/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Previous studies demonstrated the low evidence-based practice competence of nurses in traditional Chinese medicine hospitals. University education may enhance nursing students' evidence-based practice competence. Few studies have investigated traditional Chinese Nursing Bachelor students' evidence-based practice competence. OBJECTIVES To investigate the evidence-based practice competence of traditional Chinese Nursing Bachelor students across all grades and their influencing factors. DESIGN A cross-sectional online study. SETTINGS A traditional Chinese medicine university offering an evidence-based nursing curriculum in Beijing, China. PARTICIPANTS A total of 601 traditional Chinese Nursing Bachelor students were recruited, with a response rate of 70.05%. The junior and senior groups consisted of first- and second-year students, and third- and fourth-year students, respectively. METHODS An online survey was conducted in 2019 using a self-administered questionnaire encompassing attitude, knowledge, and skill. A t-test, non-parametric test, and correlation analysis were used for data analysis. RESULTS Evidence-based practice attitude mean scores were the highest in both groups (3.87 ± 0.48 junior; 3.97 ± 0.45 senior), followed by skill (3.33 ± 0.46 junior; 3.48 ± 0.46 senior) and knowledge (3.21 ± 0.55 junior; 3.52 ± 0.47 senior). In the senior group, attitude decreased (from 4.02 to 3.86). The two groups reported the same items with the lowest scores in all three dimensions. The influencing factors were 1) scientific research experience (Z = -2.87) and a medical literature retrieval course (t = -3.40) for the junior group, 2) completion of the evidence-based nursing course (Z = -2.59) for the senior group, and 3) student admission level (Zjunior = -2.55, Zsenior = -3.85) and English language proficiency (chi-squarejunior = 2.80, chi-squaresenior = 16.37) for both groups. CONCLUSIONS Deficiencies in evidence implementation and decreasing evidence-based practice attitudes among fourth-year students warrant attention. Evidence-based nursing courses could be optimised, and research and English activities enriched to improve evidence-based practice competence.
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Affiliation(s)
- Fen Zhou
- School of Nursing, Beijing University of Chinese Medicine, Beijing, China; Beijing University of Chinese Medicine Collaborating Center of Joanna Briggs Institute, Beijing, China.
| | - Yunpeng Lv
- School of Nursing, Beijing University of Chinese Medicine, Beijing, China.
| | - Junqiang Zhao
- School of Nursing, Faculty of health Sciences, University of Ottawa, Ottawa, Ontario, Canada.
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Cordrey T, King E, Pilkington E, Gore K, Gustafson O. Exploring research capacity and culture of allied health professionals: a mixed methods evaluation. BMC Health Serv Res 2022; 22:85. [PMID: 35039018 PMCID: PMC8764821 DOI: 10.1186/s12913-022-07480-x] [Citation(s) in RCA: 18] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2021] [Accepted: 01/04/2022] [Indexed: 11/24/2022] Open
Abstract
Background Despite the myriad benefits of research to patients, professionals, and organisations, fewer than 0.1% of the Allied Health Professions workforce are employed in clinical academic roles. Identified barriers include a lack of role modelling, management support, funding, and availability of clinical academic roles. Research capacity building is critical to improving Allied Health Professional research capability. The aim of this evaluation was to explore the current research capacity and culture of Allied Health Professionals to inform future tailored research capacity building strategies at a local level. Methods A mixed methods evaluation of research capacity and culture was conducted within the Allied Health Professions department of a large National Health Service Foundation Trust using an online research capacity and culture questionnaire, followed by focus groups. Staff were recruited using a purposive method with the questionnaire and subsequent focus groups completed between July and September 2020. Data from the questionnaire was analysed using simple descriptive statistics and after inductive coding, focus group data was analysed thematically. Results 93 out of 278 staff completed the questionnaire and 60 staff members attended seven focus groups. The research capacity and culture survey reported the department’s key strength as promoting clinical practice based on evidence (median=8, range=6-9). A key reported weakness of the department was insufficient resources to support staff research training (med=4, 3-6). Respondents considered themselves most skilled in finding relevant literature (med=6, 5-8) and least skilled at securing research funding (med=1, 1-2). Greater than half of the respondents (n=50) reported not currently being involved with research. Five themes were identified from the focus groups: empowerment; building research infrastructure; fostering research skills; access for all; and positive research culture. Conclusions Allied Health Professionals recognise the benefits of research at teams and departmental level, but marginally at an individual level. Local research capacity building strategies should aim to address the role, responsibilities and barriers to Allied Health Profession research development at an individual level. To ensure all staff can engage, research infrastructure and empowerment are essential. Supplementary Information The online version contains supplementary material available at 10.1186/s12913-022-07480-x.
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Affiliation(s)
- Terry Cordrey
- Oxford Allied Health Professions Research & Innovation Unit, Oxford University Hospitals NHS Foundation Trust, OX3 9DU, Oxford, UK. .,Centre for Movement, Occupational and Rehabilitation Sciences, Faculty of Health and Life Sciences, Oxford Brookes University, OX3 0BP, Oxford, UK.
| | - Elizabeth King
- Oxford Allied Health Professions Research & Innovation Unit, Oxford University Hospitals NHS Foundation Trust, OX3 9DU, Oxford, UK.,Centre for Movement, Occupational and Rehabilitation Sciences, Faculty of Health and Life Sciences, Oxford Brookes University, OX3 0BP, Oxford, UK
| | - Emma Pilkington
- Oxford Allied Health Professions Research & Innovation Unit, Oxford University Hospitals NHS Foundation Trust, OX3 9DU, Oxford, UK
| | - Katie Gore
- Oxford Allied Health Professions Research & Innovation Unit, Oxford University Hospitals NHS Foundation Trust, OX3 9DU, Oxford, UK.,Centre for Movement, Occupational and Rehabilitation Sciences, Faculty of Health and Life Sciences, Oxford Brookes University, OX3 0BP, Oxford, UK
| | - Owen Gustafson
- Oxford Allied Health Professions Research & Innovation Unit, Oxford University Hospitals NHS Foundation Trust, OX3 9DU, Oxford, UK.,Centre for Movement, Occupational and Rehabilitation Sciences, Faculty of Health and Life Sciences, Oxford Brookes University, OX3 0BP, Oxford, UK
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Online learning during the COVID-19 pandemic: Perceptions of allied health sciences undergraduates. Radiography (Lond) 2021; 28:545-549. [PMID: 34893435 PMCID: PMC8649784 DOI: 10.1016/j.radi.2021.11.008] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2021] [Revised: 11/13/2021] [Accepted: 11/20/2021] [Indexed: 12/17/2022]
Abstract
INTRODUCTION The purpose of this study was to determine the perceptions of Allied Health Sciences undergraduates towards online learning during the COVID 19 outbreak. METHODS A cross-sectional study was conducted with undergraduates of the Faculty of Allied Health Sciences, University of Peradeniya, Sri Lanka. A self-administered online questionnaire consisted of four sections to evaluate demographic information; details of online learning; perspectives and challenges on online learning were used for data collection. RESULTS A total of 518 responses were received from the five disciplines of radiography (32.8%), nursing (24.9%), medical laboratory sciences (18.2%), pharmacy (14.5%), and physiotherapy (9.7%), resulting in a 76.4% response rate. The majority preferred smartphones (73.2%) for online access, and Zoom is the most utilized online communicating platform (72.8%). The overall respondent's perception score ranged from 9 to 27 (Positive ≥ 18, Neutral = 18, Negative ≤ 18) with a mean (SD) of 20.4 (4.0). Even though the majority (59.7%) agreed that online learning is more comfortable to communicate than conventional learning, most respondents (48.3%) have a negative perception towards offering practical and clinical-based subjects online. Poor internet connections (67.0%) and the lack of electronic devices (53.3%) were the most significant challenges encountered during online learning. CONCLUSION The majority of the students have a positive perception towards online learning. Online learning appears to be an efficient learning strategy when students have equal access to online facilities. IMPLICATIONS FOR PRACTICE Although the allied health undergraduates faced several challenges, they demonstrated their versatility and acceptance of the online learning strategy during the COVID-19 pandemic. Therefore a well-structured online learning programme will be beneficial for students to continue their studies during a pandemic.
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Veziari Y, Kumar S, Leach M. Addressing barriers to the conduct and application of research in complementary and alternative medicine: a scoping review. BMC Complement Med Ther 2021; 21:201. [PMID: 34266441 PMCID: PMC8281683 DOI: 10.1186/s12906-021-03371-6] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2020] [Accepted: 06/25/2021] [Indexed: 11/23/2022] Open
Abstract
BACKGROUND Over the past few decades, the popularity of complementary and alternative medicine (CAM) has grown considerably and along with it, scrutiny regarding its evidence base. While this is to be expected, and is in line with other health disciplines, research in CAM is confronted by numerous obstacles. This scoping review aims to identify and report the strategies implemented to address barriers to the conduct and application of research in CAM. METHODS The scoping review was undertaken using the Arksey and O'Malley framework. The search was conducted using MEDLINE, EMBASE, EMCARE, ERIC, Scopus, Web of Science, The Cochrane Library, JBI and the grey literature. Two reviewers independently screened the records, following which data extraction was completed for the included studies. Descriptive synthesis was used to summarise the data. RESULTS Of the 7945 records identified, 15 studies met the inclusion criteria. Using the oBSTACLES instrument as a framework, the included studies reported diverse strategies to address barriers to the conduct and application of research in CAM. All included studies reported the use of educational strategies and collaborative initiatives with CAM stakeholders, including targeted funding, to address a range of barriers. CONCLUSIONS While the importance of addressing barriers to the conduct and application of research in CAM has been recognised, to date, much of the focus has been limited to initiatives originating from a handful of jurisdictions, for a small group of CAM disciplines, and addressing few barriers. Myriad barriers continue to persist, which will require concerted effort and collaboration across a range of CAM stakeholders and across multiple sectors. Further research can contribute to the evidence base on how best to address these barriers to promote the conduct and application of research in CAM.
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Affiliation(s)
- Yasamin Veziari
- UniSA Allied Health and Human Performance, University of South Australia, North Terrace, Adelaide, SA 5000 Australia
| | - Saravana Kumar
- UniSA Allied Health and Human Performance, University of South Australia, North Terrace, Adelaide, SA 5000 Australia
| | - Matthew Leach
- National Centre for Naturopathic Medicine, Southern Cross University, Military Road, East Lismore, NSW 2480 Australia
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A national cross-sectional survey of the attitudes, skills and use of evidence-based practice amongst Spanish osteopaths. BMC Health Serv Res 2021; 21:130. [PMID: 33563266 PMCID: PMC7874623 DOI: 10.1186/s12913-021-06128-6] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2020] [Accepted: 01/21/2021] [Indexed: 12/15/2022] Open
Abstract
Background Although evidence-based practice (EBP) is largely supported across healthcare professions, its implementation in manual therapy professions such as osteopathy remains limited and debated. There is currently little knowledge of how Spanish osteopaths relate to EBP. Objectives The main aim of this study was to investigate the attitudes, skills and use of EBP among Spanish osteopaths. A secondary aim was to identify barriers and facilitators for the adoption of EBP in the Spanish osteopathic context. Methods National cross-sectional survey of Spanish osteopaths registered and non-registered to an osteopathic association in Spain. Eligible participants were invited by a range of recruitment strategies including email and social media campaigns to complete the Spanish-translated Evidence-Based practice Attitude and utilization Survey (EBASE) anonymously online. Results A total of 567 osteopaths completed the survey which represents an approximate response rate of 9%. Participant’s attitudes toward EBP were largely positive. Most respondents agreed or strongly agreed that EBP was necessary in the practice of osteopathy (89.6%) and that professional literature and research findings were useful to their day-to-day practice (88.9%). Levels of perceived skill in EBP were reported as low to moderate with lowest levels for items related to ‘research conduct’. Except reading/reviewing professional literature and using online search engines to find practice-related literature, participant engagement in all other EBP-related activities was generally infrequent. The perceived proportion of clinical practice that was based on clinical research evidence was reported to be very small. Main barriers to EBP uptake included a lack of clinical evidence in osteopathy and insufficient skills for applying research findings. Main facilitators of EBP uptake included access to full-text articles, internet at the workplace and online databases. Conclusions Spanish osteopaths were largely supportive of evidence-based practice, had low to moderate skills in EBP and engaged in EBP activities infrequently. Formal regulation of the profession in Spain and the inclusion of osteopathic programs into the university sector would potentially improve EBP skills and use. Supplementary Information The online version contains supplementary material available at 10.1186/s12913-021-06128-6.
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Cardoso D, Couto F, Cardoso AF, Louçano C, Rodrigues M, Pereira R, Parola V, Coelho A, Ferraz L, Pinto D, Ramis MA, Apóstolo J. Fresno test to measure evidence-based practice knowledge and skills for Portuguese undergraduate nursing students: A translation and adaptation study. NURSE EDUCATION TODAY 2021; 97:104671. [PMID: 33264737 DOI: 10.1016/j.nedt.2020.104671] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2020] [Revised: 10/25/2020] [Accepted: 11/12/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND The Fresno Test was originally identified as an instrument to assess evidence-based practice knowledge and skills through cognitive testing and performance assessment in medical students. Further studies have been recommended to establish the measurement properties of the Fresno Test in different learner populations. OBJECTIVES To perform a cross-cultural adaptation of the Fresno Test for Portuguese undergraduate nursing students and to analyze the interrater reliability. DESIGN Cross-cultural adaptation study with interrater reliability assessment carried out in two phases during 2017-2018. SETTINGS One of the main nursing schools, Portugal. PARTICIPANTS Fourth year undergraduate nursing students. METHODS The study was performed in two phases, firstly the cross-cultural adaptation (performed in five stages) and secondly the analysis of interrater reliability. RESULTS Stages I, II, III and IV of the cross-cultural adaptation proceeded smoothly and the expert panel produced and agreed upon the pre-final version of Adapted Fresno Test. In stage V (the pre-test stage), students reported a general understanding of the items, but they reported a lack of knowledge to answer the test. An expert panel subsequently agreed that modifications were needed to ensure the test was within the student's competency level and to decrease risk of assessment bias. For phase II, 50 complete questionnaires were randomly selected to be rated by three independent nurses using the modified rubric to score the test. The overall interrater reliability was 0.826 with a range from 0.271 to 1.000 for each item. CONCLUSIONS The Adapted Fresno Test presented in this paper is the first instrument translated for European Portuguese and adapted specially for undergraduate nursing students. Despite good interrater reliability, further validation studies with more robust samples are suggested to definitively establish psychometric properties beyond the interrater reliability.
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Affiliation(s)
- Daniela Cardoso
- Health Sciences Research Unit: Nursing, Nursing School of Coimbra, P.O. Box 7001, 3046-851 Coimbra, Portugal; Nursing School of Coimbra, P.O. Box 7001, 3046-851 Coimbra, Portugal; Portugal Centre for Evidence-Based Practice: A Joanna Briggs Institute Centre of Excellence, Health Sciences Research Unit: Nursing, Nursing School of Coimbra, P.O. Box 7001, 3046-851 Coimbra, Portugal; FMUC - Faculty of Medicine, University of Coimbra, Azinhaga de Santa Comba, Celas, 3000-548 Coimbra, Portugal.
| | - Filipa Couto
- Health Sciences Research Unit: Nursing, Nursing School of Coimbra, P.O. Box 7001, 3046-851 Coimbra, Portugal; Alfena Hospital - Trofa Health Group, Rua Manuel Bento Júnior 201, 4445-268 Alfena, Porto, Portugal
| | - Ana Filipa Cardoso
- Health Sciences Research Unit: Nursing, Nursing School of Coimbra, P.O. Box 7001, 3046-851 Coimbra, Portugal; Nursing School of Coimbra, P.O. Box 7001, 3046-851 Coimbra, Portugal; Portugal Centre for Evidence-Based Practice: A Joanna Briggs Institute Centre of Excellence, Health Sciences Research Unit: Nursing, Nursing School of Coimbra, P.O. Box 7001, 3046-851 Coimbra, Portugal.
| | - Cristina Louçano
- Health Sciences Research Unit: Nursing, Nursing School of Coimbra, P.O. Box 7001, 3046-851 Coimbra, Portugal; Nursing School of Coimbra, P.O. Box 7001, 3046-851 Coimbra, Portugal.
| | - Manuel Rodrigues
- Health Sciences Research Unit: Nursing, Nursing School of Coimbra, P.O. Box 7001, 3046-851 Coimbra, Portugal; Nursing School of Coimbra, P.O. Box 7001, 3046-851 Coimbra, Portugal; Portugal Centre for Evidence-Based Practice: A Joanna Briggs Institute Centre of Excellence, Health Sciences Research Unit: Nursing, Nursing School of Coimbra, P.O. Box 7001, 3046-851 Coimbra, Portugal
| | - Rui Pereira
- Health Sciences Research Unit: Nursing, Nursing School of Coimbra, P.O. Box 7001, 3046-851 Coimbra, Portugal; School of Nursing, University of Minho, Edifício 4 Campus de Gualtar, 4710-057 Braga, Portugal.
| | - Vítor Parola
- Health Sciences Research Unit: Nursing, Nursing School of Coimbra, P.O. Box 7001, 3046-851 Coimbra, Portugal; Nursing School of Coimbra, P.O. Box 7001, 3046-851 Coimbra, Portugal; Portugal Centre for Evidence-Based Practice: A Joanna Briggs Institute Centre of Excellence, Health Sciences Research Unit: Nursing, Nursing School of Coimbra, P.O. Box 7001, 3046-851 Coimbra, Portugal
| | - Adriana Coelho
- Health Sciences Research Unit: Nursing, Nursing School of Coimbra, P.O. Box 7001, 3046-851 Coimbra, Portugal; Nursing School of Coimbra, P.O. Box 7001, 3046-851 Coimbra, Portugal; Portugal Centre for Evidence-Based Practice: A Joanna Briggs Institute Centre of Excellence, Health Sciences Research Unit: Nursing, Nursing School of Coimbra, P.O. Box 7001, 3046-851 Coimbra, Portugal
| | - Lucimare Ferraz
- Universidade do Estado de Santa Catarina, Av. Madre Benvenuta, 2007 Itacorubi, Florianópolis, Brazil.
| | - Daniela Pinto
- Health Sciences Research Unit: Nursing, Nursing School of Coimbra, P.O. Box 7001, 3046-851 Coimbra, Portugal; Nursing School of Coimbra, P.O. Box 7001, 3046-851 Coimbra, Portugal.
| | - Mary-Anne Ramis
- Evidence in Practice Unit & Queensland Centre for Evidence Based Nursing and Midwifery: A Joanna Briggs Institute Centre of Excellence, Level 2 Aubigny Place, Raymond Terrace, South Brisbane, Australia.
| | - João Apóstolo
- Health Sciences Research Unit: Nursing, Nursing School of Coimbra, P.O. Box 7001, 3046-851 Coimbra, Portugal; Nursing School of Coimbra, P.O. Box 7001, 3046-851 Coimbra, Portugal; Portugal Centre for Evidence-Based Practice: A Joanna Briggs Institute Centre of Excellence, Health Sciences Research Unit: Nursing, Nursing School of Coimbra, P.O. Box 7001, 3046-851 Coimbra, Portugal.
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The Effectiveness of an Evidence-Based Practice (EBP) Educational Program on Undergraduate Nursing Students' EBP Knowledge and Skills: A Cluster Randomized Control Trial. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18010293. [PMID: 33401523 PMCID: PMC7795378 DOI: 10.3390/ijerph18010293] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/30/2020] [Revised: 12/28/2020] [Accepted: 12/29/2020] [Indexed: 11/16/2022]
Abstract
Evidence-based practice (EBP) prevents unsafe/inefficient practices and improves healthcare quality, but its implementation is challenging due to research and practice gaps. A focused educational program can assist future nurses to minimize these gaps. This study aims to assess the effectiveness of an EBP educational program on undergraduate nursing students’ EBP knowledge and skills. A cluster randomized controlled trial was undertaken. Six optional courses in the Bachelor of Nursing final year were randomly assigned to the experimental (EBP educational program) or control group. Nursing students’ EBP knowledge and skills were measured at baseline and post-intervention. A qualitative analysis of 18 students’ final written work was also performed. Results show a statistically significant interaction between the intervention and time on EBP knowledge and skills (p = 0.002). From pre- to post-intervention, students’ knowledge and skills on EBP improved in both groups (intervention group: p < 0.001; control group: p < 0.001). At the post-intervention, there was a statistically significant difference in EBP knowledge and skills between intervention and control groups (p = 0.011). Students in the intervention group presented monographs with clearer review questions, inclusion/exclusion criteria, and methodology compared to students in the control group. The EBP educational program showed a potential to promote the EBP knowledge and skills of future nurses.
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Harris J, Grafton K, Cooke J. Developing a consolidated research framework for clinical allied health professionals practising in the UK. BMC Health Serv Res 2020; 20:852. [PMID: 32912231 PMCID: PMC7488424 DOI: 10.1186/s12913-020-05650-3] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2019] [Accepted: 08/13/2020] [Indexed: 11/22/2022] Open
Abstract
Background Allied Health Professionals (AHPs) form a significant part of the healthcare workforce and have great potential to improve services through research and research-informed practice. However, there is a lack of tradition in research embedded in practice in these professional groups. Barriers include clinical caseload pressures, a lack of sustainable training and consequent lack of confidence in practitioners. Practice managers are ill-equipped to monitor and guide staff research development. The modern healthcare system is a multi-disciplinary environment focused on the needs of the patient. A common framework across all AHP disciplines, offering equality in research knowledge and skills and shared language, might be helpful in planning and developing clinical career pathways. Our aim is to develop a consolidated research framework to help AHPs to plan and guide research activity throughout their career. Methods The study was conducted in three phases. Phase one identified existing AHP research frameworks (AHPRF) through expert consultations and literature searches. Phase two involved framework analysis of the AHPRFs to develop a single consolidated framework. Phase three included a workshop with experts to validate and adapt the framework for practice. Results Nineteen AHPRFs were identified. A consolidated framework was shaped by analysis of the AHPRFs resulting in a consolidated framework of eight sections, each containing a series of statements. Each section relates to an analytic theme within the framework analysis, and the statements were based on sub-categories of themes. The final framework was further shaped by the phase three workshop into a set of ‘stem’ statements that can be adapted to reflect different levels of expertise and the inclusion of a set of guiding principles developed through expert consultation. Conclusion The consolidated framework was entitled ‘Shaping Better Practice Through Research: A Practitioner Framework’ by stakeholders, thus emphasising its ambition to embed research activity into practice. It instigates a new perspective within AHP research by offering practitioners and managers a tool that can be applied across public, private, and voluntary settings for AHPs in all disciplines. Its ambition is to develop capacity in the AHPs that can undertake research to improve services and the health of service users.
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Affiliation(s)
- Jennifer Harris
- Paediatric MSK/Orthopaedics, Chesterfield Royal Hospital NHS Foundation Trust, Calow, Chesterfield, Derbyshire, S44 5BL, UK.
| | - Kate Grafton
- Council for Allied Health Professions in Research (CAHPR) Strategy Committee, University of Lincoln, Brayford Pool, Lincoln, LN6 7TS, UK.,School of Health and Social Care, University of Lincoln, Brayford Pool, Lincoln, LN6 7TS, UK
| | - Jo Cooke
- School for Health Science, University of Sheffield, Sheffield, S10 2TG, UK
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Factors Affecting Implementation of Evidence-Based Practices in Public Health Preparedness and Response. JOURNAL OF PUBLIC HEALTH MANAGEMENT AND PRACTICE 2020; 26:434-442. [PMID: 32732716 DOI: 10.1097/phh.0000000000001178] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
CONTEXT There is limited research on what factors are most salient to implementation of evidence-based practices (EBPs) among public health agencies in public health emergency preparedness and response (PHPR) and under what conditions EBP implementation will occur. OBJECTIVE This study assessed the conditions, barriers, and enablers affecting EBP implementation among the PHPR practice community and identified opportunities to support EBP implementation. DESIGN A Web-based survey gathered information from public health agencies. Data obtained from 228 participating agencies were analyzed. SETTING State, local, and territorial public health agencies across the United States. PARTICIPANTS Preparedness program officials from 228 public health agencies in the United States, including Public Health Emergency Preparedness (PHEP) cooperative agreement awardees (PHEP awardees) and a random sample of local health departments (LHDs). RESULTS Respondents indicated that EBP is necessary and improves PHPR functions and tasks and that staff are interested in improving skills for EBP implementation. Top system-level barriers to EBP implementation were insufficient funding, lack of EBP, and lack of clarity regarding which practices are evidence based. PHEP awardees were significantly more likely to report a lack of EBP in the field, whereas LHDs were significantly more likely to report a lack of incentives. The top organizational-level barrier was insufficient staff. Most respondents indicated their agency culture supports EBP; however, LHDs were significantly more likely to report a lack of support from supervisors and leadership. Few respondents reported individual barriers to EBP implementation. CONCLUSIONS Findings indicate an opportunity to improve dissemination strategies, communication efforts, and incentives to support EBP implementation in PHPR. Potential strategies include improving awareness of and accessibility to EBPs through targeted dissemination efforts; building organizational capacity to support EBP implementation, particularly staff capacity, knowledge, and skills; and identifying funding and incentives to promote EBP uptake and sustainment.
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Willison J, Zhu X, Xie B, Yu X, Chen J, Zhang D, Shashoug I, Sabir F. Graduates' affective transfer of research skills and evidence based practice from university to employment in clinics. BMC MEDICAL EDUCATION 2020; 20:89. [PMID: 32223748 PMCID: PMC7104532 DOI: 10.1186/s12909-020-1988-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/08/2019] [Accepted: 02/28/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND This research sought to determine the impact of explicit program-based development of skills associated with research and Evidence Based Practice (EBP) on the attitudes and sustained behaviours of graduates subsequently employed in clinics. Systematic reviews have shown that university teaching of EBP and research skills rarely result in transfer of commensurate attitudes and sustained behaviours of students to their subsequent studies or to employment. Studies have therefore called for detailed exploration of what may enable this transfer of knowledge and skills to attitudes and behaviours. In keeping with these calls, this paper presents a fine-grained qualitative study of graduates' research skills and EBP in clinics with particular reference to pertinent attitudes, values and behaviours sustained, or further developed, one year after program completion. METHODS The study revolved around employed graduates of a Bachelor of Oral Health (BOH) program, which used the Research Skill Development (RSD) framework to structure the explicit, coherent and cyclic development of the skills associated with research in multiple semesters of the degree. One year after their completion of the BOH program, semi-structured interviews were conducted with nine employed graduates, three from each of three consecutive cohorts, to gain their professional perspectives on their research skills and EBP developed at university and then used in clinics. While the pre-determined interview questions focused on employed graduates' knowledge and skills, the attitudes and values around research skills and EBP emerged spontaneously. RESULTS Graduates that were interviewed relayed in detail their attitudes and values associated with research skills and EBP when asked about their work in clinics, even though the affective elements were not specifically elicited. In the employment context, the positive affective aspects of the skills associated with research and EBP that graduates discussed were pronounced, and this contrasted with working graduates retrospective view of university research skills and EBP. CONCLUSIONS The richness of affective interaction with patients was a factor that enabled the interviewed graduates to transfer university knowledge and skills into attitudes and behaviours associated with EBP. We recommend similar fine-grained qualitative research to further develop constructs that enable quantification of the interplay of cognitive and affective facets in researching and EBP.
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Affiliation(s)
| | - Xiaoxin Zhu
- Guangzhou Jiangnan Foreign Language School, Guangzhou, China
| | - Baolin Xie
- University of Adelaide, Adelaide, Australia
| | | | - Jie Chen
- Changsha Country Garden Venice Bilingual School, Changsha, China
| | - Deng Zhang
- University of Adelaide, Adelaide, Australia
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Integrating Evidence-Based Practice Into Oral Health Clinical Practice: Students' Perspectives. J Evid Based Dent Pract 2018; 19:79-85. [PMID: 30926105 DOI: 10.1016/j.jebdp.2018.11.002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2018] [Revised: 11/15/2018] [Accepted: 11/16/2018] [Indexed: 11/20/2022]
Abstract
OBJECTIVES Evidence-based practice (EBP) provides an approach to oral health care that incorporates a structured process of systematically reviewing and critically appraising scientific evidence to answer specific clinical questions. The need to integrate EBP concepts into the undergraduate oral health curriculum is evident as the profession transitions into using research evidence to make informed clinical decisions. The didactic component provides an overview of the theory, and the application component offers opportunities to incorporate valid scientific evidence into clinical practice. The objective of this study was to evaluate undergraduate oral health students' perspectives on integrating EBP into clinical practice in the Bachelor of Oral Health program at the University of Sydney (BOH Sydney). METHODS A structured questionnaire with a five-point Likert scale was designed to align with the course-specific outcomes. It focused on knowledge and understanding of EBP, the process of accessing evidence, students' confidence in critical appraisal skills, and clinical application. Sixty-two (97%) undergraduate oral health students from 2-year cohorts participated in the survey. RESULTS All students agreed that EBP influenced their clinical decision. Over 90% of students agreed that EBP should be an integral part of clinical practice. Eighty percent of students reported they were confident in EBP application. There is a significant positive correlation between teaching EBP in clinical practice and students' perceived confidence in the EBP process. CONCLUSION Clinical educators are instrumental in providing guidance and support to oral health students' learning of EBP. The evaluation supported integrating EBP into clinical practice but revealed some issues with implementation in this study.
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Cardoso D, Santos E, Cardoso ML, Oliveira CR, Rodrigues MA, Apóstolo J. Instruments for measuring undergraduate nursing students' knowledge, attitudes and skills in evidence-based practice: a systematic review protocol. ACTA ACUST UNITED AC 2018; 15:1979-1986. [PMID: 28800044 DOI: 10.11124/jbisrir-2016-003218] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
REVIEW QUESTION/OBJECTIVE The objective of this systematic review is to identify and assess the properties of instruments for measuring undergraduate nursing students' knowledge, attitudes and skills in evidence-based practice (EBP).More specifically, the review questions are as follows.
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Affiliation(s)
- Daniela Cardoso
- 1Health Sciences Research Unit: Nursing, Nursing School of Coimbra, Coimbra, Portugal 2Nursing School of Coimbra, Coimbra, Portugal 3Portugal Centre for Evidence-Based Practice: a Joanna Briggs Institute Centre of Excellence, Health Sciences Research Unit: Nursing, Nursing School of Coimbra, Coimbra, Portugal 4Faculty of Medicine, University of Coimbra, Coimbra, Portugal 5Emergency Department: Centro Hospitalar e Universitário de Coimbra (CHUC), Coimbra, Portugal 6Center for Neuroscience and Cell Biology, University of Coimbra, Coimbra, Portugal
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Hitch D, Nicola-Richmond K. Instructional practices for evidence-based practice with pre-registration allied health students: a review of recent research and developments. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2017; 22:1031-1045. [PMID: 27469244 DOI: 10.1007/s10459-016-9702-9] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/02/2016] [Accepted: 07/22/2016] [Indexed: 06/06/2023]
Abstract
The aim of this study is to update a previous review published in this journal on the effectiveness of teaching and assessment interventions for evidence based practice in health professions, and to determine the extent to which the five recommendations made from that review have been implemented. The Integrating Theory, Evidence and Action method was used to synthesise all published evidence from 2011 to 2015, which addressed instructional practices used for evidence based practice with pre-registration allied health students. Seventeen articles were found to meet the inclusion criteria, and were analysed for both their individual rigour and relationship to the five recommendations. The evidence reviewed in this study was diverse in both its geographical setting and the allied health disciplines represented. Most of the evidence used less rigorous methods, and the evidence base is generally exploratory in nature. To date, the five recommendations regarding instructional practices in this area have been implemented to varying degrees. Many current practices promote social negotiation, collaborative decision-making and collaborative learning, so the social constructivist approach is being adopted. However, the prior knowledge of students is not being assessed as a basis for scaffolding, communication of evidence based practice to varying audiences is rarely addressed and the role of clinicians in the learning of evidence based practice knowledge, skills, beliefs and attitudes remains limited.
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Affiliation(s)
- Danielle Hitch
- Deakin University, Waterfront Campus, 1 Gheringhap Street, Geelong, VIC, 3217, Australia.
| | - Kelli Nicola-Richmond
- Deakin University, Waterfront Campus, 1 Gheringhap Street, Geelong, VIC, 3217, Australia
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Schoonees A, Rohwer A, Young T. Evaluating evidence-based health care teaching and learning in the undergraduate human nutrition; occupational therapy; physiotherapy; and speech, language and hearing therapy programs at a sub-Saharan African academic institution. PLoS One 2017; 12:e0172199. [PMID: 28207842 PMCID: PMC5313131 DOI: 10.1371/journal.pone.0172199] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2015] [Accepted: 02/01/2017] [Indexed: 11/18/2022] Open
Abstract
Background It is important that all undergraduate healthcare students are equipped with evidence-based health care (EBHC) knowledge and skills to encourage evidence-informed decision-making after graduation. We assessed EBHC teaching and learning in undergraduate human nutrition (HN); occupational therapy (OT); physiotherapy (PT); and speech, language and hearing therapy (SPLH) programs at a sub-Saharan African university. Methods We used methodological triangulation to obtain a comprehensive understanding of EBHC teaching and learning: (1) through a document review of module guides, we identified learning outcomes related to pre-specified EBHC competencies; we conducted (2) focus group discussions and interviews of lecturers to obtain their perspectives on EBHC and on EBHC teaching and learning; and we (3) invited final year students (2013) and 2012 graduates to complete an online survey on EBHC attitudes, self-perceived EBHC competence, and their experience of EBHC teaching and learning. Results We reviewed all module outlines (n = 89) from HN, PT and SLHT. The OT curriculum was being revised at that time and could not be included. Six lecturers each from HN and OT, and five lecturers each from PT and SLHT participated in the focus groups. Thirty percent (53/176) of invited students responded to the survey. EBHC competencies were addressed to varying degrees in the four programs, although EBHC teaching and learning mostly occurred implicitly. Learning outcomes referring to EBHC focused on enabling competencies (e.g., critical thinking, biostatistics, epidemiology) and were concentrated in theoretical modules. Key competencies (e.g., asking questions, searching databases, critical appraisal) were rarely addressed explicitly. Students felt that EBHC learning should be integrated throughout the four year study period to allow for repetition, consolidation and application of knowledge and skills. Lecturers highlighted several challenges to teaching and practising EBHC, including lack of evidence relevant to the African context and lack of time within curricula.
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Affiliation(s)
- Anel Schoonees
- Centre for Evidence-based Health Care, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
| | - Anke Rohwer
- Centre for Evidence-based Health Care, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
| | - Taryn Young
- Centre for Evidence-based Health Care, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
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Suttle CM, Challinor KL, Thompson RE, Pesudovs K, Togher L, Chiavaroli N, Lee A, Junghans B, Stapleton F, Watt K, Jalbert I. Attitudes and Barriers to Evidence-Based Practice in Optometry Educators. Optom Vis Sci 2015; 92:514-23. [DOI: 10.1097/opx.0000000000000550] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
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