Mehreen Alberts
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The promotion of EBP requires a healthcare infrastructure committed to supporting organisations to deliver EBP and an education system efficient in supporting healthcare professionals in acquiring EBP competencies.2 To this end, healthcare education programmes must effectively implement curricula that target these competencies.3 To facilitate this, the Sicily consensus statement on EBP provides a description of core knowledge and skills required to practice in an evidence-based manner and a curriculum that outlines the minimum requirements for educating health professionals in EBP.2 Initiatives such as the European Union Evidence-Based Medicine project4 and EBP teaching programmes for educators facilitated by Oxford (Centre for Evidence-Based Medicine) and McMaster Universities provide support in advancing the EBP agenda within healthcare education 👍 Over the past two decades, more than 300 articles have been published on teaching evidence-based medicine alone and in excess of 30 experiments have been conducted to measure its effects 👍5 Recent reviews3 6 evaluating the adoption of evidence-based recommendations for teaching EBP however point to poor uptake of existing resources available to guide EBP education 🤓 [1]
This study targeted Jordanian undergraduate nursing students. This was the accessible population of undergraduate nursing students enrolled in the 4-year BSN programme at two universities located in northern Jordan. The following was calculated: sample size using the G*Power software (2014). A conventional power estimation of 0.8 was used with an alpha of 0.05 and a medium effect size. It was calculated that 100 people would be needed to take a Pearson Correlation exam to determine the relationships between EBP beliefs and their implementations. 300 students were reached to counter any anticipated non-response. This was done in order to increase the power and effectiveness of the study. Participants were selected based on their ability to complete the Nursing Research Course. This was noted by Jamee Jung, Islamabad (Pakistan) [2]
Fitness and rehabilitation professionals must be able to comprehend many types of research in order to make educated decisions regarding client/patient care. The best sources of evidence that can be used to make such decisions are clinical guidelines, systematic reviews, and randomized controlled trials (RCTs). The word “controlled” refers to the need to control for bias. Professionals are all subject to bias. If you have just completed a training course about a new treatment or strengthening technique, you may be biased towards applying that information to many patients/clients even though it might not work in all cases. After pointing it out, credit goes to Laterra Kapps. [3]
60242: Suicide Prevention Assessment, Treatment, and Risk Management for At-Risk Populations (6 contact hours). Worldwide, suicide ranks 13th in the leading causes of death. Highest rates found in countries Advanced healthcare. The Centers for Disease Control and Prevention’s (CDC) statistics show that all age groups are affected. However, there are some concerns for adolescents and older adults. The suicide rate among Americans in their middle years has increased alarmingly. For middle-aged women, suicide rates have risen 63% from 1999 to 43% over the same period. The course prepares professionals for a variety of healthcare positions. Social workers Psychologists with more information and prevention strategies for suicide. Last edited 7 days ago, by Drema Caloway (Milan, Italy). [4]
Refer to the Article
- https://ebm.bmj.com/content/24/3/103
- https://bmcnurs.biomedcentral.com/articles/10.1186/s12912-020-00522-x
- https://www.functionalmovement.com/articles/651/what_is_evidence-based_practice_and_why_is_it_important
- https://www.nurse.com/blog/2017/02/22/why-evidence-based-practice-matters-to-students-alexanders-student-blog/
