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Background: The use of Evidence-Based Practice (EBP) is increasingly emphasized within healthcare. However, little research has focused on nurses' pre-registration training; particularly regarding the impact of curriculum-design on learning EBP., Objectives: This study compared the impact of embedding EBP throughout the curriculum, with modular-based teaching, on pre-registration nursing students' EBP profiles., Design: A longitudinal panel study., Settings and Participants: A convenience sample of fifty-six pre-registration nursing students (55.4% studying an embedded EBP-curriculum and 44.6% studying a modular EBP-curriculum), were recruited from a UK University between 2011 and 2014., Methods: Participants completed the Student Evidence-Based Practice Questionnaire (S-EBPQ) in the first, second and third year of their course. This questionnaire measures four EBP domains: frequency of use, attitude, knowledge and skills in retrieving and reviewing evidence, and knowledge and skills in applying and sharing evidence., Results: Two-way mixed between-within Analyses of Variance revealed significant improvements across all domains, except attitude (which remained broadly positive across all years), for both curriculum-groups. No significant differences in this improvement were identified between the two curricula overall. However, the direction and rate of change of scores on the retrieving and applying subscales (but not frequency of use) for the two groups differed across time; specifically those on the embedded curriculum showed a dip in scores on these subscales in year 2. This appeared to be related to associated features of the course such as the timing of placements and delivery of theory., Conclusions: Taking a modular or embedded approach to EBP may have little impact on students' final EBP profiles. However, careful consideration should be given to the timing of related course features which may play a key role in students' perceptions of their knowledge and skills in its application. Further research should explore how curriculum-design might build on students' initial positive attitudes towards EBP and its use in their practice., (Copyright © 2017 Elsevier Ltd. All rights reserved.)

Background: The assessment of learning and teaching of Evidence-based Practice (EBP) in nursing is an important issue, yet few tools have been developed specifically for use with student nurses. Therefore, the Evidence-based Practice Questionnaire (EBPQ), which has been successfully used to measure EBP in nurses and nurse educators, was revised to develop a Student version (S-EBPQ)., Objective: The purpose of the study was to develop a student version of the Evidence-based Practice Questionnaire (EBPQ) and test its psychometric properties with a UK undergraduate student population., Design: Instrument development study., Participants and Method: Two hundred and forty-four undergraduate nursing students from an English University were recruited over a three year period to complete the EBPQ. This data was submitted to reliability analysis based on Item Response Theory and Exploratory Factor Analysis to explore construct validity., Results: Principal Component Analysis demonstrated evidence for the S-EBPQ's construct validity, and analyses comparing the subscale scores of students in their first and second years of studies identified evidence for the tool's convergent validity. Descriptive statistics, correlation coefficients and reliability estimates demonstrated evidence for the S-EBPQ's internal reliability, and item facility and discrimination., Conclusion: The S-EBPQ appears to be a psychometrically robust measure of EBP use, attitudes, and knowledge and skills (regarding the retrieval and evaluation of evidence, and the application and sharing of EBP). It may therefore provide an effective means of evaluating learning of EBP with undergraduate nursing students., (Copyright © 2015 Elsevier Ltd. All rights reserved.)

Concerns have been raised over the appropriateness of adopting evidence-based practice (EBP) as a framework for practice within social work. In this systematic review the authors aim to synthesise research findings exploring social workers' EBP orientation, attitudes, adoption, knowledge, skills, and perceived EBP barriers and facilitators. Numerous challenges to EBP implementation were identified, including: time management, research accessibility, and misperceptions of the role of evidence in decision making. Colleagues, supervisors, perceived experts, organizational culture, and tailored training were important for social workers' dissemination and utilization of evidence. Social workers may prefer more conversational, face-to-face methods of research dissemination. Implications of the review findings are discussed.

Summary Background Competency in evidence-based practice (EBP) is a requirement for graduate nurses. Despite a growing body of research exploring the EBP profiles of students, little research has explored the EBP profiles of nurse educators. Objectives To explore: the differences/similarities in the EBP profiles of US and UK clinical and academic faculty; the barriers nurse educators experience when teaching EBP; the impact of postgraduate education on EBP profile and; what nurse educators perceive “success” in implementing and teaching EBP to be. Design A cross-sectional online survey design was employed. Settings Two Universities delivering undergraduate nursing education in the US and UK, in partnership with large hospital systems, small community hospitals, community settings, and independent sector health organisations. Participants Eighty-one nurse educators working in academic and clinical contexts in the US and UK (US academic = 12, US clinical = 17, UK academic = 9, UK clinical = 43) were recruited opportunistically. Methods Participants were emailed a weblink to an online survey, comprising demographic questions, the Evidence-Based Practice Questionnaire and open-ended questions about EBP barriers, facilitators and successes. Results Quantitative results indicated that academic faculty scored significantly higher on knowledge and skills of EBP, than clinical faculty, but revealed no other significant differences on EBP use or attitudes, or between US and UK professionals. Participants with postgraduate training scored significantly higher on EBP knowledge/skills, but not EBP attitudes or use. Qualitative findings identified key themes relating to EBP barriers and facilitators, including: Evidence-, organisational-, and teaching-related issues. Perceptions of successes in EBP were also described. Conclusions Nurse educators working in the UK and US face similar EBP barriers to teaching and implementation, but view it positively and use it frequently. Clinical staff may require extra support to maintain their EBP knowledge and skills in comparison to staff working in academic contexts. [ABSTRACT FROM AUTHOR]

Aim: This review aimed to explore the knowledge, understanding and attitudes held by speech and language therapists (SLTs) to evidence-based practice (EBP). Furthermore, it addresses the adoption of such a framework and how it could be increased within SLT's professional practice. Method: The review included research conducted between 1998 and 2011. Academic Search Complete, CINAHL Plus, PsycArticles, Medline, Ingenta, Science Direct, JSTOR and Google Scholar, were searched using the terms 'Evidence-Based Practice', 'Speech and Language Therapists' and 'Clinical Practice'. Results: Research predominantly reports limited engagement with EBP. Findings continuously demonstrate how SLTs lack the skills required in order to conduct literature searches and assess relevant research evidence. Furthermore, the research base available to SLTs is of low level quality due to focusing principally on efficacy rather than effectiveness. Additionally, many barriers are evident, including lack of time, resources, skills and understanding, which prevent both conducting research and the implementation of EBP. Conclusion: Although SLTs tend to display high positive regard for EBP, these attitudes are rarely translated into practice. Due to the inadequacy of the current research base available to SLTs it is essential for SLT researchers and practitioners to combine efforts in order to ensure the reliability of future research. This will enable the expansion of relevant research whilst continually promoting EBP and SLT as a discipline. [ABSTRACT FROM AUTHOR]

Background: The Allied Health Professions Support and Development Scheme was a pilot project administered by NHS Education for Scotland (NES) and the Scottish Government. The scheme was put in place to aid in the recruitment, retention and career development of newly qualified practitioners (NQPs) in NHSScotland. During the scheme, NQPs were provided with mentor support, an online learning facility and financial incentives. Contents: This article describes the independent evaluation of the scheme, one which aims to assess the scheme's impact on recruitment, retention and career development of NQPs in NHSScotland. It was found that involvement in the scheme made NQPs feel valued as practitioners and increased their awareness of the wider allied health profession agenda. Financial support provided as part of the scheme was used to help with a range of costs including accommodation, training courses, continuing professional development (CPD) and student loan repayments. Conclusions: Overall the majority of NQPs (86%) regarded the scheme as a positive experience and indicated that they would recommend it to their colleagues. Similar schemes may be successfully put in place elsewhere around the world to support NQPs. A later article will consider the impact of this scheme on recruitment and retention of allied health professionals in rural areas of NHSScotland. [ABSTRACT FROM AUTHOR]

Rationale, aims and objectives Clinical effectiveness and evidence-based practice (EBP) are the cornerstone of modern day health care. Although many studies have explored attitudes and perceived knowledge of individual professions few have compared the factors between professional groups and in particular in the medical profession. We report a study comparing the views, knowledge and practice of hospital doctors with their general practitioner (GP) counterparts in terms of EBP and clinical effectiveness. In this way it was hoped to highlight not only any differences between these groups but also the needs of these groups and suggest some ways of fulfilling these. Methods A postal questionnaire survey was completed by a random sample of 500 GPs and 500 hospital medics. Results There was a significant difference between the groups with the GPs rating their skill level as lower that their medical doctor counterparts. Similarly, GPs reported using EBP steps less frequently than hospital doctors. Barriers to implementing EBP differed between the groups with GPs reporting difficulty with accessing a library and making time available. Conclusion A number of differences between GPs and their hospital counterparts were recorded which highlights the difference in educational and policy approach required for greater uptake of EBP. [ABSTRACT FROM AUTHOR]

Clinical effectiveness and evidence-based practice should be key cornerstones of current nursing practice. This study used postal questionnaires to explore the impact of a national initiative on nurses' attitudes, knowledge and practice relating to these twin concepts. Results indicated that attitudes can be influenced by national policy initiatives. Influencing behaviour, however, appears to be more difficult; no change was seen in reported application of evidence-based practice. Nurses did, however, report a desire to increase their implementation of evidence-based practice; reasons for not doing so included lack of the necessary skills and time in the working day. It is recommended that these education and training needs must be addressed by allocating sufficient protected learning time and funds. A more difficult issue relates to the burden of clinical work, which may also be preventing greater uptake of evidence-based practice. INSET: KEY POINTS. [ABSTRACT FROM AUTHOR]