IU Indianapolis ScholarWorks :: Browsing by Subject "Evidence-based practice"

Browsing by Subject "Evidence-based practice"

Now showing 1 - 8 of 8

Development and use of a toolkit to facilitate implementation of an evidence-based intervention: a descriptive case study
(BMC, 2020-10-06) Thoele, Kelli; Ferren, Melora; Moffat, Laura; Keen, Alyson; Newhouse, Robin; School of Nursing
Background Implementation of evidence-based clinical interventions in real-world settings becomes a futile effort when effective strategies to foster adoption are not used. A toolkit, or a collection of adaptable documents to inform and facilitate implementation, can increase the use of evidence-based interventions. Most available toolkits provide resources about the intervention but lack guidance for adaptation to different contexts or strategies to support implementation. This paper describes the development and use of a toolkit to guide the implementation of an evidence-based intervention to identify and intervene for people with risky substance use. Methods A descriptive case study describes the development and use of a toolkit throughout a two-year study. Investigators and site coordinators from 14 acute care hospitals developed tools and engaged external stakeholders as they prepared for implementation, integrated the clinical intervention into practice, and reflected on implementation. Results The final toolkit included 54 different tools selected or created to define the intervention, engage and communicate with stakeholders, assess for readiness and plan for implementation, train clinical nurses and other stakeholders, evaluate training and implementation effectiveness, create policies and procedures for different contexts, and identify opportunities for reimbursement. Each tool corresponds to one or more implementation strategies. Conclusion The approach used to develop this implementation toolkit may be used to create resources for the implementation of other evidence-based interventions.
Effectiveness of Occupational Therapy Interventions to Promote Social Participation and Quality of Life in Older Adults: A Rapid Systematic Review
(2021-05-05) Adams, Alexa; Horsford, Caitlin; Jones, Paige; Long, Ryane; Pflugradt, Dana; Chase, Anthony; Department of Occupational Therapy, School of Health and Human Sciences
This systematic review discusses the evidence of 24 studies to identify the effectiveness of various evidence-based interventions that could be utilized within the scope of occupational therapy (OT), as they aim to improve social participation and health related quality of life in adults over 60 years of age. Older adults often experience difficulty with social engagement, increasing their risk for social isolation which is correlated to decreases in health-related quality of life, functional mobility, as well as increased loneliness, cognitive declines, or other adverse physical and psychological effects. Social participation can facilitate increased health-related quality of life, mitigate loneliness, as well as slow cognitive decline and other adverse physical and psychological effects related to aging and late life transitions. Overall, this review found strong evidence for the effectiveness of physical activity interventions, moderate evidence for the effectiveness of emotional and personal based interventions, and mixed evidence for external support interventions that aim to improve social participation in older adults. Additional research should be conducted to further identify objective aspects (rather than typical subjective aspects) of evidence-based interventions that clinically correlate to increased health-related quality of life and well-being as related to social participation for therapeutic utilization within the domain of occupational therapy for older adults.
Immersion Experiences for Biomedical Engineering Undergraduates: Comparing Strategies and Local Partnerships at Two Institutions
(Vocational School, Diponegoro University Semarang Central Java Indonesia, 2023) Huber, Justin; Higbee, Steven; Espinosa, Christina; Bazrgari, Babak; Miller, Sharon; Biomedical Engineering, School of Engineering and Technology
Immersion experiences for undergraduate students in biomedical engineering are key contributors to their ability to identify medical needs. Despite this, as few as 25% of surveyed programs report providing such opportunities. Since 2010 when the National Institute of Health began its R25 grant mechanism to support curricular development toward team-based design, several institutions have established programs for immersion experiences, which provide precedent for their implementation. Published results from such immersion experiences highlight successes in structure and changes in student perspectives after these experiences. As more institutions expand their biomedical engineering curriculum with new immersion-focused programs, it is important to learn from these precedents while also considering opportunities to improve. For newly funded groups that are developing and implementing programs, they may find improved success by strategic use of unique partnerships. However, these partnerships may not be immediately evident to program organizers. Our objective is to discuss two institutions that recently established programs for immersion experience. In the comparison of our two immersion programs, we found five overlapping core features that include: immersion partner collaboration, team-based immersion experiences, needs-finding emphasis, team-based engineering design experiences, and immersion assessment and evaluation. Both programs developed collaborative partnerships with nearby medical schools. Additionally, one program partnered with a community resource (i.e., Human Development Institute). Despite nuanced program differences, we found that students at both programs self-reported increased knowledge or confidence in aspects of the design process (e.g., identifying and refining user needs, concept generation). Our results also highlight student gains unique to their programs – UK students self-reported gains on disability topics and IUPUI students self-reported gains on socioeconomic awareness. In summary, immersion partner collaboration, or partnership, surfaced as a core feature for both programs, and students in both immersion programs endorsed enhanced knowledge or confidence in engineering design.
Implementation strategies to improve critical care nurses' knowledge of and adherence to evidence-based guidelines
(2016-04-01) Reynolds, Staci Sue; Bakas, Tamilyn; McLennon, Susan Margaret; Murray, Laura L.; Ebright, Patricia R.
Healthcare workers are responsible for providing evidence-based care to patients; however, many patients receive unnecessary or harmful care. Successful implementation of evidence-based guidelines can improve patient outcomes, particularly among vulnerable neuroscience patients. Focused efforts to improve nursing knowledge of and adherence to these guidelines are warranted. The purpose of this dissertation was to determine the most effective strategies for implementing evidence-based guidelines into nursing practice. First, an integrative review of the literature was conducted to explore studies addressing implementation of evidence-based guidelines in nursing. Implications from the review suggested further research to better understand which strategies should be utilized to best implement evidence-based nursing practices. Two pre- and posttest studies were then designed to identify a bundle of implementation strategies to improve neurocritical care nurses' knowledge of and adherence to stroke and spinal cord injury guidelines. The tailored, multi-faceted strategies consisted of local opinion leaders, printed educational materials, and educational outreach. Improvements in nursing knowledge of and adherence to these guidelines were noted. Lastly, program evaluations were conducted using a mixed-methods study to understand neurocritical care nurses' perceptions of the usefulness of the strategies employed during the two studies. Findings from this research provided support for the most effective implementation strategies to enhance knowledge development and guideline adherence among neurocritical care nurses for implementation of stroke and spinal cord guidelines.
Innovative Data-Driven Methods to Improve Digital User Experience
(2016-05-24) Lee, Yoo Young; Smith, Andy; Calvert, Lisa; Snajdr, Eric
This presentation was held in 8th Qualitative and Quantitative Methods in Libraries (QQML) International Conference, London, United Kingdom. Digital user experience (DUX) is a combination of art and science. From an artistic point of view, DUX should provide a simple, clean and engaging web or mobile interface. In order to design such an artistic interface which guarantees the best user experience, scientific user research must be conducted to better understand users’ needs, their motivation to use websites, as well as their web behavior. This paper will explore new trends of qualitative and quantitative user research methods in each DUX stage in order to build excellent user experience on the library website. In general, DUX is comprised of 6 stages: Planning, user research, design, development, launch, and quality control. At Indiana University Purdue University Indianapolis (IUPUI) University Library, a variety of qualitative and quantitative usability research was conducted in different settings. This, along with data from Google Analytics and Google Webmaster Tools, were used before launch in order to know the users. After launch, user experience research was conducted during multiple library instruction sessions to ensure users had a good experience on the website. This paper will address diverse user research methods and discuss tools used during DUX research conducted from January 2014 to December 2015. In addition, the paper will compare pros and cons of DUX methods; discuss practical tips on how to apply data gathered from user research to design and improve websites; and share lessons learned such as DUX research planning, challenges, and effective methods in each DUX stage.
Ongoing Medical Management to Maximize Health and Well-being for Persons Living With Dementia
(Oxford University Press, 2018-01-18) Austrom, Mary Guerriero; Boustani, Malaz; LaMantia, Michael A.; Psychiatry, School of Medicine
Background and Objectives: Persons living with dementia have complex care needs including memory loss that should be taken into account by providers and family caregivers involved with their care. The prevalence of comorbid conditions in people with dementia is high and, thus, how primary care, community providers and family caregivers provide best practice care, person-centered care is important. Research Design and Methods: Care providers should understand the ongoing medical management needs of persons living with dementia in order to maximize their quality of life, proactively plan for their anticipated needs, and be as well prepared as possible for health crises that may occur. Results: This article provides eight practice recommendations intended to promote understanding and support of the role of nonphysician care providers in educating family caregivers about ongoing medical management to improve the wellbeing of persons living with dementia. Discussion and Implications: Key among these are recommendations to use nonpharmacological interventions to manage behavioral and psychological symptoms of dementia as the first line of treatment and recommendations on how to best support the use and discontinuation of pharmacological interventions as necessary.
Using a strategy process framework to support the implementation of an evidence-based practice initiative to improve clinical judgment of newly hired nurses
(Slack, 2022) Stuffle, Megan; Embree, Jennifer
Evidence-based practice (EBP) is foundational to nursing practice, but initiatives can be challenging to implement and sustain. A strategic process framework can successfully guide EBP initiatives. This column describes how nursing professional development specialists can teach nurses how to use a strategy process framework to guide an EBP initiative
Validation of the Brazilian Portuguese version of Evidence-based Practice Knowledge Assessment in Nursing (EKAN)
(SciELO, 2021-06-11) Nick, Jan M.; Caroci Durkin, Adelaide; Caroci-Becker, Adriana; de Almeida Lopes Monteiro da Cruz, Diná; Inacio Zorzim, Vivian; Wonder, Amy H.; School of Nursing
Objective: The Evidence-based Practice Knowledge Assessment in Nursing (EKAN) is an objective measure of evidence-based practice (EBP) knowledge. The aims of the project were to translate the EKAN instrument into Brazilian Portuguese, test its psychometric properties, and document a baseline assessment of students' EBP knowledge. Method: This study used methodological design. The EKAN-Brazilian Portuguese was administered to nursing students from two baccalaureate programs. Data were analyzed using Rasch procedures. Results: 123 students participated (87% ranged 19-25 years old; 60% were juniors; 38% perceived having no exposure to EBP). Validity indices showed the mean difficulty index = -2.48 to 2.07, the Infit (WMS) mean was.985 (SD = 2.13), and the Outfit (UMS) mean was.975 (SD = 0.17). Reliability indices showed sufficient item separation index (4.47); moderate person separation index (.47); high item reliability (.95); and low person reliability (.18). The mean EKAN sum score (max = 20) was 7.6 (SD = 2.13). Conclusion: This study on the EKAN-Brazilian Portuguese version provided sufficient evidence for validity and reliability; the person reliabilities showed the need for improvement in incorporating EBP concepts and content in nursing programs.

Browsing by Subject "Evidence-based practice"

Results Per Page

Sort Options