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

Browsing by Subject "evidence-based practice"

Now showing 1 - 10 of 14

Building Evidence-Based Nursing Practice Capacity in a Large Statewide Health System
(Wolters Kluwer, 2019-04) Storey, Susan; Wagnes, Lisa; LaMothe, Julie; Pittman, Joyce; Cohee, Andrea A.; Newhouse, Robin; School of Nursing
Integration of evidence-based practice (EBP) into the culture of a healthcare organization is essential to provide safe patient care and promote a thriving culture for the nurses within the healthcare organization. Collaboration and utilization of both clinical and academic experts facilitate the removal of barriers to EBP. This article describes the successful partnership between a healthcare system and school of nursing in executing a 3-phased multimodal approach to an EBP training program.
Building Research Infrastructure in Magnet® Hospitals: Current Status and Future Directions
(Lippincott, Williams, and Wilkins, 2017-04) Johantgen, Meg; Weiss, Marianne; Lundmark, Vicki; Newhouse, Robin; Haller, Karen; Unruh, Lynn; Shirey, Maria; School of Nursing
OBJECTIVE: The aim of this study was to describe the infrastructures supporting research in Magnet® hospitals. BACKGROUND: Hospitals undertaking the journey toward Magnet designation must build research and evidence-based practice (EBP) infrastructures that support the infusion of research and EBP into clinical practice. METHODS: An electronic survey was developed and distributed to the chief nursing officer or Magnet coordinator of all Magnet hospitals between June 10, 2015, and July 8, 2015. RESULTS: Of the 418 Magnet hospitals invited, 249 responses (60%) were received. Resources dedicated to nursing research were difficult to isolate from those for EBP. Supporting clinical nurses’ time away from the bedside remains a challenge. Nearly half (44%) indicated that research is conducted within the nurses’ usual clinical hours, and 40% indicated that nurses participate on their own time. CONCLUSIONS: Hospitals use a variety of resources and mentor arrangements to support research and EBP, often the same resources. More targeted resources are needed to fully integrate research into clinical practice.
The Comparative Effectiveness of a Model of Job Development versus Treatment as Usual
(2018) Carlson, Linda; Smith, Galen; Rapp, Charles A.; Mariscal, E. Susana; Holter, Mark C.; Ko, Eunjeong; Kukla, Marina; Fukui, Sadaaki; School of Social Work
Job development is critical to assisting people with serious disabilities to obtain jobs, but little is known about the actual methods that make job development effective. Using a post-only quasi-experimental design, this study examined the effects of the Conceptual Selling® method on the number of job development contacts and number of job placements. By controlling for employment specialists' characteristics (age, length of time in current position, years of human service experience, and years of business experience), the authors determined that the employment specialists trained in the Conceptual Selling® method had more job development contacts per employer, leading to more effective job placements for employers contacted, than the control group.
Determining Evidence Based Properties of M.O.P. Civic Education School Discipline Program
(Office of the Vice Chancellor for Research, 2014-04-11) Gentle-Genitty, Carolyn; Gauss, Christy; Nichter, Susan; Karikari, Isaac; Cudjoe, Tracy
School discipline helps establish a safe and supportive environment for student learning and development. There are however factors that can undermine the creation of such an environment. These factors include the conduct of students as well as that of school staff. The Me Others Property Civic Education School Discipline Program has been implemented for the last 20 years in several local schools in Indiana. However its evidence based properties have yet to be evaluated. This study examined such properties via the literature on evidence based practices for school discipline. The APA Presidential Task Force on Evidence-Based Practice (EBP) suggests that the use of EBP in schools can help boost students’ psychological wellbeing, and also create the grounds for productive learning outcomes (Evidence-Based Practice in Psychology, 2006). There is increasing appeal for interventions developed on the basis data-informed practices (Kelly et al., 2010). Specifically the study continues to assess the data from a survey administered in two local schools (70 elementary students) and 45 high school-age students who completed a pre-post-test in Belize. The MOP program espouse to help students learn how to respect themselves, others, and property and make right choices. Preliminary findings are presented and discussed.
Effect of Virtual Reality Interventions on Occupational Participation in Stroke Patients: A Rapid Systematic Review
(2023-05-04) Gillen, Grace; Huff, Nichole; Messenger, Elizabeth; Russell, Rachel; Butcher, Madison; Chase, Tony; Sego, Daniel; Department of Occupational Therapy, School of Health and Human Sciences
This rapid systematic review of the literature examines the literature on effective occupational therapy virtual reality (VR) interventions in rehabilitation of individuals poststroke. This review provides a comprehensive overview and analysis of 25 studies that addressed common themes, including: upper extremity (UE) mobility, functional outcomes, Quality of Life (QoL), and functional performance, related to increasing occupational participation through VR. Findings reveal moderate strength of evidence for the use of VR interventions, in addition to conventional occupational therapy (OT), in supporting individuals’ occupational performance and relative, functional factors contributing to participation in occupations, among individuals following a stroke. This review supports the use of VR interventions for individuals poststroke due to their innovativeness, adaptability, and ability to simulate real-life activities of daily living (ADLs), and supports the use of occupation-based VR interventions which can inform and guide intervention approaches for OT practitioners working in stroke rehabilitation.
Effectiveness of Occupational Therapy Approaches for Feeding in Early Intervention: A Rapid Systematic Review
(2023-05-05) Barrett, Mackenzie; Bullard, Kelsie; McGee, Alexis; Pisockyj, Mariah; Pulos, Emily; Sego, Daniel; Chase, Tony; Department of Occupational Therapy, School of Health and Human Sciences
Objective Newborns are admitted to the NICU for multiple reasons that require services. Feeding difficulties is an aspect of care that many NICU babies present with that require care from a multidisciplinary team. The objective of this study was to evaluate the effectiveness of numerous OT feeding interventions on the infants’ ability to feed independently compared to one that does not receive OT services. Study design The study was conducted as a RSR using a software called Covidence. There were 3,189 articles uploaded to screen in Covidence and one additional article individually uploaded. From those articles a full text review was completed including 50 articles which then resulted in 24 articles which were included in the RSR from the initial search. Total, there were 25 articles included: 24 from Covidence and one individually uploaded. Results This study aimed at examining numerous feeding interventions approaches to increase independence in feedings. Multisensory stimulation was found to have a significant increase in weight gain compared to groups receiving a different approach. Infants exposed to a soothing noise while feeding had an increase in sucking rates compared to infants that were not exposed to sound. Infants that received an odor-based intervention approach of being exposed to a food related scent were shown to have a decreased length in time until full feedings and shorter hospital stays. Infants who received skin to skin contact 60 minutes after birth had no difference shown but ones that received skin to skin contact immediately after had a higher breastfeeding and sucking scores. Parents that received caregiver education on feeding and positioning were shown to have less feeding difficulties, appropriate positioning of the baby during feedings, and improved bonding relationships with infants. Adaptive equipment such as nipples for feeding were analyzed and showed moderate improvement of feeding performance. Studies that used various approaches of oral motor stimulation showed a decreased hospital stay, improved feedings, and weight gain. Conclusion Numerous approaches of intervention to improve feeding performance on infants were reviewed in the RSR. Studies concluded an improvement in one or more outcomes measure of weight gain, improved performance, sucking ability, relationship, and decreased hospital stay. Further research could be conducted to enhance reliability of the intervention approaches due to limited population sizes, geographical differences, and wider age range evaluated.
Enhancing Recovery: Occupational Therapy for Adults with Traumatic Brain Injury, A Rapid Systematic Review
(2024-04-24) Findley, Caroline; Grove, Dara; John, Andrea; Lenk, Lauren; Martinez, Adriana; Tinnin, Morémi; Chase, Anthony; Lee, Chang Dae; Department of Occupational Therapy, School of Health and Human Sciences
A thorough systematic analysis was conducted to find effective interventions for people with traumatic brain injuries (TBI) who are 18 years of age and older. This review gives an overview and discussion of 30 studies focused on various interventions classified into the following categories: group-based approach, memory and planning, social participation, and emotional and behavioral regulation. The objective of the rapid systematic review (RSR) was to search the literature and critically appraise findings to address what evidence is available regarding interventions to promote psychosocial wellness, executive functioning, and occupational engagement in adults with TBI. Technology and group-based approaches were effective in improving psychosocial outcomes, however within clinical research there is a lack of OTP researchers and interventions designed to address longevity of recovery.
Improving police officer and justice personnel attitudes and de-escalation skills: A pilot study of Policing the Teen Brain
(Taylor & Francis, 2018) Aalsma, Matthew C.; Schwartz, Katherine; Tu, Wanzhu; Pediatrics, School of Medicine
This pilot study assessed whether police officers and juvenile justice personnel reported improved attitudes toward youth and knowledge about de-escalation skills after attending Policing the Teen Brain, a training created to prevent arrests by improving officer-youth interactions. Pre- and post-intervention surveys asked about participant attitudes toward adolescents, adolescence as a stressful stage, and punishing youth in the justice system. Among the 232 participants, paired sample t-tests indicated significant differences between mean pre- and post-survey responses on nearly all survey subscales. A hierarchical regression model significantly predicted improvement in knowledge, with educated, female participants most likely to improve knowledge of de-escalation skills.
Leadership Characteristics of Nurse Managers Associated with Implementation of Evidence-Based Practice
(2021-12) Noth-Matchett, Amanda Ann; Newhouse, Robin; Von Ah, Diane; Ellis, Rebecca Bartlett; Menachemi, Nir
The implementation of evidence into practice is a complex process. Estimates indicate that it takes seventeen years on average for research to be translated into practice. Delay in implementation of evidence-based practice (EBP) results in poor patient outcomes and negative impacts to healthcare systems. While many factors contribute to delayed implementation of evidence, organizational characteristics of healthcare institutions have a significant impact on implementation. Leaders play a critical role by influencing these organizational characteristics to support evidence-based practice implementation. A key leadership role within acute care healthcare organizations is that of the front-line nurse manager (NM). Front-line nurse managers have responsibility for nursing unit operations and clinical nurses who deliver patient care under the nurse managers supervision. The relationship between NM leadership competencies and implementation of EBP is not well understood. Therefore, there is a critical need to identify how NM leadership behaviors influence the implementation of EBP. This dissertation examined the relationship between NM leadership behaviors and implementation of EBP. Results link the role of the NM to evidence-based clinical practice, and describe competencies and education needed for NM development. With an understanding of the NM leadership behaviors associated with implementation of EBP, healthcare leaders can develop education, processes, and interventions to increase competencies on NM leadership behaviors. Better implementation support by NMs will result in an improvement in use of EBPs. To examine the NM leadership behaviors that are associated with implementation of EBP, the following activities were completed: (1) an integrative review of the literature related to NM competencies associated with implementation, (2) identification and description of nurse manager competencies associated with EBP implementation using the Delphi method, and (3) examination of NM leadership behaviors associated with implementation of EBP during the COVID-19 pandemic response through a multi-site descriptive correlational survey of NMs and their nursing staff. Results of these studies demonstrate the importance of NM leadership characteristics and behaviors on EBP implementation.
Making a Choice
(Taylor & Francis, 2019) Carlson, Joan M.; School of Social Work
It is our responsibility as educators to see that our students receive training to meet the present-day challenges facing our clients. The graduate programs in social work are especially suited for training and implementing Screening Brief Intervention and Referral to Treatment (SBIRT) as these programs prepare advanced practitioners to provide care to those with the greatest need and often the least access to mental health and addiction treatment. Schools of Social Work have a strong history of placing advanced clinical MSW interns that focus on diverse populations in behavioral health clinics, primary care clinics, hospitals, substance abuse clinics, schools, residential facilities, family preservation and reunification, child services as well as an essential presence in the VA system. Making a choice to include SBIRT training in our curricula is a viable strategy for enhancing the skills our students will need in practice with strong potential to increase the number of providers while significantly increasing access to behavioral interventions for clients and patients.

Browsing by Subject "evidence-based practice"

Results Per Page

Sort Options