Advancing Counselor Education in Evidence-Based Practice

The evidence-based practice teaching competence of clinical preceptors at different stages of innovation-decision process: A cross-sectional survey in traditional Chinese medicine hospitals

Introduction: Internationally, evidence-based practice (EBP) is recognized as a fundamental component of healthcare professional education.The World Health Organization has prioritized promoting EBP to enhance nurses' contributions, highlighting their role in delivering effective, safe, and evidence-based care, which necessitates translating research into practice (WHO, 2017).Additionally, EBP is acknowledged as a core competency for clinical nurses (Friedmann, 2016).Adopting the EBP model in healthcare systems leads to high-quality care, better patient outcomes, reduced healthcare costs, and decreased variability in care delivery at the organizational level.At the staffing level, EBP fosters staff empowerment, job satisfaction, informed decision-making, and improved nursing practice.The study aimed to determine the effectiveness of an Evidence-Based Practice educational program targeting clinical nurses by assessing their competencies in EBP.Research Methodology: A pre-experimental design, one-group pre-post test design was adopted to evaluate the effectiveness of the Evidence-Based Practice educational program.Clinical nurses were selected through simple random sampling.A baseline pretest was conducted using a demographic tool, the EBP Competencies Scale by Gallagher-Ford, and a post-test was conducted four weeks after the EBP educational intervention. Results:The educational intervention's data analysis involved descriptive and inferential statistical methods.A normality check using the Shapiro LGVP;C-Wilk test revealed that the total pre-test and post-test scores for EBP among clinical nurses did not follow a normal distribution.Therefore, a non-parametric Wilcoxon signed-rank test was employed, indicating a significant increase in mean post-test EBP scores compared to pre-test scores (p < 0.05).The Wilcoxon signed-rank test showed a significant rise in mean post-test scores compared to pre-test scores (p < 0.05).Additionally, the chi-square test of independence revealed no significant association between demographic variables and the level of posttest EBP scores (p > 0.05).Discussion: This study aimed to evaluate the effectiveness of an Evidence-Based Practice (EBP) education program for clinical nurses, addressing methodological shortcomings by adopting a pre-experimental approach with immediate and longerterm evaluations.The program, comprising 16 hours of lectures and practical sessions over eight weeks, aimed to enhance EBP competencies.Results showed a 9.70% improvement in EBP competency.These findings aligned with previous research to demonstrate the efficacy of EBP educational interventions, and the study result showed that there was no significant association between any of the demographic variables with the level of post-test EBP score p> 0.05.Further research should explore the long-term effects of EBP interventions and broader strategies for integrating EBP across nursing curricula.Conclusion: Our study found that the EBP education program is very effective in improving Evidence-based practice competencies in clinical nurses.The EBP educational program at Al Khor Hospital, HMC, Qatar, aims to enhance the EBP competencies of clinical nurses.The study's findings will have significant implications across various aspects of nursing, including practice, administration, research, and education.By fostering a culture of EBP, the program aims to improve patient outcomes and advance the nursing profession in Qatar.

Emergency care clinicians are expected to use the latest research evidence in practice. However, emergency nurses do not always consistently implement evidence-based practice (EBP). An educational intervention on EBP was implemented to promote emergency nurses' use of EBP, and the effectiveness of it was evaluated. This study aimed to evaluate the effectiveness of an EBP educational intervention on emergency nurses' EBP attitudes, knowledge, self-efficacy, skills, and behavior. The study also examined learners' satisfaction with the EBP educational intervention. A randomized controlled trial with parallel groups with evaluations before the education, immediately after it, and 6 and 12months after the education was conducted at four emergency departments in two university hospitals. The experimental group (N=40) received EBP education while the control group (N=40) completed self-directed EBP education. The primary outcomes were emergency nurses' EBP attitudes, knowledge, self-efficacy, skills, and behavior, while the secondary outcome was satisfaction with the EBP education. Thirty-five participants of an experimental and 29 participants of a control group completed the study. There were no statistically significant (p<.05) improvements and differences between groups in EBP attitude, self-efficacy, or behavior immediately after the EBP education. At the 6-month measurement point, the experimental group showed significantly better EBP attitudes, behavior, knowledge, and self-efficacy than the control group. At the 12-month measurement point, the improvements began to decrease. The groups also differed significantly in terms of participant satisfaction with how the teacher encouraged learners to ask clinical questions. The EBP educational intervention implemented in this study had a positive effect on emergency nurses' EBP attitudes, knowledge, self-efficacy, skills, and behavior. The effects of the education appeared the best 6months after the education. After this point, the results began to decrease and approached baseline levels. EBP educational interventions designed for emergency nurses should apply various teaching strategies to improve their EBP attitude, knowledge, self-efficacy, skills, behavior, and satisfaction with the education.

Understanding how best to support all learners to achieve their goals is a key aspect of education. Ensuring that educators are able to be provided with the best programs and knowledge to do this is perfectly respectable. But what is “evidence” in education, and at what point is it useful and informative in inclusive education? The need exists for a better understanding of what should constitute evidence-based inclusive education. Research with a focus on evidence-based practices in special and inclusive education has been increasing in recent years. Education intervention, by its very definition, should be tailored to suit individuals or groups of learners. However, immediately this is at odds with the gold standard of research intervention, that of randomized control trials; however, there are many advocates for evidence-based practice confirming to the highest form of research methodology. This seems laudable, and who could argue with wanting the best approaches to inform programs and teaching in all facets of education? Nevertheless, the requirements for research rigor mean that it is not practically possible to measure interventions in inclusive education so that they are generalizable across the many students who need support, because the interventions must be specific to individual need and therefore are not generalizable, nor are they intended to be. A narrow approach to what is evidence-based practice in education is unhelpful and does not take into consideration the nuances of inclusive education. Evidence of appropriate practice in inclusive education entails much more than robust scientific methodologies can measure, and this should be remembered. “Good” education is inclusive education that may or may not be recognized as evidence-based practice.

&lt;p&gt;research and publishing articles in refereed journals is one of the most critical objectives of counselor education programs. Despite this, the lack of scholarly productivity among counseling scholars, including counselor educators and doctoral students, continues to be a problem in the profession. Also, research on doctoral students’ research and publication has been scarce in counseling literature. Moreover, the current literature largely fails to communicate the perspectives of doctoral students, as it reflects only the counselor educators’ perspectives on research training.&lt;/p&gt;&lt;p&gt;This phenomenological study investigated the shared experiences of twelve doctoral students in CACREP-accredited programs, regarding research and publication, including the editorial feedback process. The research question that informed and guided this study was: What are the lived experiences of doctoral students in counselor education programs during the publication and editorial feedback process? This study specifically aimed to examine doctoral student researchers’ challenges, the support they received, critical incidents that occurred, as well as their meaning-making of those experiences during the entire process of research and publication.&lt;/p&gt;&lt;p&gt;Data collection included two rounds of semi-structured interviews, two online focus groups, and written responses to two open-ended questions. Data analysis followed the procedures of phenomenological data reduction, including open-coding and horizonalization. Through individual case summaries and the seven themes that were derived from the twelve participants’ stories, this study illustrated how doctoral students made meaning of their experience with regard to the publication and editorial feedback process. The findings that emerged included the research climate/culture of both the counselor education profession and counselor education programs, as well as the support and resources that doctoral students received or needed. The findings also indicated doctoral students’ motivations to conduct research, and their learning experiences that contributed to their development as independent researchers. Finally, the meaning making of being a doctoral student researcher was described. Based upon these research findings, implications were provided for doctoral students, counselor educators, counselor education programs, journal editorial boards, and future research.&lt;/p&gt;

Evidence-based practice (EBP) training is essential for undergraduate students in making sound clinical decisions during patient care. However, EBP training is not included in the curriculum of undergraduate dental students in India and there is a dearth of research that assessed the effectiveness of EBP training in India. Hence, this study aimed to assess the effectiveness of EBP training to dental undergraduate students. Final year undergraduate students and interns of a dental institution participated in this pre and postexperimental study. All the participants received a 2-day workshop (didactic lectures, hands-on and group activities) in a classroom setting. A validated 35 item instrument titled EBP Knowledge, Attitudes, Access and Confidence questionnaire was used for the outcome assessment of EBP training. Fifty undergraduate students (33 interns and 17 final year) participated in the study. Statistically significant improvement was observed in six out of 10 items related to EBP knowledge. All the items related to attitude showed a significant positive change in scores. Only four out of nine items related to accessing evidence showed a statistically significant change. Participants reported moderate confidence gain in critical appraisal skills. The current study demonstrated moderate improvement in the effectiveness of EBP training in improving EBP knowledge, accessing evidence and critical appraisal skills.

ObjectiveTo describe the nature of teaching Shared Decision Making (SDM) within the context of Evidence Based Practice (EBP) to support development of contemporaneous EBP education programmes for healthcare learners. MethodsA scoping review following the Joanna Briggs Institute (JBI) guidance was conducted with the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) used to guide reporting. ResultsThe narrative overview of 23 studies provides insight into the ‘what’ and ‘how’ of teaching SDM within the context of EBP education. A minority of studies explicitly and concurrently incorporated EBP and SDM in terms of how programme content was organised. Teaching strategies most often used regardless of learner cohort or setting included didactic, face-to-face lectures, together with role-play/modelling, small group workshops and video recordings. Programme evaluation outcomes predominantly focused on participant reactions to training and participant learning. ConclusionWhile a disconnect between EBP and SDM remains evident in healthcare programmes, increased recognition by educators to actively facilitate this interdependent relationship is emerging. Practice ImplicationsIntentionally structuring learning activities in a manner which demonstrates the relevance and interdependence of SDM and EBP may mitigate ‘learning silos’ and enhance learners' abilities to make connections required in practice.

The literature on the use of evidence-based practice is sparse, both in the public and private sectors in middle-and low-income countries, and the present literature shows that physician understanding and use of evidence-based practice is poor. The study aimed to explore the perception of medical practitioners in the private for-profit, private not-for-profit and government sectors in Vellore, India, on evidence-based practice, in order to explain the factors affecting the use of evidence-based practice among the practitioners and to inform local policy and management decisions for improvement in quality of care. Qualitative methodology was employed in the study. Sixteen in-depth and two key informant interviews were carried out with medical practitioners selected by purposive sampling in the private for-profit, private not-for-profit and government sectors. The interviews explored participants' knowledge of evidence-based practice, factors affecting its use and possible ways of improving the use of evidence-based practice among physicians in all the health sectors. Data from the in-depth and key informant interviews were analyzed with the NVIVO (version 8) software package using the framework approach. Although most practitioners interviewed have heard of evidence-based practice, knowledge about evidence-based practice seems inadequate. However, doctors in the private not-for-profit sector seem to be more familiar with the concept of evidence-based practice. Also, practitioners in the private not-for profit sector appear to use medical evidence more in their practices compared to government practitioners or doctors in the private for-profit sector. Perceived factors affecting physician use of evidence-based practice include lack of personal time for literature appraisal as a result of high case load, weak regulatory system, pressure from patients, caregivers and pharmaceutical companies, as well as financial considerations. Opinions of the respondents are that use of evidence-based practice is mostly found among practitioners in the private not-for-profit health sector. Better training in evidence-based practice, improved regulatory system and greater collaboration between the public, private for-profit and private not-for-profit sectors with regards to training in evidence-based practice - literature search and critical appraisal skills - were suggested as needed to improve the present situation.

Review Objectives: The objective of this review is to find, a ssess and synthesize the evidence on EBP programs in enhancing the EBP knowledge, skills and attitudes of allied health practitioners. Review questions: What is the effectiveness of using EBP programs for allied health practitioners in improving the EBP knowledge, skills and attitudes Inclusion criteria: Types of participants: This review will include as participants allied health practitioners (physiotherapists, occupational therapists etc) who participated in any EBP educational program or part of an EBP program (formulating clinical questions, searching the literature, critical appraisal skills program etc). Types of interventions: The intervention of interest in this review is any EBP training program defined as any formal program facilitating the search and use of evidence in practice. The contents (lectures only or lectures with actual demonstrations and practice), length (hours, days, weeks) and manner of delivery (face to face, face to face with supplementary materials etc) of the program may vary in each of the studies to be included as there is no standard EBP training program. Types of Outcome: The main outcomes measured are the EBP domains of knowledge, skills, attitudes and behaviour as a result of participating in the EBP program or a component of it. Specific measures may include but not limited to the use of the adapted Fresno questionnaire (22) to assess knowledge, skills and attitudes to EBP. The adapted Fresno question has good psychometric properties and is especially fitting novice rehabilitation professionals undergoing EBP training.

This cross-sectional study explored the behaviour, knowledge, skills and resources, opinion, and perceived barriers of paediatric physiotherapists practising in Saudi Arabia regarding evidence-based practice (EBP). Sixty-eight paediatric physiotherapists from Saudi Arabia participated. Data were collected by electronic questionnaire and the Likert scale was used to score knowledge, skills and resources, opinion, and barriers to EBP implementation. Approximately 78% of the participants were motivated to use EBP in their daily practise and 82.3% have reported the use of best scientific evidence in their clinical practise. Participants with higher database usage over the last 6 months showed significant association with EBP knowledge scores (t = 2.46, p = 0.01), skills and resources scores (t = 3.81, p < 0.001), and opinion scores (t = 2.43, p = 0.01). Furthermore, a higher level of education in participants was significantly associated with EBP knowledge scores (t = 2.41, p = 0.01). Most paediatric physiotherapists believed that EBP is essential in their clinical practise as it improves patient care and quality of health services. Difficulty in obtaining full-text papers and lack of time were identified as major barriers to implementing EBP followed by the lack of management support, motivation in research, and EBP training.

Evidence-based instructional practices (EBIPs) have been shown to benefit students in undergraduate biology, but little is known about the degree to which community college (CC) biology instructors use EBIPs or the barriers they encounter. We surveyed CC biology instructors to characterize how they use EBIPs, their capacity to use EBIPs, and perceived barriers to their use, and to explore which factors are associated with EBIP use. CC biology instructors report using EBIPs to a similar degree as other populations of undergraduate biology faculty; they generally believe EBIPs to be effective and are motivated to use EBIPs. Consistent with the theory of planned behavior, instructor belief in EBIP effectiveness, collegial support, and perceived knowledge of and skill in using EBIPs positively influence their use. The main barriers to using EBIPs reported by CC instructors included the need to cover large amounts of course content, lack of time to prepare for using EBIPs, and student resistance. Our findings point to a number of approaches that may promote the use of EBIPs by CC biology instructors, including professional development to increase instructor knowledge and skill, addressing tensions between content volume and the use of EBIPs, and providing resources to make implementing EBIPs time efficient.

Background: Evidence-based practice (EBP) is used worldwide to improve the quality of patient care to provide cost-effective care. EBP is a mandate for nursing practice combining individual clinical judgment with available expertise to generate a positive outcome for the patient. Objective: The study aimed to describe the self- assessment of undergraduate nursing students about Knowledge, behavior, and attitude in relation to Evidence Based Practice. A Cross- sectional study design. Convenience sampling technique was used to include all consenting nursing students from fifth level to eighth level (3rd and 4th year) (n=255) student. The research was carried out at the Faculty of Nursing, Princess Nourah Bint Abdulrahman University. A self- administered questionnaire. The EBP was done by adopting EBP questionnaire that has been created by Upton et.al (2006) & Ruzafa-Martinez et.al (2017): The results indicated that our respondents generally viewed EBP positively and their attitudes towards EBP tended to be more positive than their knowledge and behaviors about EBP. Exactly 76.6% of respondents in our study had a positive attitude toward EBP. Finally, our study showed statistically significant correlations between practice, knowledge and attitudes related to evidence-based practice. Many studies have established that the three segments of knowledge, attitude, and behavior are inseparably interlinked and strength each other in EBP. Conclusion of our research showed that factor of training in EBP has an effect on nursing students' knowledge, attitudes and behaviors about EBP. To the possible extent, training will help to increase positive beliefs and attitudes regarding EBP. Further investigation regarding the effect of gender difference in EBP is needed.

Objectives Practitioner ratings of their adherence to evidence-based psychotherapy or counseling practices in working with autistic youth could be an efficient method for tracking the success of efforts to implement effective practices in community behavioral health service settings. Tools of this sort that generalize across multiple evidence-based practices (EBPs) have not been developed to date. In this study, a practitioner self-report measure of adherence to EBPs for autistic youth was developed and evaluated. Methods A multiple baseline study of seven behavioral health practitioners was conducted to determine if internet-based self-directed training on Modular EBPs for Youth on the Autism Spectrum (MEYA; meya.ucla.edu), a free internet-based practitioner training app, would facilitate an increase in clinician adherence to EBP techniques such as cognitive behavioral therapy and behavioral intervention practices. Practitioners made self-ratings on the MEYA Integrity Scale-Practitioner Version (MEYA-IS-PV). Expert coders unaware of phase or study hypotheses also rated the therapists’ adherence to EBPs for each session. Caregivers rated youth outcomes at each session on the Youth Top Problems scale. Results Linear mixed models showed that MEYA-IS-PV scores corresponded to expert ratings of adherence, increased following the onset of training in EBPs, and predicted improvements in youth behavioral health. Visual analysis of the multiple baseline data confirmed that 5 of 7 practitioners increased their self-reported adherence in EBPs in varying magnitudes once training began. Conclusions Self-ratings of adherence are promising for examining adherence to EBPs in psychotherapy or counseling for autistic youth.

It is essential for key stakeholders in evidence-based practice (EBP) to be informed about barriers and achievements in EBP and collaborate in developing and implementing EBP. This article provides information to assist educators, students, practitioners, clients, and researchers who are stakeholders in use of EBP in community-based aging programs to understand barriers to EBP and approaches for developing and implementing EBP. Highlighting roles of education in EBP, the authors describe barriers to EBP; use of education to address gaps among research, education, and practice for EBP; cultural competence; and educational approaches for community-based implementation. EBP has been central to development of quality health and social services for older adults, but challenges remain in translation of research findings into EBP. Examples of programs in which research, education, and practice are linked for provision of EBP, as well as educational resources and tools for developing and implementing EBP, are identified.

To examine current approaches in research, teaching, and Evidence Based Practice (EBP) in midwifery and nursing education and how they interconnect. A mixed-methods systematic review. Seven databases were used: Academic Search Complete, ASSIA, CINAHL, Cochrane Library, Education Source, Medline, and Scopus. Grey literature was searched from GreyNet International, The Society for Research on Educational Effectiveness, Virginia Henderson Global Nursing e-Repository, The National Institutes for Health Library, and the DART-Europe E-theses Portal. This review followed the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines. It includes studies conducted in higher and professional practice education in midwifery and nursing between 2013 and 2024. Included studies were published in English, reported the design, development, implementation, and/or evaluation of research or EBP intervention with primary data as part of their research, regardless of study design. The quality of the included studies was assessed using the Mixed Methods Appraisal Tool (MMAT). Extracted data were analysed using reflective thematic analysis and descriptive statistics. A total of 59 studies, and 7214 participants were included. Four themes representing the interconnections between teaching, research and EBP were identified: 1) Pedagogical approaches employed in teaching and learning interventions 2) Theories, models, and frameworks to bridge the theory-practice gap 3) Collaborative approaches and partnerships as a conduit for the acquisition of knowledge and transferable skills 4) Capabilities developed in research and EBP. This review is the first to demonstrate how different educational interventions, models and findings relate to teaching research and EBP and their application in midwifery and nursing. Despite numerous educational strategies for integrating research into teaching, there is no conclusive evidence on the best methods for teaching EBP. The field needs clear guidelines, educational toolkits, and comprehensive materials to effectively bridge the gap between knowledge and practice and to address the challenges of EBP education and its clinical application.