Instruments For Evaluating Education In Evidence-Based Practice: A Systematic review

Department of Medicine, University of Alabama School of Medicine, and Department of Veterans Affairs Medical Center, Birmingham, AL 35233, USA.
JAMA The Journal of the American Medical Association (Impact Factor: 35.29). 10/2006; 296(9):1116-27. DOI: 10.1001/jama.296.9.1116
Source: PubMed


Evidence-based practice (EBP) is the integration of the best research evidence with patients' values and clinical circumstances in clinical decision making. Teaching of EBP should be evaluated and guided by evidence of its own effectiveness.
To appraise, summarize, and describe currently available EBP teaching evaluation instruments.Data Sources and
We searched the MEDLINE, EMBASE, CINAHL, HAPI, and ERIC databases; reference lists of retrieved articles; EBP Internet sites; and 8 education journals from 1980 through April 2006. For inclusion, studies had to report an instrument evaluating EBP, contain sufficient description to permit analysis, and present quantitative results of administering the instrument.
Two raters independently abstracted information on the development, format, learner levels, evaluation domains, feasibility, reliability, and validity of the EBP evaluation instruments from each article. We defined 3 levels of instruments based on the type, extent, methods, and results of psychometric testing and suitability for different evaluation purposes.
Of 347 articles identified, 115 were included, representing 104 unique instruments. The instruments were most commonly administered to medical students and postgraduate trainees and evaluated EBP skills. Among EBP skills, acquiring evidence and appraising evidence were most commonly evaluated, but newer instruments evaluated asking answerable questions and applying evidence to individual patients. Most behavior instruments measured the performance of EBP steps in practice but newer instruments documented the performance of evidence-based clinical maneuvers or patient-level outcomes. At least 1 type of validity evidence was demonstrated for 53% of instruments, but 3 or more types of validity evidence were established for only 10%. High-quality instruments were identified for evaluating the EBP competence of individual trainees, determining the effectiveness of EBP curricula, and assessing EBP behaviors with objective outcome measures.
Instruments with reasonable validity are available for evaluating some domains of EBP and may be targeted to different evaluation needs. Further development and testing is required to evaluate EBP attitudes, behaviors, and more recently articulated EBP skills.

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Available from: Terrence Shaneyfelt,
    • "Die Kompetenz, Evidenz ftir einen vorliegenden Problemkontext in ihrer Relevanz und Aussagekraftbewerten und argumentativ nutzen zu können, ist ein zentraler Bestandteil typischer Handlungsmodelle evidenzbasierter Praxis (Ramos, Schafer & Tracz, 2003; Rubin, 2008; Shaneyfelt et al., 2006). Vorgelagerte Facetten sind das Formulieren einer Fragestellung und eine systematische Recherche relevanter Evidenz; nachgelagert ist die Evaluation evidenzbasierter Entscheidungen. "

    • "Skills incorporate knowledge 'by performing EBP steps in some type of clinical scenario, such as with a standardized patient, written case, computer simulation, [objective standardized clinical examination] or direct observation' (Shaneyfelt et al., 2008, p 1117). Skills require competence in specific areas outside the practice environment , while behaviour encompasses the 'actual performance of EBP in practice' (Shaneyfelt et al., 2008, p 1117). Examples of the latter include searching databases for evidence, accessing information sources and using evidence to select an intervention in the actual practice setting. "
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    ABSTRACT: The purpose of this study was to evaluate, through a systematic review, assessment instruments for evidence-based practice (EBP). The specific objectives were to (1) identify survey instruments testing EBP knowledge, skills, attitudes and behaviour; (2) determine the attributes measured by each instrument; (3) evaluate the psychometric properties of the instruments; and (4) evaluate the methodological quality of the instruments. Using the Cochrane approach, searches were conducted in Pubmed, EBSCOHost and Scopus from inception to February 2014. Papers were screened by two independent assessors, and data were extracted by one researcher. Forty papers reporting 34 instruments met the inclusion criteria and were included in the qualitative synthesis. Most instruments measured EBP behaviour (n = 33) and attitudes (n = 21). This review provides a single source of information to enable researchers to select the most robust descriptive instruments to measure EBP learner attributes. Instruments used only with occupational therapists may have resulted in some instruments being missed. For further research, it is recommended that attention is given to developing objective instruments with a focus on knowledge and skills. Copyright © 2015 John Wiley & Sons, Ltd. Copyright © 2015 John Wiley & Sons, Ltd.
    Occupational Therapy International 07/2015; DOI:10.1002/oti.1398 · 0.78 Impact Factor
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    • "Raising awareness of EBP in the clinical setting has been increasingly emphasized in the provision of nursing care since the 1990s (Melnyk & Fineout-Overholt, 2011; Pravikoff et al., 2005; Upton & Upton, 2006). EBP involves integrating the best available evidence with clinical expertise and patients' values and preferences in order to make a clinical decision that will positively affect patient outcomes (Melnyk & Fineout-Overholt, 2011; Sackett, Rosenberg, Gray, Haynes, & Richardson, 1996; Shaneyfelt et al., 2006). Competency in EBP, therefore, requires practicing nurses to develop a spirit of inquiry (Melnyk, Fineout-Overholt, Stillwell, & Williamson, 2009), ask a clinical question, search relevant literature and resources, appraise the evidence, integrate the findings effectively and appropriately into practice, evaluate the outcomes, and disseminate the EBP results (Brown et al., 2009; Ilic, Tepper, & Misso, 2011; Melnyk et al., 2004; Melnyk & Fineout- Overholt, 2011; Melnyk, Fineout-Overholt, Stillwell, & Williamson, 2010; Upton & Upton, 2006). "
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    ABSTRACT: This collaborative study explored nurses' knowledge, attitudes, and skills related to the evidence-based practice (EBP) process. It also explored the nurses' perceptions of the barriers and facilitators that they face related to fully using EBP in the workplace. Findings will afford the healthcare system the information to develop, plan, and restructure the educational services to meet the demand of enhancing EBP strategies and utilization.
    Journal for nurses in professional development 03/2015; 31(2):73-80. DOI:10.1097/NND.0000000000000140
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