View clinical trials related to Evidence-Based Practice.
Filter by:Pushing has been discussed for decades, primarily in terms of facilitating care in the second stage of labor and maternal/fetal outcomes. Valsalva-type pushing is the pushing performed by a pregnant woman by holding her breath. Various physiological findings argue against the Valsalva maneuver may adversely affect the acid-base balance and cerebral oxygenation of the fetus. It has been shown that a long apnea period (long closed glottis) associated with the Valsalva maneuver during the expulsive stage of labor increases lactate concentration in the mother and the fetus and adversely affects the fetal acid-base balance. Spontaneous pushing is the pushing movements that occur naturally in the second stage of birth. Spontaneous pushing is part of the natural birth process and encourages women to trust the natural functioning of their bodies. When pushing with an open glottis, fetal placental circulation is preserved since the pressure on the chest does not increase and there are fewer hemodynamic effects. The World Health Organization (WHO) recommends that women in the second stage of labor should be encouraged and supported to follow their pushing urges. The WHO states that healthcare professionals involved in obstetric care should avoid the Valsalva maneuver due to the lack of evidence that this technique has any benefit in the second stage of labor. The WHO supports spontaneous pushing in its recommendations for a positive birth experience. Safe termination of labor for both the mother and fetus is one of the primary duties of all healthcare professionals. There are few studies examining the maternal and fetal effects of the pushing types used during labor, especially their effects on the acid-base balance in the fetus. To contribute to the quality of evidence on the subject, the effects of Valsalva-type and spontaneous pushing techniques in the second stage of labor on fetal acid-base level and maternal outcomes were examined. Hypotheses of the Research H1: Spontaneous pushing reduces the mother's pain level. H2: Spontaneous pushing increases the mother's birth satisfaction. H3: Spontaneous pushing positively affects the acid-base balance of the fetus. H4: Valsalva-type pushing increases the mother's pain level. H5: Valsalva-type pushing reduces the mother's birth satisfaction. H6: Valsalva-type pushing negatively affects the acid-base balance of the fetus.
It was planned to evaluate the effectiveness of the evidence-based practice education intervention program in 3rd year students of the Faculty of Nursing on their knowledge, attitude, behavior and future use of evidence-based practice, and their awareness and attitudes towards research and developments. The study was parallel group (experimental-control), randomized controlled experimental design with pretest-posttest design. It was carried out in 3rd year students of nursing department of Selçuk University Faculty of Nursing in Konya province. Study data were collected from 108 students between February 2023 and June 2023. Nursing students in the intervention (n = 54) and control groups (n = 54) were determined by randomization method.
Evidence-based practice (EBP) is a problem-solving and decision-making approach to improving the quality of care and closing the malpractice gap, especially for critical care nurses. Critical care nurses are responsible for the assessment of patients and the provision of care in intensive care units (ICUs). Critical care nurses need expertise and evidence to recognize clinical changes and prevent patient complications. Despite the emphasis on EBP being applied in nurses' daily practice, a significant number of nurses have not gotten involved in EBP and are not fully aware of the concept of EBP. Nurses are unprepared to implement EBP due to a lack of information literacy skills in information searching and retrieval. Therefore, several studies have been conducted on the effects of different nursing skill training programs designed based on evidence. The almost short-term effect of the EBP training program is likely to be successful. Nevertheless, there is little evidence regarding the sustainability effects of these training activities over time. Therefore, the study aims to explore the factors affecting the sustainable improvement of nurses' competency after receiving an evidence-based practice training program. Research question What are the factors that affect the sustainable improvement of nurses' competency after receiving an evidence-based practice training program? Study design A mixed, sequential method design with one qualitative and one quantitative method will be utilized in the study to facilitate a more comprehensive evaluation of the factors affecting the sustainable improvement of nurses' competency after receiving an EBP training program. We identified these factors from reviewing the literature Study variables The study variables of this study are the factors affecting the sustainable improvement of nurses' competency after receiving an evidence-based practice training program. qualitative and quantitative research methods will be used, four main factors will be assessed quantitatively using the following four measurement adopted instruments. -Sustained Implementation Support Scale (SISS) Self-efficacy: General Self-Efficacy Scale (GSE): Self-regulation: Self-Regulation Questionnaire (SRQ) The seven subscales Motivation assessment scale: The reliability and validity of the quantitative measuring tool content and face validity will be checked to ensure that the tools measure specifically what the study intends to measure. Internal consistency (Cronbach's alpha) will be used. Also, trustworthiness will be established for qualitative findings.
This study aimed to describe changes in EBP confidence and behavior of students from four physical therapy education programs throughout their curriculum using the Evidence-Based Practice Confidence (EPIC) Scale and the Evidence-Based Practice Implementation Scale (EBPIS).
The primary objective of this study is to determine whether patient records with complete, structured and up-to-date problem lists ('accurate problem lists'), result in better clinical decision-making, compared to patient records that convey the same information in a less structured way where the problem list has missing and/or duplicate diagnoses ('inaccurate problem lists'). The secondary objective is to determine whether the time required to make a correct decision is less for patient records with accurate problem lists compared to patient records with inaccurate problem lists.
This administrative supplement capitalized on the preliminary positive outcomes from the primary parent grant award (R01DA040416), and lessons learned from the implementation of the R3 Supervisor Strategy (R3) throughout the participating four regions (12 counties) in Tennessee. This project aimed to pilot the implementation of R3 with a new sample, a cohort of counties in Oregon particularly affected by the current opioid epidemic, for potential scale-up.
Randomized study of educational intervention, comparative and prospective about Evidence Based Practice (EBP) and its application by clinical nurses in the implementation of EBP projects in search of best practice in nursing processes.
This study aims to test the impact of an empirically derived implementation strategy-under real-world conditions and across multiple child service systems-on successful adoption and sustainment of two evidence-based programs that address adolescent substance abuse: Treatment Foster Care Oregon (TFCO; formerly Multidimensional Treatment Foster Care) and Multidimensional Family Therapy (MDFT), both developed with funding from NIDA. Methods for this study utilize "technology-based approaches" for "implementing large-scale change." Leveraging previous data focused on developing and testing the 8-staged Stages of Implementation Completion (SIC) tool, a randomized evaluation of a SIC Coaching Strategy (SIC-CS) is proposed. Study activities include extending the SIC into the Sustainment Phase and testing the SIC-CS to support the adoption of new evidence-based programs.
The Institute of Medicine's (IOM) ambitious goal for at least 90% of clinical decisions to be evidence-based includes nursing interventions and practice. Models and frameworks have been developed to meet the demand for practice transformation. While magnet facilities require a commitment to evidence-based nursing practice, military facilities currently lack such a requirement but are instituting evidence-based practice (EBP) initiatives in a purposeful path toward developing high-reliability organizations. Currently, little is known regarding the effectiveness of specific EBP models and frameworks within the military culture. The purpose of this investigation is to determine the effectiveness of the Advancing Research and Clinical Practice through Close Collaboration (ARCC) model in an Air Force Medical Treatment Facility (MTF) beginning with nursing services. Research questions: 1. What is the current state of organizational culture and readiness for EBP within the MTF's nursing services? 2. Will utilization of the ARCC model significantly improve EBP beliefs, knowledge, and practice in MTF nurses over a two-year period? 3. Is the ARCC model feasible for implementation in Air Force MTF's? This study includes an intervention group (n=70) of active duty nurses and technicians who attend an intensive 5-day EBP Immersion Workshop and a control group (n=70) who do not. The intervention group will have access to specialized resources such as: a) Center for Transdisciplinary Evidence-Based Practice (CTEP) expert EBP mentors, b) EBP toolkit and resources, c) one year of free access to the Ohio State University (OSU) virtual library. Control group participants will have standard MTF education opportunities. Established valid and reliable survey measures (EBP attitudes, knowledge, beliefs) will be hosted electronically by CTEP at baseline, three, and twelve months. Online measures include institutional and nursing process measures (EBP implementation, policy changes, and publications) over the two-year study period. De-identified data from the anonymous survey measures will be shared by CTEP with this study team. Data analysis will include Student's t-tests to explore differences between groups. Repeated measures ANOVA or the nonparametric equivalent (Friedman's test or Skillings-Mack test) will be used to compare three time points within groups. Feasibility metrics and demographics will be reported with descriptive statistics.