Evidence-based practice education for healthcare professions: an expert view
Lehane, Elaine; Leahy-Warren, Patricia; O'Riordan, Cliona; Savage, Eileen; Drennan, Jonathan; O'Tuathaigh, Colm; O'Connor, Michael; Corrigan, Mark; Burke, Francis; Hayes, Martina; Lynch, Helen; Sahm, Laura; Heffernan, Elizabeth; O'Keeffe, Elizabeth; Blake, Catherine; Horgan, Frances; Hegarty, Josephine
Date:
2018-11-15
Copyright:
© Author(s) (or their employer(s)) 2018. This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/.
Citation:
Lehane, E., Leahy-Warren, P., O’Riordan, C., Savage, E., Drennan, J., O’Tuathaigh, C., O’Connor, M., Corrigan, M., Burke, F., Hayes, M. and Lynch, H., 2018. Evidence-based practice education for healthcare professions: an expert view. BMJ evidence-based medicine. 24(3), pp.103-108. DOI: 10.1136/bmjebm-2018-111019
Abstract:
Internationally, evidence-based practice (EBP) is recognised as a foundational element of healthcare professional education. Achieving competency in this area is a complex undertaking that is reflected in disparities between ‘best EBP’ and actual clinical care. The effective development and implementation of professional education to facilitate EBP remains a major and immediate challenge. To ascertain nuanced perspectives on the provision of EBP education internationally, interviews were conducted with five EBP education experts from the UK, Canada, Australia and New Zealand. Definitive advice was provided in relation to (1) EBP curriculum considerations, (2) teaching EBP and (3) stakeholder engagement in EBP education. While a considerable amount of EBP activity throughout health profession education is apparent, effectively embedding EBP throughout curricula requires further development, with a ‘real-world’ pragmatic approach that engenders dialogue and engagement with all stakeholders required.
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Except where otherwise noted, this item's license is described as © Author(s) (or their employer(s)) 2018. This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/.