Over the past few years concerns have been rising about the use of Evidence-Based Practice (EBP). We explored obstacles among Belgian physiotherapists to the implementation of EBP in clinical work. We used a qualitative research strategy based on five focus groups, organised between October 2004 and May 2005. Purposeful sampling was used to recruit 43 participants from diverse geographical regions in Flanders, working in different settings and with a variety of interest and expertise in EBP. Data collection and analysis were concurrent and guided by "grounded theory approach." A problem tree was developed. Important obstacles to the implementation of EBP include physiotherapists' lack of autonomy and authority to decide on patients' treatments or to negotiate with government. In addition, the lack of evidence, inaccessibility and inapplicability of scientific evidence, the economic parameters influencing government and physicians, the expectations from patients and a lack of motivation hamper the implementation of EBP. The problem tree developed reveals direct links between the lack of autonomy from physiotherapists and the dominant position from physicians in the Belgian health care system, which further impacts the boundaries between both professions and the weight of physiotherapists in governmental advisory boards. Direct access to physiotherapy has not yet been considered in Belgium. However, it could have major advantages for physiotherapists who are in favour of a more autonomous, professional status.
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http://dx.doi.org/10.3109/09593980802661949 | DOI Listing |
Am J Nurs
January 2025
Susan Farus-Brown is an associate professor at the Ohio University School of Nursing in Athens. Ellen Fineout-Overholt is national senior director, Evidence-Based Practice & Implementation Science, at Ascension in St. Louis. Deana Hays is an associate professor at Oakland University in Rochester, MI. Mary C. Zonsius is an associate professor at the Rush University College of Nursing in Chicago. Kerry A. Milner is a professor in the Davis and Henley College of Nursing at Sacred Heart University in Fairfield, CT. Contact author: Kerry A. Milner, The authors have disclosed no potential conflicts of interest, financial or otherwise.
This is the fifth article in a new series designed to provide readers with insight into educating nurses about evidence-based decision-making (EBDM). It builds on AJN's award-winning previous series-Evidence-Based Practice, Step by Step and EBP 2.0: Implementing and Sustaining Change (to access both series, go to https://links.
View Article and Find Full Text PDFImplement Sci Commun
December 2024
Department of Pediatrics, Indiana University School of Medicine, 410 West 10th St., Indianapolis, IN, 46202, USA.
Background: Youth involved in the legal system have disproportionately higher rates of problematic substance use than non-involved youth. Identifying and connecting legal-involved youth to substance use intervention is critical and relies on the connection between legal and behavioral health agencies, which may be facilitated by learning health systems (LHS). We analyzed the impact of an LHS intervention on youth legal and behavioral health personnel ratings of their cross-system collaboration.
View Article and Find Full Text PDFBMC Nurs
December 2024
Pediatric Health Nursing, Faculty of Nursing, Arab American University, Jenin, Palestine.
Background: Evidence-based practice (EBP) implementation can improve healthcare safety and patient outcomes. The significant challenge for intensive care nurses is providing safe and evidence-based care to patients with complex illnesses who are at high risk of complications and death. This study aimed to assess the knowledge, attitudes, and practice of EBP, and the perceived barriers to EBP implementation among nurses in intensive care units (ICUs) in the North West Bank hospitals.
View Article and Find Full Text PDFRadiography (Lond)
December 2024
Sydney School of Health Science, University of Sydney, NSW, Australia. Electronic address:
Introduction: It is imperative that radiography graduates are taught to effectively apply evidence-based practice (EBP) in their clinical careers. Teaching the concept is challenging, as it requires educators to embed and scaffold knowledge and skills across the EBP cycle throughout both academic and clinical curricula. The objective of this study was to evaluate an overarching curriculum level intervention that aimed to enhance student radiographers' knowledge, skills, attitudes and practices towards EBP.
View Article and Find Full Text PDFBMJ Open
December 2024
Occupational Therapy Department, Kuwait University, Kuwait City, Kuwait.
Objectives: To investigate the perspectives of paediatric occupational therapists on factors relating to the use of evidence-based practice (EBP) in clinical practice/settings.
Design: A qualitative approach entailing the use of (face-to-face) semistructured interviews. Collected data were analysed using thematic analysis.
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