Evidence-Based Practice
Professional · Healthcare · Certificate available
1,114 lessons 7.5h runtime 25 units 2,217 links between lessons Test yourself · 25 quizzes, a mid exam, and a final
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Begin with Unit 1: Making the Case for Evidence-Based Practice. It sets the foundation for everything that follows.
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Unit 1: Making the Case for Evidence-Based Practice 67 lessons, 2 lecture parts
- 0001 What Evidence-Based Practice Is
- 0002 A Lifelong Approach
- 0003 The Quadruple Aim
- 0004 What Evidence Is
- 0005 External Evidence
- 0006 Transferability
- 0007 Measure the Way They Measured
- 0008 Internal Evidence
- 0009 Researchers Generate, Clinicians Translate
- 0010 Step Zero — A Spirit of Inquiry
- 0011 Step One — Ask in PICOT Format
- 0012 Step Two — Search Systematically
- 0013 Step Three — Critically Appraise
- 0014 Step Four — Integrate
- 0015 Step Five — Evaluate the Outcome
- 0016 Step Six — Disseminate
- 0017 Seven Steps, Numbered From Zero
- 0018 The Research–Practice Gap
- 0019 Fifteen Years, and Closing Slowly
- 0020 The 2020 Goal That Was Missed
- 0021 A Learning Healthcare System
- 0022 Practices Without Evidence Persist
- 0023 Supported Practices Go Unused
- 0024 Deimplementation
- 0025 Translational Research
- 0026 Implementation Science
- 0027 Component One — External Evidence
- 0028 Component Two — Clinical Expertise
- 0029 Component Three — Patient Preferences and Values
- 0030 How Much Evidence Is Enough?
- 0031 Level Plus Quality Equals Strength
- 0032 Levels Are Question-Specific
- 0033 Archie Cochrane
- 0034 Reviews Across Every Specialty
- 0035 The Case That Made the Argument
- 0036 The Cochrane Collaboration
- 0037 Task Forces and Guideline Bodies
- 0038 Recognition Programmes
- 0039 An EBP Culture and Environment
- 0040 Changing Behaviour Is Complex
- 0041 Barrier — Knowledge and Skills
- 0042 Barrier — Cultures Steeped in Tradition
- 0043 Barrier — Time and Resources
- 0044 Barrier — Volume of Literature
- 0045 Barrier — Organizational Constraints
- 0046 Barrier — Resistance and Peer Pressure
- 0047 Barrier — No Consequences, No Authority
- 0048 Facilitator — EBP as the Norm
- 0049 Facilitator — Leadership Support
- 0050 Facilitator — Alignment and Time
- 0051 Facilitator — EBP Mentors
- 0052 Facilitator — Tools at the Point of Care
- 0053 Facilitator — Curricula and Promotion
- 0054 Facilitator — Evidence-Based Policies
- 0055 The EBP Competencies
- 0056 A Critical Mass of Mentors
- 0057 Quality Improvement
- 0058 Evidence-Based Quality Improvement
- 0059 EBQI Puts EBP Inside the Plan
- 0060 Outcomes Management
- 0061 Outcomes Management — Define and Identify
- 0062 Outcomes Management — Compare and Analyse
- 0063 EBP, Research and QI Are Three Activities
- 0064 Misconception: EBP Overrides Clinical Judgement
- 0065 Misconception: EBP Is Cookbook Care
- 0066 Misconception: Evidence Means Randomized Trials
- 0067 Making the Case for Evidence-Based Practice worked example
Unit 2: Asking Compelling Clinical Questions 40 lessons, 1 lecture part
Lecture: Watch · 28:55
- 0151 Questions Come From Inquiry
- 0152 Outcome Data Start the Question
- 0153 Data Set the Expectation
- 0154 What the Question Describes
- 0155 Ask It So It Can Be Answered
- 0156 Know the Needle Before the Haystack
- 0157 The Question Guides the Search
- 0158 Time Saved, Rigor Preserved
- 0159 Two Kinds of Clinical Question
- 0160 The Background Question
- 0161 The Foreground Question
- 0162 Foreground Questions Lead to a Body of Evidence
- 0163 Novices Ask Background Questions
- 0164 PICOT
- 0165 The Purpose of the Format
- 0166 A PICOT Question Is Not a Project
- 0167 P — Population
- 0168 I — Intervention or Issue of Interest
- 0169 C — Comparison of Interest
- 0170 O — Outcome
- 0171 T — Time
- 0172 Not Every Question Needs Every Element
- 0173 When Time Is Part of the Question
- 0174 Five Types of Clinical Question
- 0175 Intervention Questions
- 0176 Prognosis or Prediction Questions
- 0177 Diagnosis Questions
- 0178 Etiology Questions
- 0179 Meaning Questions
- 0180 Templates for Each Type
- 0181 Too Few Words, Too Many Words
- 0182 Three Kinds of Question in Healthcare
- 0183 A Clinical Question Has No Direction
- 0184 A Research Question Has Direction
- 0185 A Quality Improvement Question Is Local
- 0186 Getting the Type Right Early
- 0187 Misconception: PICOT Is Fill-in-the-Blank
- 0188 Misconception: Every Question Needs All Five Letters
- 0189 Misconception: A Good Question Guarantees an Answer
- 0190 Building a PICOT Question worked example
Unit 3: Finding Relevant Evidence 65 lessons, 2 lecture parts
- 0301 Searching Is Step Two
- 0302 A Systematic Search
- 0303 Searching Is a Competency
- 0304 More Than One Source
- 0305 The Body of Evidence
- 0306 All Evidence Is Considered
- 0307 What a Case Study Can Do
- 0308 Caution on High-Bias Designs
- 0309 Internal and External Evidence
- 0310 Preappraised Literature
- 0311 The Forms of Preappraised Evidence
- 0312 What Preappraisal Saves
- 0313 Systematic Reviews as the Heart of EBP
- 0314 There Is Often No Review
- 0315 Systematic Review Is Not Narrative Review
- 0316 Critically Appraised Topics
- 0317 Consolidated Evidence
- 0318 Ranked by Availability, Not by Strength
- 0319 Why the Most Useful Is the Scarcest
- 0320 Point-of-Care Resources
- 0321 Journals Are the Entry Point
- 0322 Not Every Journal Article Is Evidence
- 0323 Textbooks Answer Background Questions
- 0324 Bibliographic Databases
- 0325 Full-Text Databases
- 0326 CINAHL
- 0327 MEDLINE
- 0328 PubMed
- 0329 The Cochrane Database of Systematic Reviews
- 0330 Embase and PsycINFO
- 0331 Guideline Sources
- 0332 Grey Literature
- 0333 Cost Shapes What You Can Search
- 0334 A Licensed Database Tells You What It Holds
- 0335 A Search Engine Is Not a Source of Evidence
- 0336 Ask a Healthcare Librarian
- 0337 Start From the PICOT Question
- 0338 Take Keywords From the Question
- 0339 What a Keyword Search Actually Does
- 0340 Why Start With Keywords
- 0341 Keywords Are Ambiguous
- 0342 Subject Headings
- 0343 MeSH
- 0344 Headings and Keywords Together
- 0345 Choose the Databases Before Searching
- 0346 Search Terms One at a Time
- 0347 Hits
- 0348 Boolean Connectors
- 0349 AND Narrows
- 0350 OR Broadens
- 0351 Build Search Statements in Steps
- 0352 Rebuilding a Search That Returns Too Little
- 0353 Truncation
- 0354 Limits
- 0355 The Full-Text Limit
- 0356 Interlibrary Loan
- 0357 Save the Search History
- 0358 A Search Is Dated
- 0359 Databases Search Differently
- 0360 Yield
- 0361 Knowing You Have Found It
- 0362 Misconception: Finding Nothing Means There Is Nothing
- 0363 Misconception: The Best Evidence Is the Newest
- 0364 Misconception: A Guideline Answers Your Question
- 0365 Conducting a Systematic Search worked example
Unit 4: Critically Appraising Knowledge for Clinical Decision Making 50 lessons, 1 lecture part
Lecture: Watch · 32:42
- 0451 Critical Appraisal Is Step Three
- 0452 Appraisal Is a Hallmark of EBP
- 0453 The Overarching Rule
- 0454 Validity
- 0455 Reliability
- 0456 Validity and Reliability Are Independent
- 0457 Applicability
- 0458 Four Phases of Critical Appraisal
- 0459 Phase One — Rapid Critical Appraisal
- 0460 Keeper Studies
- 0461 Phase Two — Evaluation
- 0462 Phase Three — Synthesis
- 0463 Phase Four — The Recommendation
- 0464 What Gets Appraised
- 0465 Every Possible Flaw Is Considered
- 0466 Commercial Influence
- 0467 Credibility
- 0468 Direct Application to These Patients
- 0469 Sometimes the Study Does Not Exist
- 0470 Weighing a Body of Evidence
- 0471 Number of Studies
- 0472 Magnitude of Effect
- 0473 Consistency
- 0474 Corroboration Across Levels
- 0475 The Goal Is to Understand All We Know
- 0476 The Randomised-Trials-Only Criticism
- 0477 Levels Do Not Assess Quality
- 0478 Strength Determines Confidence
- 0479 Certainty
- 0480 Appraising Certainty
- 0481 The Highest Quality Knowledge
- 0482 Source One — Valid Research Evidence
- 0483 Source Two — Clinician Expertise
- 0484 Source Three — Patient-Valued Preferences
- 0485 Five Kinds of Evidence
- 0486 Qualitative Evidence
- 0487 Mixed Methods Evidence
- 0488 Evidence-Based Decision Making
- 0489 Research, EBP and QI Together
- 0490 Each Depends on the Others
- 0491 Practice-Based Evidence
- 0492 Internal Evidence Closes the Loop
- 0493 Sustainability Is the Purpose
- 0494 Quality Indicators
- 0495 What Tracking Makes Possible
- 0496 Benchmarks
- 0497 Misconception: Appraisal Is Phase One
- 0498 Misconception: A Level Is a Verdict
- 0499 Misconception: More Evidence Is Better Evidence
- 0500 Critically Appraising a Body of Evidence worked example
Unit 5: Integrating Clinician Expertise and Patient-Valued Preferences 49 lessons, 1 lecture part
Lecture: Watch · 31:50
- 0601 The Third Component Has Its Own Chapter
- 0602 EBP Stated From the Decision
- 0603 Interprofessional Practice
- 0604 Logical Is Not the Same as Usual
- 0605 Appraisal Does Not Guarantee Integration
- 0606 A Context of Caring
- 0607 Reflection Is Part of the Work
- 0608 There Is No Formula
- 0609 Know What You Bring
- 0610 Context Turns Appraisal Into a Tool
- 0611 EBP Has Its Own Language
- 0612 Proficiency Is Not Optional
- 0613 The Words for Patients Count Equally
- 0614 Ownership of Health
- 0615 Self-Efficacy
- 0616 Personal Factors in Ownership
- 0617 What Ownership Yields
- 0618 The Attributes of Ownership
- 0619 Stewardship Over Time
- 0620 Clinicians Control the Flow of Information
- 0621 Good Thinking
- 0622 Focused Thinking
- 0623 Big-Picture Thinking
- 0624 Personal Factors in the Clinician
- 0625 Professional Factors
- 0626 Crossover Factors
- 0627 Ownership of Practice
- 0628 Ownership and Investment Are Reciprocal
- 0629 Ownership Improves Judgement
- 0630 Clinical Wisdom
- 0631 Wisdom With Judgement
- 0632 Assumption One — Responsible Behaviour
- 0633 Assumption Two — Evidence Is Not the Sole Source
- 0634 Assumption Three — Responses Change With Evidence
- 0635 Assumption Four — Decisions Depend on Credibility and Understanding
- 0636 Assumption Five — Unjustified Belief Spreads
- 0637 Clinician Expertise Defined
- 0638 Expertise Is More Than Years
- 0639 Expert Decisions Differ From Novice Decisions
- 0640 Repeated Interactions, Evaluated
- 0641 The Clinical Aspect
- 0642 The Technical Aspect
- 0643 The Organizational Aspect
- 0644 Organizations Shape Expertise
- 0645 Applying Evidence in Different Settings
- 0646 Misconception: Preferences Are Consulted at the End
- 0647 Misconception: Expertise Means Seniority
- 0648 Misconception: Personal Factors Should Be Removed
- 0649 Integrating the Three Components worked example
Unit 6: Critically Appraising Quantitative Evidence 93 lessons, 3 lecture parts
- 0751 Levels Follow Design
- 0752 Bias Sets the Level
- 0753 Rigor of Execution
- 0754 Highest Level Down, For Your Question
- 0755 Hierarchy and Levels Are the Same Thing
- 0756 Different Questions, Different Hierarchies
- 0757 What Rank Buys You
- 0758 Only Randomisation Establishes Cause
- 0759 Everything Else Shows Association
- 0760 Syntheses Rank Highest
- 0761 No Study Is Perfect
- 0762 Limited, or Limited Enough to Discount
- 0763 The Three Rapid Critical Appraisal Questions
- 0764 Question One Is Validity
- 0765 Question Two Is Reliability
- 0766 Question Three Is Applicability
- 0767 How Far From True?
- 0768 Statistical Significance
- 0769 Clinical Significance
- 0770 Bias
- 0771 Confounding Variables
- 0772 Bias Can Enter at Any Point
- 0773 Selection Bias
- 0774 Convenience Sampling and Reach
- 0775 Gatekeeper Bias
- 0776 Knowing Who Received What
- 0777 Measurement Bias
- 0778 Recall Bias
- 0779 Nonexperimental Designs
- 0780 One-Group Designs
- 0781 Quasi-Experimental Designs
- 0782 Pre-Post Designs
- 0783 Quasi-Experimental Work Aims at Generalisable Knowledge
- 0784 Evidence Implementation Is Not Research
- 0785 Where Implementation Projects Rank
- 0786 True Experimental Designs
- 0787 What Random Assignment Does
- 0788 What a Systematic Review Is
- 0789 Prespecified Eligibility Criteria
- 0790 An Explicit, Reproducible Method
- 0791 A Search That Attempts Everything
- 0792 Risk of Bias Assessment
- 0793 The Sample in a Review Is Studies
- 0794 A Review of Trials Is Level I
- 0795 Mixed Reviews Rank Lower
- 0796 Narrative and Literature Reviews Are Level VII
- 0797 Labelled Systematic Is Not Systematic
- 0798 Meta-Analysis
- 0799 Integrative Review
- 0800 Appraising a Trial: Was Randomisation Real?
- 0801 Appraising a Trial: Were All Accounted For?
- 0802 Appraising a Trial: Equal Treatment
- 0803 Cohort Studies
- 0804 Appraising a Cohort Study
- 0805 Case-Control Studies
- 0806 Appraising a Case-Control Study
- 0807 Case Studies and Case Series
- 0808 What Case Reports Are For
- 0809 Appraising Implementation and QI Projects
- 0810 Misconception: A Level Describes a Study
- 0811 Misconception: Randomisation Fixes Everything
- 0812 Misconception: Significant Means Important
- 0813 Appraising a Quantitative Study worked example
- 0821 Why an Appraiser Needs Statistics
- 0822 You Do Not Need the Formulas
- 0823 N and n
- 0824 Do the n Values Sum to N?
- 0825 Dichotomous Data
- 0826 Continuous Data
- 0827 Different Data, Different Tests
- 0828 Magnitude of Effect
- 0829 The Two-by-Two Table
- 0830 Absolute Risk
- 0831 Risk Difference
- 0832 Absolute Risk Reduction
- 0833 Absolute Risk Increase
- 0834 Relative Risk
- 0835 Reading Which Way a Ratio Points
- 0836 Relative Risk Reduction
- 0837 Same Data, Two Impressions
- 0838 When One Percent Is Worth Having
- 0839 Odds
- 0840 Odds Ratio
- 0841 Odds Ratio and Relative Risk Can Look Alike
- 0842 Number Needed to Treat
- 0843 Reading a Number Needed to Treat
- 0844 Absolute Measures Carry Baseline Risk
- 0845 Relative Measures Hide Baseline Risk
- 0846 Two Patients, One Relative Reduction
- 0847 Same Relative Figure, Different Numbers Needed
- 0848 Adverse Effects Enter the Same Judgement
- 0849 Misconception: The Bigger Number Is the Better Result
- 0850 Reading the Numbers in a Study worked example
Unit 7: Critically Appraising Qualitative and Mixed Methods Evidence 57 lessons, 2 lecture parts
- 0901 Qualitative Evidence Answers How and Why
- 0902 Meaning Questions Need Qualitative Designs
- 0903 Hierarchies Are Question-Specific
- 0904 The Universal-Pyramid Error
- 0905 Misrepresenting a Genre
- 0906 Trustworthiness
- 0907 Separating Wheat From Chaff
- 0908 Know the Diversity Before Appraising
- 0909 Ethnography
- 0910 Fieldwork and Participant Observation
- 0911 Fieldnotes
- 0912 Key Informants
- 0913 Emic and Etic
- 0914 Grounded Theory
- 0915 Symbolic Interaction and Pragmatism
- 0916 What Grounded Theory Analyses
- 0917 The Core Variable
- 0918 Constant Comparison
- 0919 Theoretical Sampling
- 0920 Saturation
- 0921 Phenomenology
- 0922 Lived Experience
- 0923 Bracketing
- 0924 Phenomenological Reduction
- 0925 Introspection
- 0926 Hermeneutics
- 0927 Dialogical Engagement
- 0928 Hermeneutic Phenomenology
- 0929 Traditions Vary Internally
- 0930 Three Reasons for the Variation
- 0931 Are the Results Trustworthy and Credible?
- 0932 How Participants Were Chosen
- 0933 Is the Phenomenon Plainly Identified?
- 0934 Does the Approach Fit the Purpose?
- 0935 Are Data Collection Procedures Clear?
- 0936 Are Analysis Procedures Described?
- 0937 Are the Findings Well Presented?
- 0938 Are Meanings Described in Context?
- 0939 The Effect on the Reader
- 0940 Are the Implications Stated?
- 0941 Will the Results Help My Patients?
- 0942 No Study Contains Everything
- 0943 Journals Constrain Reports
- 0944 Metasynthesis
- 0945 What Metasynthesis Provides
- 0946 Mixed Methods Research
- 0947 Match the Method to the Research Question
- 0948 Strands
- 0949 Scaffolding
- 0950 Convergent Parallel
- 0951 Data Assimilation
- 0952 Emergent Questions
- 0953 Mixed Methods Is Not Multiple Methods
- 0954 Misconception: Qualitative Evidence Is Weak Evidence
- 0955 Misconception: Small Samples Invalidate It
- 0956 Misconception: Researcher Influence Is Contamination
- 0957 Appraising a Qualitative Study worked example
Unit 8: Advancing Optimal Care With Robust Clinical Practice Guidelines 89 lessons, 2 lecture parts
- 1051 What a Clinical Practice Guideline Is
- 1052 Built on a Synthesis
- 1053 Developed by Panels
- 1054 What a Panel Considers
- 1055 Balancing Benefits and Harms
- 1056 Guidelines Reduce Variation
- 1057 Why Synthesis Is Needed
- 1058 Meta-Analysis and Integrative Review
- 1059 Criterion One — Systematically Developed Statements
- 1060 Criterion Two — Institutional Auspices
- 1061 Criterion Three — Based on a Systematic Review
- 1062 Criterion Four — Benefits, Harms and Alternatives
- 1063 Criterion Five — Publicly Available
- 1064 Criterion Six — Current Within Five Years
- 1065 Guideline Databases
- 1066 Practice Guideline as a Publication Type
- 1067 Why a Web Search Fails Here
- 1068 Refine Inside the Source
- 1069 Guideline Trust Scorecards
- 1070 Repositories Can Disappear
- 1071 Adapting an Existing Guideline
- 1072 Recommendations Carry a Grade
- 1073 Grades Combine Evidence and Judgement
- 1074 A Strong Recommendation
- 1075 A Weak Recommendation
- 1076 Weak Grades Demand More Conversation
- 1077 Strong Is Not the Same as High Priority
- 1078 Attribute One — Validity
- 1079 Attribute Two — Reliability and Reproducibility
- 1080 Attribute Three — Clinical Applicability
- 1081 Attribute Four — Clinical Flexibility
- 1082 Attribute Five — Clarity
- 1083 Attribute Six — Documentation
- 1084 Attribute Seven — Multidisciplinary Development
- 1085 Attribute Eight — Plans for Review
- 1086 Who Developed It?
- 1087 Were All Options and Outcomes Considered?
- 1088 Is Each Recommendation Tagged and Linked?
- 1089 Are the Recommendations Explicit?
- 1090 Peer Review and Testing
- 1091 Is the Intent of Use Stated?
- 1092 Are the Recommendations Relevant and Helpful?
- 1093 Are They Practical and Feasible?
- 1094 How Far From Current Practice?
- 1095 The AGREE Instrument
- 1096 AGREE Domain — Scope and Purpose
- 1097 AGREE Domain — Stakeholder Involvement
- 1098 AGREE Domain — Rigor of Development
- 1099 AGREE Domain — Clarity of Presentation
- 1100 AGREE Domain — Applicability
- 1101 AGREE Domain — Editorial Independence
- 1102 Developing a Local Guideline
- 1103 Prefer Formal and Explicit Methods
- 1104 Misconception: Guidelines Are Rules
- 1105 Misconception: A Guideline Is Current Because It Is Published
- 1106 Misconception: A Strong Grade Settles It
- 1107 Appraising a Clinical Practice Guideline worked example
- 1111 Why a Guideline Chapter Ends in Implementation
- 1112 Assessing Organizational Readiness
- 1113 Implementation Is Purposeful
- 1114 Multilevel and Multibundled
- 1115 Uptake Element — Facilitating Staff Use
- 1116 Uptake Element — A Milieu That Inspires EBP
- 1117 Uptake Element — Interactive Education
- 1118 Uptake Element — Reminders
- 1119 Uptake Element — Electronic Systems and Feedback
- 1120 Uptake Element — A Checklist Linked to Times
- 1121 The Knowledge-to-Action Framework
- 1122 Knowledge Creation
- 1123 The Action Cycle
- 1124 Adapting Knowledge to Local Context
- 1125 The Social Movement Action Framework
- 1126 SMA — Preconditions
- 1127 SMA — Outcomes
- 1128 Tools Mapped to the Phases
- 1129 Do Context and Culture Matter?
- 1130 Not Every Setting Has the Supports
- 1131 Implementing at the System Level
- 1132 Guidelines Have to Reach the Device in Hand
- 1133 Joint Decision Making Across Disciplines
- 1134 The Guidelines International Network
- 1135 Globalizing Evidence, Localizing Decisions
- 1136 Evaluating Uptake and Impact
- 1137 Artificial Intelligence in a Guideline Programme
- 1138 What the AI Initiative Is For
- 1139 Misconception: Implementing Means Distributing
- 1140 Misconception: A Good Guideline Implements Itself
- 1141 Misconception: AI Will Do the Appraisal
- 1142 Planning a Guideline Implementation worked example
Unit 9: Key Strategies for Implementing Evidence 55 lessons, 1 lecture part
Lecture: Watch · 36:48
- 1201 Appraisal Is Not Implementation
- 1202 This Is Where the Gap Opens
- 1203 Four Domains of the Use of Evidence
- 1204 Domain One — Research
- 1205 Domain Two — Evidence-Based Practice
- 1206 Domain Three — Innovation
- 1207 Domain Four — Process Improvement
- 1208 The Domains Need Each Other
- 1209 Culture, Readiness, and Infrastructure
- 1210 EBP Culture
- 1211 EBP Readiness
- 1212 Lack of Infrastructure
- 1213 The Evidence-Based Enterprise
- 1214 Systematic Problem Solving Replaces Brainstorming
- 1215 Barrier One — Manager and Leader Resistance
- 1216 What the Chief Nurse Executives Reported
- 1217 EBP Mistaken for an Outcome
- 1218 Barrier Two — Absence of an EBP Infrastructure
- 1219 Barrier Three — Lack of Clinician Competency
- 1220 Research Taught in Place of EBP
- 1221 Residency Programmes Do Not Reliably Close It
- 1222 Implementation Science
- 1223 The ERIC Implementation Strategies
- 1224 The 73 Are a List, Not a Checklist
- 1225 Two Different ERICs
- 1226 Use a Model
- 1227 EBP Process Models
- 1228 Organizational Models
- 1229 Select Both
- 1230 Innovators and Early Adopters
- 1231 Laggards Have Reasons
- 1232 EBP Mentors
- 1233 A Critical Mass
- 1234 Competence Without Infrastructure Is Squandered
- 1235 Build the Infrastructure Concurrently
- 1236 Financial Advocacy
- 1237 Leaders Role Model It
- 1238 Without Leadership, Stagnation
- 1239 Align Values, Goals, and Structures
- 1240 What Else Shapes Uptake
- 1241 Characteristics of the Practice
- 1242 Characteristics of the Clinician
- 1243 Characteristics of the Process
- 1244 A Twelve-Step Strategy
- 1245 Sustainability Is Planned, Not Hoped For
- 1246 Meaningful Recognition
- 1247 Dissemination, Bedside to Boardroom
- 1248 Accountability Measures
- 1249 Action Planning and Hardwiring
- 1250 Intentional Reassessment
- 1251 The Role of Every Clinician
- 1252 Misconception: Good Evidence Implements Itself
- 1253 Misconception: Training Is Implementation
- 1254 Misconception: Resistance Is the Problem
- 1255 Implementing an Evidence-Based Change worked example
Unit 10: The Role of Evidence-Based Quality Improvement 45 lessons, 1 lecture part
Lecture: Watch · 31:28
- 1351 Quality Improvement
- 1352 Evidence-Based Quality Improvement
- 1353 EBQI Is Not Outcomes Research
- 1354 EBQI Produces Internal Evidence
- 1355 Internal Evidence Raises Clinical Questions
- 1356 Donabedian's Three Categories
- 1357 What an Outcome Is
- 1358 Modifiable and Nonmodifiable Factors
- 1359 Structure Measures
- 1360 Process Measures
- 1361 Balancing Measures
- 1362 Benchmarking
- 1363 Value-Based Purchasing
- 1364 Four Domains, Equally Weighted
- 1365 What a Good Measure Requires
- 1366 Data People Can Actually Use
- 1367 Outcomes Management, in Four Phases
- 1368 Structured Care Methods
- 1369 The Science of Improvement
- 1370 Rapid-Cycle Testing
- 1371 The Model for Improvement
- 1372 Question One — What Are We Trying to Accomplish?
- 1373 Question Two — How Will We Know a Change Is an Improvement?
- 1374 Question Three — What Change Can We Make?
- 1375 Plan-Do-Study-Act
- 1376 The Aim Statement
- 1377 Six Sigma and DMAIC
- 1378 Lean
- 1379 The Models Share Their Tools
- 1380 The Process Map
- 1381 The Cause-and-Effect Diagram
- 1382 The Pareto Chart
- 1383 The Run Chart
- 1384 Dashboards and Scorecards
- 1385 Daily Huddles
- 1386 Effect Size in a QI Project
- 1387 Power and the Size of the Project
- 1388 QI Results Do Not Generalise
- 1389 Which Makes the Setting the Point
- 1390 Is It QI or Is It Research?
- 1391 The Ethics Do Not Depend on the Label
- 1392 Misconception: QI and Research Are the Same Work
- 1393 Misconception: QI Needs No Evidence
- 1394 Misconception: The Measure Moved, So It Worked
- 1395 Running an Evidence-Based Quality Improvement Project worked example
Unit 11: Healthcare Quality, Safety, and Patient Outcomes 40 lessons, 1 lecture part
Lecture: Watch · 28:54
- 1501 Why Competencies at All
- 1502 The QSEN Competencies
- 1503 Six Practice Areas
- 1504 Built on the Institute of Medicine's Recommendations
- 1505 Twenty-Four EBP Competencies
- 1506 Developed by Consensus, Not Assertion
- 1507 Eighty EBP Mentors
- 1508 Two Questions, Asked Separately
- 1509 Consensus First, Wording Second
- 1510 Rewrites Go Back for Consensus
- 1511 Competency — Asking the Question
- 1512 Competency — Searching Systematically
- 1513 Competency — Appraising Evidence
- 1514 Competency — Evaluation and Synthesis
- 1515 Competency — Collecting Internal Evidence
- 1516 Competency — Integrating Both Kinds
- 1517 Competency — Evaluating Outcomes
- 1518 Competency — Evidence-Based Policies and Procedures
- 1519 Competency — Leading Transdisciplinary Teams
- 1520 Competency — Generating Evidence
- 1521 Competency — Mentoring and Communicating
- 1522 What Competence Is Claimed to Deliver
- 1523 Self-Assessment Against the Set
- 1524 Entry Level and Advanced Level
- 1525 One Advanced Level, Two Systems
- 1526 All Twenty-Four by Completion
- 1527 Faculty Have to Hold It First
- 1528 Misconception: A Competency Is a Topic Covered
- 1529 Misconception: Believing in EBP Is Competence
- 1530 Misconception: The Advanced Set Replaces the Core
- 1531 Reading a Competency Set worked example
- 1541 Three Things Must Happen
- 1542 Faculty Acquire the Expertise
- 1543 Integrated, Then Infused
- 1544 Students Apply It as Students
- 1545 Students as Brokers of New Ideas
- 1546 A Way of Thinking, Not a Task
- 1547 Graduates Integrate and Recruit
- 1548 Leaders Route Data to the Frontline
- 1549 Carrying the Competencies Across a Career worked example
Unit 12: Leadership Strategies for Creating and Sustaining EBP Organizations 33 lessons, 1 lecture part
Lecture: Watch · 23:58
- 1651 Why Leadership Gets a Chapter
- 1652 Evidence-Based Leadership
- 1653 Obligation One — Own It
- 1654 Obligation Two — Build Your Own Competence
- 1655 Obligation Three — Make It the Standard
- 1656 Obligation Four — Build It Across the Organization
- 1657 Obligation Five — Build the Infrastructure
- 1658 Leaders Use the Process on Their Own Decisions
- 1659 Leaders Determine Whether It Happens
- 1660 Four Things Leaders Do
- 1661 Navigate Barriers Publicly
- 1662 Transformational Leadership
- 1663 Authentic Leadership
- 1664 Component — Balanced Processing
- 1665 Component — Internalized Moral Perspective
- 1666 Component — Relational Transparency
- 1667 Inclusive, Servant, and Innovative Leadership
- 1668 Influence as a Competency
- 1669 Strategy — Dedicated EBP Mentor Positions
- 1670 Strategy — Hardwire It Into Operations
- 1671 Strategy — Autonomy Over Practice
- 1672 Strategy — Put It in the Career Path
- 1673 Strategy — Write It Into the Organization's Own Words
- 1674 Strategy — Library and Evidence Services
- 1675 A Model as a Strategic Roadmap
- 1676 Across Very Different Settings
- 1677 Not Size, Affiliation, or Prestige
- 1678 Start With Culture and Readiness
- 1679 Then a Cadre of Mentors
- 1680 Misconception: Leadership Support Means Funding
- 1681 Misconception: Culture Comes From a Statement
- 1682 Misconception: This Requires a Large Organization
- 1683 Leading an Evidence-Based Organization worked example
Unit 13: Innovation and Evidence as Partners 25 lessons, 1 lecture part
Lecture: Watch · 20:27
- 1801 Evidence and Innovation Are Partners
- 1802 The Gap This Addresses
- 1803 The Cybernetic Evidence-Innovation Dynamic
- 1804 Innovation, Renovation, and Exnovation
- 1805 All the Time, Not in Turn
- 1806 The Complex Adaptive System
- 1807 Environmental Forces
- 1808 Wicked Problems
- 1809 Unclear in Aims and in Solutions
- 1810 No Risk-Free Attempts
- 1811 No Final Solution
- 1812 Complexity Leadership
- 1813 Reflection and Ego Management
- 1814 Appreciative Inquiry and Emotional Competence
- 1815 Creativity and Open Dialogue
- 1816 Mindful of the Gaps
- 1817 Courage to Challenge the Evidence
- 1818 The Innovator Role
- 1819 Any Point on the Continuum
- 1820 Fluid, Flexible, and Mobile
- 1821 Shared Governance
- 1822 Misconception: Innovation Is What You Do Without Evidence
- 1823 Misconception: Wicked Means Difficult
- 1824 Misconception: Complexity Means Anything Might Work
- 1825 Working an Unclosable Problem worked example
Unit 14: Models to Guide Implementation and Sustainability 29 lessons, 1 lecture part
Lecture: Watch · 22:18
- 1951 Why Models Exist
- 1952 The Models Share a Skeleton
- 1953 Shared Step — Identify the Problem
- 1954 Shared Step — Identify Stakeholders and Change Agents
- 1955 Shared Step — Identify an Effective Practice Change
- 1956 Shared Step — Identify and Address Barriers
- 1957 The Stetler Model
- 1958 Stetler Phase — Preparation
- 1959 Stetler Phase — Validation
- 1960 Reflected Experience Counts; Opinion Does Not
- 1961 Preferences, Explored for Their Origins
- 1962 Stetler Phases — Comparative Evaluation, Translation, Evaluation
- 1963 The ARCC Model
- 1964 Mentors Are the Mechanism
- 1965 As Barriers Fall, Competence Rises
- 1966 Cognitive Behavioural Theory in the Model
- 1967 The Thinking-Feeling-Behaving Triangle
- 1968 Individual, Social, and Environmental Factors
- 1969 Integrate, Maintain, and Disseminate
- 1970 Other Models the Chapter Treats
- 1971 Process Model or Organizational Model?
- 1972 Fit Is the Deciding Criterion
- 1973 Why Implementation Varies So Much
- 1974 Go to Synthesised Evidence First
- 1975 Hierarchies of Preprocessed Evidence
- 1976 Misconception: The Right Model Matters Most
- 1977 Misconception: A Model Is a Checklist
- 1978 Misconception: Experience Is Not Evidence
- 1979 Choosing and Using a Model worked example
Unit 15: Implementation Science in Clinical Settings 36 lessons, 1 lecture part
Lecture: Watch · 26:42
- 2101 Implementation Science, Defined
- 2102 Two Gaps in Translation
- 2103 Resistance and Traditional Practice
- 2104 Not a Healthcare Problem
- 2105 Organizational Factors Work Together
- 2106 Theories, Frameworks, and Models
- 2107 Process Models
- 2108 Knowledge-to-Action as a Process Model
- 2109 Iterative and Overlapping
- 2110 Determinant Frameworks
- 2111 The Consolidated Framework for Implementation Research
- 2112 CFIR Domain — The Outer Setting
- 2113 CFIR Domain — The Inner Setting
- 2114 CFIR Domain — The Individuals
- 2115 CFIR Domain — The Intervention Itself
- 2116 CFIR Domain — The Process
- 2117 PARIHS as a Determinant Framework
- 2118 Classic Theories
- 2119 Evaluation Frameworks
- 2120 RE-AIM — Reach
- 2121 RE-AIM — Effectiveness
- 2122 RE-AIM — Adoption
- 2123 RE-AIM — Implementation
- 2124 RE-AIM — Maintenance
- 2125 Choose by the Question
- 2126 Misconception: Implementation Science Studies Interventions
- 2127 Misconception: One Framework Covers It
- 2128 Misconception: A Null Result Means It Did Not Work
- 2129 Planning an Implementation With the Right Tools worked example
- 2131 The Field Has a History
- 2132 The Standard Definition
- 2133 The Landmark Report
- 2134 Where Seventeen Years Came From
- 2135 Most Research Does Not Reach Care
- 2136 What the Field Put Forward
- 2137 Reading the Field's Own Claims worked example
Unit 16: Evidence-Based Practice Mentors 37 lessons, 1 lecture part
Lecture: Watch · 31:57
- 2251 Why the Mentor Gets a Chapter
- 2252 What Mentoring Is Meant to Change
- 2253 Beliefs Are the Lever
- 2254 Teaching Was Not Enough
- 2255 The Problem Was Not a Knowledge Deficit
- 2256 Mentor as Strategist
- 2257 Plan, Implement, Monitor
- 2258 Evaluate the Role Itself
- 2259 Overcome the Barriers
- 2260 The Barriers Named
- 2261 Imperatives First, Then Local Fit
- 2262 Emotional Intelligence in the Role
- 2263 Self-Awareness
- 2264 Self-Management
- 2265 Social Awareness
- 2266 Relationship Management
- 2267 Process and Outcome Together
- 2268 Misconception: A Mentor Is a Teacher
- 2269 Misconception: Mentoring Is Goodwill
- 2270 Misconception: The Right Person Is Enough
- 2271 Building the Mentor Role worked example
- 2281 Three Terms, Not One Role
- 2282 The Facilitator
- 2283 The Champion
- 2284 What Only the Mentor Does
- 2285 Individual Growth Is How Culture Becomes Durable
- 2286 A Critical Mass
- 2287 Catalyst and Stability Factor
- 2288 The Components of the Role
- 2289 Define the Role and Reward It
- 2290 Release Time Is Negotiated
- 2291 The Facilitators of the Mentor Role
- 2292 The Two Columns Do Not Pair
- 2293 Evidence-Supported Outcomes of Mentoring
- 2294 What Mentors Reported About Themselves
- 2295 How Strong This Evidence Is
- 2296 Placing the Three Roles, and Defending the Mentor's worked example
Unit 17: Models of Organizational Change 41 lessons, 1 lecture part
Lecture: Watch · 31:39
- 2401 Change Models Are Not EBP Models
- 2402 Change Is an Emotional Process
- 2403 No Change Without Strong Leadership
- 2404 Bigger Change, Harder Change
- 2405 More People, Tougher Change
- 2406 The Change Curve Model
- 2407 Stage One — Preparation
- 2408 The Danger Is the Length
- 2409 Stage Two — Implementation
- 2410 Emotion Attached to the Reason
- 2411 Kotter and Cohen's Eight Steps
- 2412 Step — Urgency
- 2413 Step — Team Selection
- 2414 Enthusiasm Is Contagious
- 2415 Step — Communicating the Vision
- 2416 Examples That Carry
- 2417 Step — Empowerment
- 2418 Diffusion of Innovations
- 2419 Fifteen to Twenty Percent
- 2420 Expect the Pattern
- 2421 Target the Receptive
- 2422 The Transtheoretical Model
- 2423 Misconception: Explaining It Is Enough
- 2424 Misconception: Slow Adoption Means Failure
- 2425 Misconception: Win Over the Sceptics First
- 2426 Leading a Change Through Its Stages worked example
- 2431 Essential Elements for Successful Change
- 2432 Vision Comes First
- 2433 What a Vision Is For
- 2434 Build the Vision With the Team
- 2435 Top-Down Dictates Fail
- 2436 Belief
- 2437 Goals and a Written Strategic Plan
- 2438 What the Plan Contains
- 2439 A Goal Without a Strategy
- 2440 The SCOT Analysis
- 2441 Strengths and Character-Builders
- 2442 Opportunities and Threats
- 2443 SMART Goals
- 2444 Written Goals Are Reached More Often
- 2445 Setting Up a Change Before It Starts worked example
Unit 18: Teaching Evidence-Based Practice in Academic Settings 23 lessons, 1 lecture part
Lecture: Watch · 22:29
- 2551 Faculty Shape What Comes Next
- 2552 Assess Readiness to Teach It
- 2553 The Readiness Questions
- 2554 Administrative Buy-In Comes First
- 2555 What Support Actually Buys
- 2556 Ask Whether the Mission Says It
- 2557 Assessing the Educators
- 2558 Informatics Is Foundational
- 2559 Assess Informatics Skills First
- 2560 Five Steps of Information Literacy
- 2561 Expectations Are Levelled
- 2562 Teach the Three Question Types Apart
- 2563 Start Outside the Clinic
- 2564 Build a Question From a Scenario
- 2565 The Journal Club
- 2566 Classify, Then Build, Then Search
- 2567 Three Groups, Three Criteria
- 2568 What Makes a Journal Club Work
- 2569 Virtual Journal Clubs
- 2570 Misconception: Students Are the Problem
- 2571 Misconception: A Journal Club Teaches Appraisal
- 2572 Misconception: EBP Is One Course
- 2573 Building EBP Into a Curriculum worked example
Unit 19: Teaching Evidence-Based Practice in Clinical Settings 41 lessons, 1 lecture part
Lecture: Watch · 33:38
- 2701 Teaching Does Not Stop at Graduation
- 2702 Both Ends, Not One
- 2703 Not an Edict From the Top
- 2704 Decades of Teaching, and Still a Gap
- 2705 Valuing It Is Not Doing It
- 2706 Leaders Do Not Rate It Highly
- 2707 Educators and Leaders Together
- 2708 Sustainable Is the Point
- 2709 Structure, Process, Outcomes — For Teaching
- 2710 Structure for Teaching
- 2711 Process for Teaching
- 2712 Outcomes for Teaching
- 2713 Clinicians Practise From Three Sources
- 2714 School Recedes
- 2715 Secure Financial Support
- 2716 Academic-Service Partnerships
- 2717 Base It on a Model
- 2718 Teach Dissemination Too
- 2719 Write It Into Policy
- 2720 Misconception: Education Solved This at School
- 2721 Misconception: Mandate It and It Happens
- 2722 Misconception: Attendance Is an Outcome
- 2723 Teaching EBP Where People Work worked example
- 2731 Barriers Have Been Studied at Length
- 2732 Barrier — Skill Level
- 2733 Barrier — Time to Find the Evidence
- 2734 Barrier — Leaders Rank It Low
- 2735 The Contradiction in That Ranking
- 2736 The Most Cited Facilitator
- 2737 Facilitator — Prior Education
- 2738 Facilitator — Understanding Method
- 2739 Research Methods Are Reserved for Research
- 2740 Facilitator — Booster Seminars
- 2741 Facilitator — Immersions and Residencies
- 2742 Senior Leadership, Defined
- 2743 Write It Into the Strategic Plan
- 2744 Support the Unit Managers
- 2745 Professional Governance
- 2746 A Practice Workgroup
- 2747 Misconception: The Barriers Are Individual
- 2748 Working the Barriers and the Facilitators worked example
Unit 20: Evidence-Informed Health Policy 27 lessons, 1 lecture part
Lecture: Watch · 22:13
- 2851 Policy Is a Different Environment
- 2852 A Policy Problem, Not a Clinical One
- 2853 The Question Is Asked Differently
- 2854 Evidence-Informed Health Policy
- 2855 Policy Makers Need Credible Evidence
- 2856 Three Conditions for Being Heard
- 2857 Constituent Needs Are the Frame
- 2858 EBP Models Adapt Because They Are Process Models
- 2859 Adjustments Are Still Needed
- 2860 Internal Evidence for Policy
- 2861 Three Sources Named
- 2862 What a Legislative Source Gives You
- 2863 Interprofessional Collaboration
- 2864 Two Methods of Dissemination
- 2865 The Policy Brief
- 2866 The Speech or Testimony
- 2867 Analyse the Issue First
- 2868 Know the Audience
- 2869 Be Specific About the Policy
- 2870 Use Examples
- 2871 Do Not Lead With Emotion
- 2872 Organizational Policy
- 2873 Leadership Strategies for Policy Development
- 2874 Misconception: Policy Work Is Advocacy
- 2875 Misconception: The Clinical Process Transfers Unchanged
- 2876 Misconception: Good Evidence Speaks for Itself
- 2877 Bringing Evidence to Policy worked example
Unit 21: Disseminating Evidence 39 lessons, 1 lecture part
Lecture: Watch · 29:45
- 3001 Step Six, Reached
- 3002 Why Work Gets Shared
- 3003 The Podium Presentation
- 3004 The Panel Presentation
- 3005 What a Panel Depends On
- 3006 Anticipate the Questions
- 3007 The Poster Presentation
- 3008 Legible From a Distance
- 3009 Layout and Materials
- 3010 Stand to the Side
- 3011 Leave a Way to Be Reached
- 3012 Posters Are Displayed Longer
- 3013 Deciding What to Publish
- 3014 More Than One Way to Publish
- 3015 Peer Review
- 3016 Blind Review
- 3017 Authorship
- 3018 The Health Policy Brief, Again
- 3019 The Issue Is Stated Plainly
- 3020 The Evidence Is Focused
- 3021 It Can Be Skimmed
- 3022 It Is Short
- 3023 Links and Contacts
- 3024 Understand the Target Audience
- 3025 Health Literacy
- 3026 Misconception: Dissemination Is Optional
- 3027 Misconception: A Poster Is a Shrunken Paper
- 3028 Misconception: More Evidence Makes a Stronger Brief
- 3029 Getting the Work to the People Who Need It worked example
- 3031 The Fourth Channel
- 3032 Who Speaks for the Work
- 3033 Prepare Three Points
- 3034 A Lay Audience, Not a Professional One
- 3035 Embargo
- 3036 Do Not Outrun the Evidence
- 3037 Evidence-Based Clinical Rounds
- 3038 The BOPPPS Model
- 3039 Misconception: Coverage Means Impact
- 3040 Taking a Finding to a Lay Audience worked example
Unit 22: Generating Evidence Through Research 35 lessons, 1 lecture part
Lecture: Watch · 29:10
- 3151 The Fourth Domain
- 3152 Appraising and Designing Are Different Views
- 3153 The Design Meeting
- 3154 Choose Outcomes That Matter to Someone
- 3155 The Design Follows the Question
- 3156 Inclusion and Exclusion Criteria
- 3157 Variables
- 3158 Measures Must Measure What Is Intended
- 3159 A Question Has to Be Ethical
- 3160 Risk Cannot Exceed Benefit
- 3161 Review Before the Study Runs
- 3162 Privacy Regulation Applies
- 3163 Threats to Internal Validity
- 3164 Attrition
- 3165 Uneven Dropout Changes the Answer
- 3166 Maturation and Observer Drift
- 3167 Randomization Controls What You Did Not Think Of
- 3168 Pre-Experimental and Nonexperimental Designs
- 3169 Case-Control, Looking Back
- 3170 The Research Process Has Steps
- 3171 It Ends in Dissemination
- 3172 Misconception: Research and EBP Are the Same Work
- 3173 Misconception: Ethics Review Is Paperwork
- 3174 Misconception: Dropouts Only Shrink the Sample
- 3175 Designing a Study That Could Be Appraised worked example
- 3181 Sampling Is a Design Decision
- 3182 Random Sampling
- 3183 Sampling Is Not Assignment
- 3184 Stratification
- 3185 Blocking
- 3186 Randomized Block Design
- 3187 Sample Size Follows the Question
- 3188 Who the Sample Excludes
- 3189 Misconception: A Bigger Sample Fixes a Biased One
- 3190 Choosing a Sampling Design worked example
Unit 23: Writing a Successful Grant Proposal 32 lessons, 1 lecture part
Lecture: Watch · 24:01
- 3301 Evidence Costs Money
- 3302 Research and Implementation Both Qualify
- 3303 Find the Match First
- 3304 Ask the Agency Directly
- 3305 Look at What Was Funded
- 3306 The Abstract Carries the Proposal
- 3307 Abstract — Clinical Significance
- 3308 The So-What Factor
- 3309 Abstract — Innovation
- 3310 Abstract — Aims and Framework
- 3311 Abstract — Approach to Analyses
- 3312 What a Proposal Contains
- 3313 Specific Aims
- 3314 The Problem and the Prior Work
- 3315 Name the Gap
- 3316 Who Is Doing It
- 3317 Name the Design
- 3318 Ethics Approval for Research
- 3319 Methods, Collection, Analysis
- 3320 The Budget
- 3321 State the Limitations
- 3322 Failure — Too Much Work Proposed
- 3323 Failure — Weak Analysis Plan
- 3324 Failure — Not Connected to the Literature
- 3325 Failure — Promising Too Much or Too Little
- 3326 Most Proposals Are Not Funded First Time
- 3327 Follow the Reviewers Explicitly
- 3328 Feedback Is Often Available
- 3329 Misconception: A Good Project Gets Funded
- 3330 Misconception: Limitations Should Be Hidden
- 3331 Misconception: Rejection Means Start Over
- 3332 Building a Fundable Proposal worked example
Unit 24: Ethical Considerations for Evidence Implementation and Evidence Generation 43 lessons, 1 lecture part
Lecture: Watch · 36:10
- 3451 The Course Ends on Ethics
- 3452 What Ethics Examines
- 3453 From Science to Service
- 3454 Four Principles
- 3455 Beneficence
- 3456 Nonmaleficence
- 3457 Autonomy
- 3458 Justice
- 3459 Commitments Follow From Principles
- 3460 The Same Principles Across All Three
- 3461 The Label Governs the Process, Not the Duty
- 3462 Not Using Evidence Is an Ethical Matter
- 3463 Poorly Implemented Evidence Can Harm
- 3464 Research Asks Why
- 3465 Informed Consent
- 3466 Fidelity
- 3467 Audit
- 3468 Misconception: Ethics Is the Review Board's Job
- 3469 Misconception: Following the Evidence Settles the Ethics
- 3470 Misconception: Doing Nothing Is the Safe Option
- 3471 Practising Under the Four Principles worked example
- 3481 Seven Requirements, In No Order
- 3482 Social or Scientific Value
- 3483 Scientific Validity
- 3484 Fair Subject Selection
- 3485 Favorable Risk–Benefit Ratio
- 3486 Independent Review
- 3487 Respect for Potential and Enrolled Subjects
- 3488 The Seventh Is Consent
- 3489 No New Risk When Fidelity Is High
- 3490 Who Takes Part Is Decided by Where
- 3491 The Clinical Relationship Can Be Exploited
- 3492 Withdrawal Without Penalty
- 3493 Generalizability Is Not Clear-Cut
- 3494 Projects Publish as Level IV
- 3495 Publishing Is Part of the Obligation
- 3496 Publication Must Not Change the Intent
- 3497 Why Practice Sits Outside the Overlap
- 3498 Misconception: Review Is Only for Research
- 3499 Applying the Seven Requirements worked example
- 3501 Quality Assurance, Folded In
- 3502 What an Audit Assures
- 3503 Audits Are Conducted Regularly
Not yet in a lecture 23 lessons
- 3601 A Question From a Shift That Went Wrong review
- 3602 Searching the Question You Actually Asked review
- 3603 When the Search Returns Almost Nothing review
- 3604 Appraising a Body That Disagrees With Itself review
- 3605 Reading One Trial's Numbers Three Ways review
- 3606 A Meaning Question Needs a Different Design review
- 3607 Appraising a Guideline Before Adopting It review
- 3608 The Patient Declines the Best-Supported Option review
- 3609 Integrating Three Components on One Decision review
- 3611 Evaluating the Outcome You Changed review
- 3612 A Practice That Should Stop review
- 3613 Implementing on a Unit With No Infrastructure review
- 3614 An Evidence-Based Quality Improvement Project, End to End review
- 3615 Choosing the Models Before the Rollout review
- 3616 The Change Stalls at Fifteen Percent review
- 3617 Mentoring a Colleague Through a First Question review
- 3619 Teaching the Process Where People Work review
- 3620 Building EBP Into a Curriculum review
- 3621 Carrying a Finding to Policy review
- 3622 Disseminating What You Found review
- 3623 Designing a Study That Could Be Appraised review
- 3624 Building a Fundable Proposal review
- 3625 From an Irritation on a Shift to an Obligation review
Who this subject is for
- Nurses and allied health staff
- Health science students
- Clinical educators
- Anyone who reads, appraises or applies research in care
Why Evidence-Based Practice matters
Evidence-based practice is how clinicians decide which research to trust and act on. It applies to:
- Clinical decision-making
- Quality improvement
- Research appraisal
- Nursing and allied health practice
Time to complete
- of lessons (1,114, measured)
- 7.5 h
- of lectures (30)
- 13.5 h
- learning hours on the certificate, with quizzes and the final
- 28.5 h
Times are measured from the recordings and the exam time limits. Go at your own pace; nothing expires.
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