Evidence-Based Practice / Unit 19 EBP 2748 worked example, 60 to 90 seconds

Working the Barriers and the Facilitators

Captions available

The idea

The technique: name the barriers that are actually reported rather than the ones assumed; answer skill with teaching and time with allocation; secure senior leadership by getting the work into the strategic plan; and build the facilitators the evidence names — prepared mentors first, then prior education, boosters at the point projects stall, and a governance structure that gives clinicians a voice.

In practice

A teaching programme built against the reported barriers. Skill answered by teaching enough research method to judge a study and no more, because the chapter asks for discernment rather than for researchers. Time answered by allocation, since willingness cannot resolve it. Prepared mentors put in place first, that being the single most cited facilitator. Booster sessions scheduled for the middle of projects rather than the start, because finishing is the named failure. The work written into the organizational strategic plan, so it is not another improvement idea. Unit managers developed rather than only instructed. And a professional governance structure through which clinicians have an actual voice in the policies they will practise under.

Where people slip

Do not answer a time barrier with more teaching. Teaching addresses the first barrier and leaves the second untouched, and a clinician who now knows how to appraise a study and still has no hour in which to do it has been given a sharper sense of what they are missing.

Your place on the trail

Every lesson rests on earlier ones and opens later ones. Tap any to jump.

Builds on

Unlocks

Nothing yet depends on this.

Something wrong in this lesson? Flag it · Sources for Evidence-Based Practice