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"Evidence based research"
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Evidence-based practice for nursing and healthcare quality improvement
\"A straightforward yet comprehensive guide to planning, implementation, and evaluation of EBP and QI projects to improve quality of care and health outcomes. This brand-new, full-color, richly illustrated textbook begins with foundational content and then works through the processes of developing and exploring clinical questions, implementing results, and disseminating information.\" -- Provided by publisher.
Behavioral intervention research
\" I applaud [this] book for providing a much needed overview of the entire \"behavioral intervention pipeline.\" It fills a unique niche in its coverage of key theoretical and methodological aspects as well as its case examples and professional development considerations, which makes the content accessible and practical for a broad audience.\" -.
eBook
Lack of systematicity in research prioritisation processes — a scoping review of evidence syntheses
Background
A systematically and transparently prepared research priority-setting process within a specific scientific area is essential in order to develop a comprehensive and progressive evidence-based approach that will have a substantial societal impact on the site of interest. On the basis of two consensus workshops, the authors suggest the following methods for all such processes: use of experts, stakeholder involvement, literature review, and ranking.
Objectives
The identification, categorisation, and discussion of methods for preparing a research prioritisation process.
Methods
Eligibility criteria:
Evidence synthesis includes original studies presenting a research prioritisation process and which listed the methods used to create a research prioritisation process. Only evidence syntheses related to health research were included.
Data sources:
We searched the following electronic databases, without limiting by date or language: MEDLINE Ovid, Embase Ovid, Epistemonikos, and CINAHL EBSCO.
Charting methods:
The methods used were mapped and broken down into different elements, and the use of the elements was determined. To support the mapping, (A) all of the elements were collapsed into unique categories, and (B) four essential categories were selected as crucial to a successful research prioritisation process.
Results
Twelve evidence syntheses were identified, including 416 original studies. The identification and categorisation of methods used resulted in 13 unique categories of methods used to prepare a research agenda.
Conclusion
None of the identified categories was used in all of the original studies. Surprisingly, all four of the essential categories were used in only one of the 416 original studies identified. There is seemingly no international consensus on which methods to use when preparing a research prioritisation process.
Protocol registration
The protocol was registered in Open Science Framework (
https://osf.io/dygz8/
).
Journal Article
Social-Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children
Social-emotional competence is a critical factor to target with universal preventive interventions that are conducted in schools because the construct (a) associates with social, behavioral, and academic outcomes that are important for healthy development; (b) predicts important life outcomes in adulthood; (c) can be improved with feasible and cost-effective interventions; and (d) plays a critical role in the behavior change process. This article reviews this research and what is known about effective intervention approaches. Based on that, an intervention model is proposed for how schools should enhance the social and emotional learning of students in order to promote resilience. Suggestions are also offered for how to support implementation of this intervention model at scale.
Journal Article
Essential research findings in child and adolescent counselling and psychotherapy
\"What can child and adolescent counselors and therapists learn from research? What evidence is there for the effectiveness of different therapies and techniques? How can developmental or neuroscience research inform or inspire therapeutic work with young people? The book provides the answers to these questions and more. Leading experts in the field take you through the latest research findings in child and adolescent therapy, discussing how each is relevant to the work of practitioners.\"--Provided by publisher.
Book
Inductive Process to Analyze the Structure of Lived Experience: A Scholar-Practitioner Protocol for Evidence-Based Practice in Qualitative Research
One of the criticisms leveled against research and knowledge, especially \"knowledge for knowledge’s sake\" is that it seldom goes so far as to make a significant difference in practice. Thousands of doctoral graduates worldwide produce new knowledge every year, only to run out of steam at the end of their doctoral journey. For many, earning their doctorates is sufficient to justify the painstaking academic journey, so they give up the ghost and strive no more to make a difference. As 12th century French abbot St Bernard of Clairvaux writes, \"Some seek knowledge for the sake of knowledge—and that is curiosity. Some seek knowledge that they may be known to have knowledge—and that is vanity. Some seek knowledge that they may give to others their knowledge—and that is charity.\" But how does one apply the knowledge to solve real-world problems? How does what you have learned and discovered, find its way into praxis? How does it find favor with organizational and community leaders who are not academically inclined and could not care less for academic theories and jargon? This paper is inspired by the work of a team of French researchers who have conceptualized and developed an innovative approach entitled \"Inductive Process to Analyze the Structure of Lived Experience\" (IPSE), which is being successfully integrated into evidence-based medicine (EBM). Taking a cue from EBM, an attempt is made to unpack and elucidate the IPSE framework for doctoral researchers that are unfamiliar with it and offer a compelling case for its application in the practice of social science research, outside the field of medicine.
Journal Article
The use of systematic reviews for conducting new studies in physiotherapy research: a meta-research study comparing author guidelines of physiotherapy-related journals
Background
Requiring authors to base their research on a systematic review of the existing literature prevents the generation of redundant scientific studies, thereby avoiding the deprivation of effective therapies for trial participants and the waste of research funds. Scientific medical journals could require this in their author guidelines. While this applies to all areas of research, it is also relevant to physiotherapy and rehabilitation research, which predominantly involve interventional trials in patients.
Objective
The aim of this study was to determine the extent to which the use of systematic reviews to justify a new trial is already being requested by physiotherapy-related scientific medical journals (PTJs). In addition, a comparison was made between PTJs and scientific medical journals with the highest impact factor in the Science Citation Index Extended (SCIE).
Methods
This meta-research study is based on a systematic examination of the author guidelines of 149 PTJs. The journals were identified and included based on the number of publications with physiotherapy as a keyword in the databases PEDro, and Medline (Pubmed). The included author guidelines were analysed for the extent to which they specified that a new trial should be justified by a systematic review of the literature. Additionally, they were compared with 14 scientific medical journals with the highest impact factor in the SCIE (LJs).
Results
In their author guidelines, none of the included PTJs required or recommended the use of a systematic review to justify a new trial. Among LJs, four journals (28.57%), all associated with the Lancet group, required the study justification through a systematic review of the literature.
Conclusion
Neither PTJs nor LJs require or recommend the use of a systematic review to justify a new trial in their author guidelines. This potentially leaves room for unethical scientific practices and should be critically considered in future research.
Journal Article