Bringing Truth to the Table: An Evidence Review to Dispell ...
You Can Do This! Bringing Evidence Based Practice into the Workplace
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Transcript of You Can Do This! Bringing Evidence Based Practice into the Workplace
Sheila Kennedy and Kellie DuckworthWednesday September 10, 2014 at
noonBCTRA Webinar
Learning objectivesFLW: Upon the completion of the session the
participants will be able to define and understand the role of ‘Knowledge Broker’
ADV: Upon the completion of the session the participants will be able to identify three resources available to support evidence based practice.
ADV: Upon the completion of the session the participants will be able to develop an action plan to bring evidence based practice to their workplace.
What to expectContext of our talkHistory of our journey thus farLessons learnedWhere we are nowRole of the Knowledge BrokerOur next stepsResources to share Applying evidence at your workplace
A little context
Sunny Hill Health Centre is a provincial facility, part of BC Children’s Hospital, but on a different site in east Vancouver
We see children/youth with disabilities and their families from across the province
Therapeutic Recreation has been part of the provision of inpatient, outpatient and outreach services for more than 30 years – services are currently shifting
Some historyBecame increasingly evident that we
needed to have measurable outcomes and proof that we were using the best evidence available to back up what we were doing in TR
Drivers propelling us forward included:a) budget constraints, focus on best valueb) shift from interdisciplinary to interprofessional collaboration
A little more historyc) models of rehabilitation being reviewed
and “core therapies” being identifiedd) looking at “best standard of care” in specific
situations within the organizatione) outside influences – govt priorities, policies
The Department began looking for help both within and outside the organization
Last bit of history
Looked to Douglas College’s TR Program to provide increased focus on research in their curriculum – encouraged these changes as a member of the Advisory Board and 2 staff have taken research courses to upgrade
Found some “champions” in other staff within the organization (PT/OT based) willing to assist us in new learning, how to move forward
Lessons learned
Enlist Support Wherever You Can Get It!(Physicians, Other Therapists, Families, Students)
Look for ways to increase the team’s skills, self-confidence, and visibility (learn how to do a professional poster, encourage public speaking opportunities)
Engage a motivated leader – “Knowledge Broker”
More lessonsDoing it “on your own” will be unsuccessful
(the group needs to be involved in annual goal setting, in-services, reviewing articles, learning from and supporting each other)
Support from all levels of the organization is crucial
Start small with a methodical approach, use regular set time to review progress
Where are we now?
Developing a portfolio of evidence with our program protocols to help support some of the recreation activities we regularly use with clients
One staff member has now been through the rigorous ethics approval process in the organization and is in the process of completing a formal research project with the support of both Sunny Hill and Douglas College
Where are we now?
We’re certainly not there yet!Have made EBP an ongoing priority within
the Department Continue to struggle with “dedicated time”
issue (although there has been some progress)
Education funding requests being more closely examined to ensure opportunities are evidence-based
Where are we now?
Have significantly increased our presence in various public speaking opportunities and in outreach visits throughout the province
Have 2 certified staff (with another upcoming), have internship students help us with finding and using the evidence
all “service learning” requests relate to EBP Monthly prof. practice meeting specific to
EBP
Evidence Based PracticeEvidence
Research Clinical
Experience
Client’s Perspective
Knowledge BrokerHelps to facilitate evidence based practice
A capacity builder who improves access to evidence and empowers colleagues to use relevant evidence
Leads in the development of strategies and tools to improve the efficiency and ease by which department colleagues can access, appraise and apply
pertinent quality evidence to practice withthe ultimate goal of improving TR service delivery for clients.
Competencies of a Knowledge Broker
Four basic competenciesStaying CurrentNeeds assessmentFacilitating EBPEvaluating EBP
http://www.childdevelopment.ca/Libraries/Knowledge_Brokering_webpage_resources/KB_Competency_Self-Evaluation.sflb.ashx
What we’ve done…our steps
Developing an understanding of the role
Needs assessmentGroup learningAnnual Department GoalsStaff MeetingsAnnual Calendar
What we’ve done…our steps continuedStudents IpadsTR Research NetworkEvidence based folderResearch project(s)
Where we’re headed………
StudentsFind partners –CFRI, Douglas CollegeResearch projectLearning opportunitiesCapacity buildingPresentationsNetworking
Web resources
Child Development & Rehabilitation
http://www.ktdrr.org/ktlibrary/articles_pubs/ktmodels/ktintro.pdf
@SunnyHill_Evid
Group Activity/Discussion
How can you apply evidence based practice in your
workplace?
Resourceshttp://www.childdevelopment.ca/Home.aspxhttp://www.ktdrr.org/ktlibrary/articles_pubs/ktmodels/
ktintro.pdfAtherton, C., Barratt, M. & Hodson, R. ((2005). Teamwise
using research evidence a practical guide to teams. www.rip.org.uk/teams
Glasziou, P., Del Mar, C., & Salisbury, J. (2003). Evidence-based practice workbook. 2nd Ed. Malden: BMJ Books.
Glegg, S. (2010) Knowledge brokering as an intervention in paediatric rehabilitation practice. International Journal of Therapy and Rehabilitation. 7(4):203-211.
Hodson, R. & Cooke, E. (2007). Leading evidence-informed practice a handbook. www.rip.org.uk
O’Donnell, M.E. & Roxborough, L. (2002) Evidence-based practice in pediatric rehabilitation. Physical Medicine and Rehabilitation Clinics of North America 13, 991-1005
Resources Continued….. Schon, D.A. (1983). The reflective practitioner: how
professionals think in action. New York: Basic Books.Stumbo, N.J. & Wardlow, Brad. (2011). Facilitation of
therapeutic recreation services: an evidence-based and best practice approach to techniques and processes. State College. Venture Publishing Inc.
Wenger, E. (1998). Communities of practice: learning, meaning, and identity. New York: Cambridge University Press.
Wenger, E., McDermott, R., & Snyder, W.M. (2002) Cultivating communities of practice a guide to managing knowledge. Boston: Harvard Business School Press.