Evidence-based practice has become an ubiquitous concept within nursing. However, there is little comparative data of nursing with other professions on attitudes to evidence-based practice. This article reports on a survey of nurses' and physiotherapists' sources of knowledge and perceived barriers to evidence-based practice within a large teaching hospital. A total of 324 questionnaires were sent to nurses and physiotherapists. The results showed that both physiotherapists and nurses accessed a wide variety of sources of knowledge. However, nurses were more likely than physiotherapists to use policy and procedure manuals and discussions with medical staff. Both professions have problems with overcoming the barrier of time. Nurses were more likely than physiotherapists to rate themselves as having poor evidence-based practice skills.

LAPONITETM (herein Laponite) clay nanoparticles are known to promote osteogenic differentiation of human bone marrow stromal cells (HBMSCs), but the specific properties of Laponite that impart its osteogenic bioactivity are...

The present article describes a project to establish an evidence‐based council in a large acute teaching hospital as a tool for promoting evidence‐based practice. The council aimed to give clinically active nurses ‘ownership’ of research questions and an opportunity to develop confidence in their evidence‐based practice skills. The development and implementation of the project are outlined and recommendations for encouraging capacity and the involvement of nurses with regard to evidence‐based practice are provided. Copyright © 2003 Whurr Publishers Ltd.

There is a core body of knowledge, experience, and skills integral to facilitating auditory, speech, and spoken language development when working with the general population of students who are deaf and hard of hearing. There are additional issues, strategies, and challenges inherent in speech habilitation/rehabilitation practices essential to the population of deaf and hard of hearing students who also use sign language. This article will highlight philosophical and practical considerations related to practices used to facilitate spoken language development and associated literacy skills for children and adolescents who sign. It will discuss considerations for planning and implementing practices that acknowledge and utilize a student's abilities in sign language, and address how to link these skills to developing and using spoken language. Included will be considerations for children from early childhood through high school with a broad range of auditory access, language, and communication characteristics.

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