Step to it: a toolkit for evidence‐based practice

Ryton, Bev; Grant, Vicky; Little, Alison; Gilsenan, Irene

doi:10.1002/pdh.238

Cited by 4 publications

(1 citation statement)

References 6 publications

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“…Another way that the practice development team linked both a national and local strategy was supporting the setting up and continuation of the Trust's Steps toolkit to encourage the use of Evidence Based Practice (EBP) in clinical areas (Ryton et al, 2007) Simple Rules Toolkit to assist staff to differentiate between clinical audit, research and service review activities (Mawson et al, 2007) Documentation development toolkit to enable staff to create usable record-keeping tools in clinical practice With regard to change management across such a large organization, the team employs a variety of strategies to cope with the ever-increasing health care environment. Using a variety of theories and methods can help innovation to succeed across the multidisciplinary teams within the Trust.…”

Section: The Practice Development Team In Sheffi Eld: What the Team Doesmentioning

confidence: 99%

Supporting clinical innovation: An organization‐wide approach to practice‐based development

McGeehan

Debbage

Gilsenan

et al. 2009

Practice Dev Hlth Care

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Key words: engaging clinicians, innovative practice, linking clinical activities, practice development IntroductionWho is best placed to serve the practice development needs of clinicians within NHS institutions? There have been many theories and concepts discussed around the subject of practice development and what this role entails (Clarke, 1999;Garbett and McCormack, 2002;McCormack et al., 2004;McSherry and Warr, 2008). The authors of these articles are usually seated within academic and research institutions. The present article outlines how a practice development team was set up in a busy NHS Foundation Trust. We describe how that team infl uences and supports clinical practice across a wide range of activities. We also refl ect on the introduction of a new terminology -that of practice-based development, a concept situated within health care settings using health care staff developing practice. What does the literature say about practice development?The term 'practice development' has been used extensively across the NHS in the UK since the late 1970s, but has been discussed within the international arena for longer (McSherry and Warr, 2008). Finding a defi nition that pinpoints exactly what the role entails is more diffi cult. It seems to have emerged as a wide umbrella term that means many things to many people. This ambiguity in defi ning what the practice development role is has been discussed by many authors, taking different trends and directions into account. Some have addressed how practice development is heavily linked in with research activities (Clarke and Proctor, 1999; Royal College of Nursing, 2007), whereas others have addressed concept analyses of the subject and role, (Garbett and McCormack, 2001;McCormack et al., 2004;Unsworth, 2000). Further authors have broken down the role into skills and qualities (Garbett and McCormack, 2002). The only consensus would seem that it is a very varied role and diffi cult to pin down! Transforming the contexts and cultures in which nursing care takes place. 3.Employing a systematic approach to bring about changes in practice. 4.The continuous nature of activity within practice development. 5.The nature and extent of assistance required for change to take place.Gilsenan (2004) supports this emphasis of practice development on the fundamentals of evidence-based practice. She further suggests that practice development is any systematic approach to examining the effectiveness of patient care and developing alternatives where needed. In today's health care setting, the extent of patient care activities and developing these services is far reaching and diverse. Gilsenan (2004) also discusses ways to achieve practice development and identifi es that staff need to formulate their own clinical questions to identify issues in practice. They then need to select the right people that they feel would be suitable to challenge the identifi ed issues to develop evidence-based outcomes. She does not, however, identify who these staff should be, but hints at clini...

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Section: The Practice Development Team In Sheffi Eld: What the Team Doesmentioning

confidence: 99%

Supporting clinical innovation: An organization‐wide approach to practice‐based development

McGeehan

Debbage

Gilsenan

et al. 2009

Practice Dev Hlth Care

Self Cite

View full text Add to dashboard Cite

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Sharing practice innovation experiences: The ‘flat‐pack’ approach

Carr

Lhussier

2008

Practice Dev Hlth Care

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Much practice innovation knowledge is vulnerable owing to a lack of processes to share the learning experiences at individual and organizational levels. This article describes how members of a collaborative learning group within a public health intervention evaluation attempted to tackle the perennial challenges of sharing innovation learning. The outcome was the development of a user‐friendly 10‐point guide, which systematically describes key steps to be considered for the replication and sustainability of any multi‐intervention approach to tackle a health improvement issue in a determined geographical area. Copyright © 2008 John Wiley & Sons, Ltd.

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Development of a practical toolkit using participatory action research to address health inequalities through NGOs in the UK: Challenges and lessons learned

Chirewa

2011

Perspect Public Health

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This study aimed to develop a practical toolkit to support non-government organizations (NGOs) in tackling health inequalities in the UK and to highlight the challenges and lessons learned. A mixed qualitative methodology within an action research framework was conducted. Semi-structured questionnaires, focus group interviews and discussions with an expert reference group aimed to identify the important themes and produce the toolkit content. A practical guide of information materials for NGOs working on addressing health inequalities was subsequently developed and successfully piloted. The experience of using participatory action research revealed a number of lessons and challenges. The key challenges were lack of training and experience in conducting action research, costs and insufficient resources, slow and time-consuming process, lack of commitment from marginalized groups, and differences in emphasis of goals and vision among participants. The main lessons learned were importance of effective leadership and project management skills, importance of integrating researchers and the researched as equal partners, creation and nurturing of trust, importance of evaluating and piloting processes, importance of engaging with marginalized groups, and use of evidence base in decision making. The lessons and challenges enumerating herein are of value to researchers aiming to implement participatory action research in developing checklists, tools, practical guidance and frameworks, and they offer important areas to consider before starting such projects. In addition, this offers an insight into how the dynamics of participatory action research methodology evolved in the development of the toolkit. Future research and initiatives in this area should focus on ways to improve the toolkit and make it more relevant to a wider community, and methods for evaluating the impact of the toolkit on practice.

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Step to it: a toolkit for evidence‐based practice

Cited by 4 publications

References 6 publications

Supporting clinical innovation: An organization‐wide approach to practice‐based development

Supporting clinical innovation: An organization‐wide approach to practice‐based development

Sharing practice innovation experiences: The ‘flat‐pack’ approach

Development of a practical toolkit using participatory action research to address health inequalities through NGOs in the UK: Challenges and lessons learned

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