Implementing an initiative to promote evidence-informed practice: part 1 — a description of the Evidence Rounds programme

• Main Authors: Aislinn Conway, Maura Dowling, Áine Binchy, Jane Grosvenor, Margaret Coohill, Deirdre Naughton, Jean James, Declan Devane
• Format: Article
• Language: English
• Published: BMC 2019-03-01
• Series: BMC Medical Education
• Subjects: Health services research; Education; Dissemination; Implementation; Knowledge translation; Evidence-informed practice
• Online Access: http://link.springer.com/article/10.1186/s12909-019-1489-y

Abstract Background Evidence-informed practice is fundamental to the delivery of high quality health care. Delays and gaps in the translation of research into practice can impact negatively on patient care. Previous studies have reported that problems facing health care professionals such as information overload, underdeveloped critical appraisal skills, lack of time and other individual, organisational and system-level contextual factors are barriers to the uptake of evidence. Health services research in this area has been restricted largely to the evaluation of program outcomes. This paper aims to describe the implementation process of an educational initiative for health care professionals working in midwifery, neonatology or obstetrics aimed at disseminating evidence and enhancing evidence-informed clinical care. Methods We designed and implemented an educational initiative called Evidence Rounds for health care professionals working in the women and children’s division of an urban hospital in Ireland. It consisted of three core components: (1) group educational sessions examining evidence on topics chosen by staff (2) a dedicated website and (3) facilitation, enablement and support from a knowledge translation professional. We evaluated user engagement in the educational program by monitoring attendance figures and website analytics. We followed up with staff at 3, 16 and 21-month intervals after the last educational session to find out whether evidence had been implemented. We use Lavis’s organising framework for knowledge transfer and the Template for Intervention Description and Replication (TIDieR) checklist to describe the educational program and document the implementation process. Results Six educational sessions presented by 18 health care professionals took place over a nine month period with 148 attendances of which 85 were unique (individuals who attended at least one session). During the period spanning from one month before, during and one month after the running of the group sessions, 188 unique visitors, 331 visits and 862 page views were recorded on our website. Conclusions Audit and feedback processes can provide quantitative data to track practice outcomes. Achieving sustainable educational programs can be challenging without dedicated resources such as staffing and funding.