Insert the title of your presentation here Evidence Based Practice on a shoestring Presented by Name Here Job Title - Date Presented by Poppy Husband Psychologist- 8.7.15 1 1

1 2 3 4 5 EBP Approach EBP Model EBP Process EBP Example Top Tips Agenda 1 EBP Approach 2 EBP Model 3 EBP Process 4 EBP Example 5 Top Tips

What do we mean by evidence?

Evidence Page  4 http://www.scientific.net/AMM.195-196.1035 http://www.scotland.gov.uk/Publications/2008/10/03140628/10 http://www.scientific.net/AMM.195-196.1035 Page  4

What is evidence based practice?

Definition ‘practice supported by a clear, up-to-date rationale, taking into account the patient/clients preferences and using your own judgement’ (Aveyard & Sharp, 2009) ‘the conscientious, explicit, and judicious use of current best evidence in making decisions about the care of individual clients’ (Sackett et al., 1996)

Development of EBP Information revolution Theory – practice divide No longer acceptable ‘this is how I have always done this’ Amount of available/accessible evidence - internet

Examining the evidence base…

Examining the evidence base Evidence Based Decisions Client Preferences Best Available Evidence Professional Judgement (Adapted from Aveyard & Sharp, 2009)

Evidence Based Practice Model 3 components Client Preference Professional Judgement http://www.dffgwyneddmon.net/index.php?cID=366 Best available evidence

Using the evidence based process…

Evidence Based Practice Process Formulate an answerable questions from research Find evidence Key terms Inclusion/exclusion criteria Critically review evidence Strenghts and weaknesses Strenght of the evidence Implementation Recommendations from evidence into practice Utlising intelligence Link where MAAPcloud would be useful Evaluation Link to aims and objectives Judgement about the value and worth of your intervention

Why use evidence based practice to make decisions?

Evidence based decisions The benefits Systematic use of evidence Selection and priorisation of interventions Promotes partnership working Few examples

Example of evidence based practice in road safety

Pre-driver training and education interventions Pre-driver education and training refers to interventions for pre- 17 year olds that implicitly or explicitly seek to improve safety by focusing on some outcome variable… Attitudes Behaviours Collisions …related to being a driver or passenger in a motor vehicle (Kinnear et al., 2013)

Pre-driver training and education interventions Evidence Current practice Very few interventions have been evaluated Most have such low scientific quality and their results cannot be determined as reliable or representative Evidence base for pre-driver education and training is weak at best Extensive provision of pre-driver education and training in GB via numerous public, private and charitable organisations (Kinnear et al., 2013)

Current Provision Approaches: Provision of information Influencing attitudes to driving Training of driving skills Interventions are well-intentioned, but tend not to be based on formal theory and knowledge (e.g psychology) Due to the number of pre-driver education and training it might be expected that a relatively large evidence base supporting these interventions exists

Why is there a lack of evidence? Inappropriate foundation for the intervention Information deficit model Dosage Risk as a value, and pleasure as a pleasure Social norms Exposure to risk

Lack of evidence of effectiveness Review of road safety education suggested that the lack of evidence for effectiveness… “…does not mean that educational intervention can work, but rather that the evidence must be provided” (McKenna, 2010, p12)

Using an EBP model and approach

Pre-driver training and education interventions Client Preferences Best Available Evidence Professional Judgement

Evidence Based Decisions Pre-driver training and education Establish areas for further research Strenght of evidence Assist with judgement about the success Formulate answerable question Find evidence Critically review evidence Implement change Evaluation Undertake research Determine the changes

What next?

Evaluation Standardised scientific methodologies are urgently required for pre-driver education and training interventions so their potential effectiveness can be assessed (or potential to harm) Evaluate against: Attitudes Behaviours Collisions

Top tips Define goal, aims and objectives of interventions Create logic model for intervention (inputs, outputs, outcomes) Develop evaluation measures (linked to objectives) Select methods suitable to collect evaluation measures Ensure evaluation results are published

Thank you Presented by Poppy Husband Psychologist– 8.7.14 Email: phusband@trl.co.uk

References Aveyard, H., & Sharp, P. (2009). A beginner’s guide to evidence based practice in health and social care. McGraw Hill: England. Kinnear, N., Lloyd, L., Helman, S., Husband, P., Scoons, J., Jones, S., Stradling, S., McKenna, F., & Broughton, J. (2013). Novice drivers: Evidence Review and Evaluation. RPN2553. Crowthorne: Transport Research Laboratory McKenna, F.P. (2010). Education in Road Safety: Are we getting it right? Report No. 10/113. London RAC Foundation Sackett, D.L., Rosenburg, W.M.C., Muir Gray, J.A., Haynes, R.B. & Richardson, W.S. (1996). Evidence based medicine. What it is and what it isn’t. British Medical Journal, 312, 71-72.