1. 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 1 1

2. 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

3. What do we mean by evidence?

4. Evidence Page  4 http://www.scientific.net/AMM.195-196.1035
Page  4

5. What is evidence based practice?

6. 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)

7. 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

8. Examining the evidence base…

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

10. Evidence Based Practice Model
3 components
Client Preference
Professional Judgement
Best available evidence

11. Using the evidence based process…

12. 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

13. Why use evidence based practice to make decisions?

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

15. Example of evidence based practice in road safety

16. 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)

17. 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)

18. 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

19. 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

20. 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)

21. Using an EBP model and approach

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

23. 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

24. What next?

25. 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

26. 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

27. Thank you
Presented by Poppy Husband Psychologist–

28. 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,