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based practice</title> <meta name="description" content="Search results for: evidence based practice"> <meta name="keywords" content="evidence based practice"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="evidence based practice"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 32980</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: evidence based practice</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32980</span> Evidence Based Practice for Oral Care in Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Turan">T. Turan</a>, <a href="https://publications.waset.org/abstracts/search?q=%C3%87.%20Erdo%C4%9Fan"> Ç. Erdoğan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As far as is known, general nursing care practices do not include specific evidence-based practices related to oral care in children. This study aimed to evaluate the evidence based nursing practice for oral care in children. This article is planned as a review article by searching the literature in this field. According to all age groups and the oral care in various specific situations located evidence in the literature were examined. It has been determined that the methods and frequency used in oral care practices performed by nurses in clinics differ from one hospital to another. In addition, it is seen that different solutions are used in basic oral care, oral care practices to prevent ventilator-associated pneumonia and evidence-based practice in mucositis management in children. As a result, a standard should be established in oral care practices for children and education for children is recommended. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evidence-based%20practice" title="evidence-based practice">evidence-based practice</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20care" title=" oral care"> oral care</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing" title=" nursing"> nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a> </p> <a href="https://publications.waset.org/abstracts/86702/evidence-based-practice-for-oral-care-in-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86702.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">294</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32979</span> Psychological Interventions as an Effective Treatment of Depression: A Critical Appraisal of the Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brid%20Joy">Brid Joy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses some major psychological interventions and critiques their effectiveness in relation to the treatment of depression. Links are made between this evidence and the social work profession. This paper reviewed the relevant literature and evidence to ascertain the effectiveness of psychological interventions in the treatment of depression. Evidence suggests that psychological interventions are effective in the treatment of depression. However, a gulf between theory and practice remains and the difficulties in implementing evidence-based practice have been documented within this paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychological%20interventions" title="psychological interventions">psychological interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work" title=" social work"> social work</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence%20based%20practice" title=" evidence based practice"> evidence based practice</a> </p> <a href="https://publications.waset.org/abstracts/48466/psychological-interventions-as-an-effective-treatment-of-depression-a-critical-appraisal-of-the-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48466.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">269</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32978</span> Implementation Of Evidence Based Nursing Practice And Associated Factors Among Nurses Working In Jimma Zone Public Hospitals, Southwest Ethiopia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dawit%20Hoyiso">Dawit Hoyiso</a>, <a href="https://publications.waset.org/abstracts/search?q=Abinet%20Arega"> Abinet Arega</a>, <a href="https://publications.waset.org/abstracts/search?q=Terefe%20Markos"> Terefe Markos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: - In spite of all the various programs and strategies to promote the use of research finding there is still gap between theory and practice. Difference in outcomes, health inequalities, and poorly performing health service continue to present a challenge to all nurses. A number of studies from various countries have reported that nurses’ experience of evidence-based practice is low. In Ethiopia there is an information gap on the extent of evidence based nursing practice and its associated factors. Objective: - the study aims to assess the implementation of evidence based nursing practice and associated factors among nurses in Jimma zone public hospitals. Method: - Institution based cross-sectional study was conducted from March 1-30/2015. A total of 333 sampled nurses for quantitative and 8 in-depth interview of key informants were involved in the study. Semi-structured questionnaire was adapted from funk’s BARRIER scale and Friedman’s test. Multivariable Linear regression was used to determine significance of association between dependent and independent variables. Pretest was done on 17 nurses of Bedele hospital. Ethical issue was secured. Result:-Of 333 distributed questionnaires 302 were completed, giving 90.6% response rate. Of 302 participants 245 were involved in EBP activities to different level (from seldom to often). About forty five(18.4%) of the respondents had implemented evidence based practice to low level (sometimes), one hundred three (42 %) of respondents had implemented evidence based practice to medium level and ninety seven (39.6 %) of respondents had implemented evidence based practice to high level(often). The first greatest perceived barrier was setting characteristic (mean score=26.60±7.08). Knowledge about research evidence was positively associated with implementation of evidence based nursing practice (β=0.76, P=0.008). Similarly, Place where the respondent graduated was positively associated with implementation of evidence based nursing practice (β=2.270, P=0.047). Also availability of information resources was positively associated with implementation of evidence based practice (β=0.67, P= 0.006). Conclusion: -Even though larger portion of nurses in this study were involved in evidence-based practice whereas small number of participants had implemented frequently. Evidence-based nursing practice was positively associated with knowledge of research, place where respondents graduated, and the availability of information resources. Organizational factors were found to be the greatest perceived barrier. Intervention programs on awareness creation, training, resource provision, and curriculum issues to improve implementation of evidence based nursing practice by stakeholders are recommended. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evidence%20based%20practice" title="evidence based practice">evidence based practice</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20practice" title=" nursing practice"> nursing practice</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20utilization" title=" research utilization"> research utilization</a>, <a href="https://publications.waset.org/abstracts/search?q=Ethiopia" title=" Ethiopia"> Ethiopia</a> </p> <a href="https://publications.waset.org/abstracts/165502/implementation-of-evidence-based-nursing-practice-and-associated-factors-among-nurses-working-in-jimma-zone-public-hospitals-southwest-ethiopia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165502.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32977</span> A National Survey of Clinical Psychology Graduate Student Attitudes toward Psychotherapy Treatment Manuals: A Replication Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20Bergstr%C3%B6m">B. Bergström</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Ladd"> A. Ladd</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Jones"> A. Jones</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Rosso"> L. Rosso</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Michael"> P. Michael</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attitudes toward treatment manuals serve as a meaningful predictor of general attitudes toward evidence-based practice. Despite demonstrating high effectiveness in treating many mental disorders, manualized treatments have been underutilized by practitioners. Thus, one can assess the state of the field regarding the adoption of evidence-based practices by surveying practitioner attitudes towards manualized treatments. This study is an adapted replication that assesses psychology graduate student attitudes towards manualized treatments, as a general marker for attitudes towards evidence-based practice. Training programs provide future clinicians with the foundation for critical skills in clinical practice. Research demonstrates that post-graduate continuing education has little to no effect on clinical practice; thus, graduate programs serve as the primary, and often final platform for all future practice. However, there are little empirical data identifying the attitudes and training of graduate students in utilizing manualized treatments. The empirical analysis of this study indicates an increase in positive attitudes among graduate student attitudes towards manualized treatments (within the United States), when compared to past surveys of professional psychologists. Findings from this study may inform graduate programs of barriers for students in developing positive attitudes toward manualized treatments and evidence-based practice. This study also serves as a preliminary predictor of the state-of-the field, in regards to professional psychologists attitudes towards evidence-based practice, if attitudes remain stable. This study indicates that the attitudes toward utilizing evidence-based practices, such as treatment manuals, has become more positive since year 2000. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exposure%20therapy" title="exposure therapy">exposure therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence%20based%20practice" title=" evidence based practice"> evidence based practice</a>, <a href="https://publications.waset.org/abstracts/search?q=manualized%20treatments" title=" manualized treatments"> manualized treatments</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20attitudes" title=" student attitudes"> student attitudes</a> </p> <a href="https://publications.waset.org/abstracts/102967/a-national-survey-of-clinical-psychology-graduate-student-attitudes-toward-psychotherapy-treatment-manuals-a-replication-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102967.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32976</span> The Effects of Evidence-Based Nursing Training and Consultation Program on Self-Efficacy and Outcome Expectancy of Evidence-Based Practice among Nurses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yea-Pyng%20Lin">Yea-Pyng Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Evidence-based nursing (EBN) can improve quality of patient care and reduce medical expenses. Development of training and consultation program according to nurses’ needs and difficulties is essential to promote their competence and self-efficacy in EBN. However, limited research evaluated the effects of EBN program on EBN self-efficacy among nurses. This study aimed to evaluate the effects of an EBN consultation program on self-efficacy and outcome expectancy of evidence-based practice (EBP) among nurses. A two-group pretest-posttest quasi-experimental design was used. A purposive sample of full-time nurses was recruited from a hospital. Experimental group (n=28) received the EBN consultation program including 18-hour EBN training courses, hand-on practices and group discussion by faculty mentors. Control group (n=33) received regular in-service education with no EBN program. All participants received baseline and post-test assessment using Chinese version of Self-Efficacy in EBP scale (SE-EBP) and Outcome Expectancy for EBP scale (OE-EBP). After receiving EBN consultation program, experimental group’s posttest scores of SE-EBP (t=-4.98, p<0.001) and OE-SEP (t=-3.65, p=0.001) were significantly higher than those of the pretests. By controlling the age and years of nursing work experience, the experimental group‘s SE-EBP(F=10.47, p=0.002) and OE-SEP(F=9.53, p=0.003) scores were significantly improved compared to those of the control group. EBN program focus on hand-on practice and group discussion by faculty mentors in addition to EBN training courses can improve EBP self-efficacy and outcome expectancy among nurses. EBN program focus on English literature reading, database searching, and appraisal practice according to nurses’ needs and difficulties can promote implementation of EBN. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evidence-based%20nursing" title="evidence-based nursing">evidence-based nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence-based%20practice" title=" evidence-based practice"> evidence-based practice</a>, <a href="https://publications.waset.org/abstracts/search?q=consultation%20program" title=" consultation program"> consultation program</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=outcome%20expectancy" title=" outcome expectancy "> outcome expectancy </a> </p> <a href="https://publications.waset.org/abstracts/35952/the-effects-of-evidence-based-nursing-training-and-consultation-program-on-self-efficacy-and-outcome-expectancy-of-evidence-based-practice-among-nurses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35952.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">500</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32975</span> A Basic Metric Model: Foundation for an Evidence-Based HRM System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20M.%20Anusha">K. M. Anusha</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Krishnaveni"> R. Krishnaveni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Crossing a decade of the 21st century, the paradigm of human resources can be seen evolving with the strategic gene induced into it. There seems to be a radical shift descending as the corporate sector calls on its HR team to become strategic rather than administrative. This transferal eventually requires the metrics employed by these HR teams not to be just operationally reactive but to be aligned to an evidence-based strategic thinking. Realizing the growing need for a prescriptive metric model for effective HR analytics, this study has designed a conceptual framework for a basic metric model that can assist IT-HRM professionals to transition to a practice of evidence-based decision-making to enhance organizational performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=metric%20model" title="metric model">metric model</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence%20based%20HR" title=" evidence based HR"> evidence based HR</a>, <a href="https://publications.waset.org/abstracts/search?q=HR%20analytics" title=" HR analytics"> HR analytics</a>, <a href="https://publications.waset.org/abstracts/search?q=strategic%20HR%20practices" title=" strategic HR practices"> strategic HR practices</a>, <a href="https://publications.waset.org/abstracts/search?q=IT%20sector" title=" IT sector"> IT sector</a> </p> <a href="https://publications.waset.org/abstracts/10122/a-basic-metric-model-foundation-for-an-evidence-based-hrm-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10122.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">403</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32974</span> Filling the Gap of Extraction of Digital Evidence from Emerging Platforms Without Forensics Tools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yi%20Anson%20Lam">Yi Anson Lam</a>, <a href="https://publications.waset.org/abstracts/search?q=Siu%20Ming%20Yiu"> Siu Ming Yiu</a>, <a href="https://publications.waset.org/abstracts/search?q=Kam%20Pui%20Chow"> Kam Pui Chow</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digital evidence has been tendering to courts at an exponential rate in recent years. As an industrial practice, most digital evidence is extracted and preserved using specialized and well-accepted forensics tools. On the other hand, the advancement in technologies enables the creation of quite a few emerging platforms such as Telegram, Signal etc. Existing (well-accepted) forensics tools were not designed to extract evidence from these emerging platforms. While new forensics tools require a significant amount of time and effort to be developed and verified, this paper tries to address how to fill this gap using quick-fix alternative methods for digital evidence collection (e.g., based on APIs provided by Apps) and discuss issues related to the admissibility of this evidence to courts with support from international courts’ stance and the circumstances of accepting digital evidence using these proposed alternatives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=extraction" title="extraction">extraction</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20evidence" title=" digital evidence"> digital evidence</a>, <a href="https://publications.waset.org/abstracts/search?q=laws" title=" laws"> laws</a>, <a href="https://publications.waset.org/abstracts/search?q=investigation" title=" investigation"> investigation</a> </p> <a href="https://publications.waset.org/abstracts/177751/filling-the-gap-of-extraction-of-digital-evidence-from-emerging-platforms-without-forensics-tools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177751.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">67</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32973</span> Awareness about Authenticity of Health Care Information from Internet Sources among Health Care Students in Malaysia: A Teaching Hospital Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Renjith%20George">Renjith George</a>, <a href="https://publications.waset.org/abstracts/search?q=Preethy%20Mary%20Donald"> Preethy Mary Donald </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Use of internet sources to retrieve health care related information among health care professionals has increased tremendously as the accessibility to internet is made easier through smart phones and tablets. Though there are huge data available at a finger touch, it is doubtful whether all the sources providing health care information adhere to evidence based practice. The objective of this survey was to study the prevalence of use of internet sources to get health care information, to assess the mind-set towards the authenticity of health care information available via internet sources and to study the awareness about evidence based practice in health care among medical and dental students in Melaka-Manipal Medical College. The survey was proposed as there is limited number of studies reported in the literature and this is the first of its kind in Malaysia. A cross sectional survey was conducted among the medical and dental students of Melaka-Manipal Medical College. A total of 521 students including medical and dental students in their clinical years of undergraduate study participated in the survey. A questionnaire consisting of 14 questions were constructed based on data available from the published literature and focused group discussion and was pre-tested for validation. Data analysis was done using SPSS. The statistical analysis of the results of the survey proved that the use of internet resources for health care information are equally preferred over the conventional resources among health care students. Though majority of the participants verify the authenticity of information from internet sources, there was considerable percentage of candidates who feels that all the information from the internet can be utilised for clinical decision making or were not aware about the need of verification of authenticity of such information. 63.7 % of the participants rely on evidence based practice in health care for clinical decision making while 34.2 % were not aware about it. A minority of 2.1% did not agree with the concept of evidence based practice. The observations of the survey reveals the increasing use of internet resources for health care information among health care students. The results warrants the need to move towards evidence based practice in health care as all health care information available online may not be reliable. The health care person should be judicious while utilising the information from such resources for clinical decision making. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authenticity" title="authenticity">authenticity</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence%20based%20practice" title=" evidence based practice"> evidence based practice</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20care%20information" title=" health care information"> health care information</a>, <a href="https://publications.waset.org/abstracts/search?q=internet" title=" internet"> internet</a> </p> <a href="https://publications.waset.org/abstracts/42396/awareness-about-authenticity-of-health-care-information-from-internet-sources-among-health-care-students-in-malaysia-a-teaching-hospital-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42396.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">446</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32972</span> Preparing K-12 Practitioners for Diversity and Use of Evidence-Based Practices and Strategies in Teaching Learners with Autism Spectrum Disorder (ASD)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Inuusah%20Mahama">Inuusah Mahama</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study focused on the importance of diversity and the use of evidence-based practices and strategies in teaching learners with ASD. The study employed a mixed-methods design, including surveys, interviews, and observations. A total of 500 K-12 practitioners participated in the study, including teachers, administrators, and support staff. The study sought to investigate the current understanding and knowledge level of K-12 practitioners regarding diversity, evidence-based practices, and strategies for teaching learners with ASD. The study also examined the challenges that K-12 practitioners face in preparing learners with ASD and the resources they require to improve their practice. The results indicated that K-12 practitioners in Ghana have limited knowledge and skills in teaching learners with ASD, particularly in using evidence-based practices and strategies. Therefore, there is a need for providing training and professional development opportunities for K-12 practitioners, developing and implementing evidence-based practices and strategies, and increasing awareness of ASD and the need for effective teaching strategies. This would go a long way to improve the quality of education for learners with ASD in Ghana and ultimately lead to better outcomes for these students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=practitioners" title=" practitioners"> practitioners</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity" title=" diversity"> diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence-based%20practises" title=" evidence-based practises"> evidence-based practises</a> </p> <a href="https://publications.waset.org/abstracts/165775/preparing-k-12-practitioners-for-diversity-and-use-of-evidence-based-practices-and-strategies-in-teaching-learners-with-autism-spectrum-disorder-asd" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165775.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32971</span> Empowering Transformers for Evidence-Based Medicine</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jinan%20Fiaidhi">Jinan Fiaidhi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hashmath%20Shaik"> Hashmath Shaik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Breaking the barrier for practicing evidence-based medicine relies on effective methods for rapidly identifying relevant evidence from the body of biomedical literature. An important challenge confronted by medical practitioners is the long time needed to browse, filter, summarize and compile information from different medical resources. Deep learning can help in solving this based on automatic question answering (Q&A) and transformers. However, Q&A and transformer technologies are not trained to answer clinical queries that can be used for evidence-based practice, nor can they respond to structured clinical questioning protocols like PICO (Patient/Problem, Intervention, Comparison and Outcome). This article describes the use of deep learning techniques for Q&A that are based on transformer models like BERT and GPT to answer PICO clinical questions that can be used for evidence-based practice extracted from sound medical research resources like PubMed. We are reporting acceptable clinical answers that are supported by findings from PubMed. Our transformer methods are reaching an acceptable state-of-the-art performance based on two staged bootstrapping processes involving filtering relevant articles followed by identifying articles that support the requested outcome expressed by the PICO question. Moreover, we are also reporting experimentations to empower our bootstrapping techniques with patch attention to the most important keywords in the clinical case and the PICO questions. Our bootstrapped patched with attention is showing relevancy of the evidence collected based on entropy metrics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=automatic%20question%20answering" title="automatic question answering">automatic question answering</a>, <a href="https://publications.waset.org/abstracts/search?q=PICO%20questions" title=" PICO questions"> PICO questions</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence-based%20medicine" title=" evidence-based medicine"> evidence-based medicine</a>, <a href="https://publications.waset.org/abstracts/search?q=generative%20models" title=" generative models"> generative models</a>, <a href="https://publications.waset.org/abstracts/search?q=LLM%20transformers" title=" LLM transformers"> LLM transformers</a> </p> <a href="https://publications.waset.org/abstracts/185911/empowering-transformers-for-evidence-based-medicine" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185911.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">43</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32970</span> Evidence Based Medicine: Going beyond Improving Physicians Viewpoints, Usage and Challenges Upcoming</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peyman%20Rezaei%20Hachesu">Peyman Rezaei Hachesu</a>, <a href="https://publications.waset.org/abstracts/search?q=Vahideh%20Zareh%20Gavgani"> Vahideh Zareh Gavgani</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Salahzadeh"> Zahra Salahzadeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To survey the attitudes, awareness, and practice of Evidence Based Medicine (EBM), and to determine the barriers that influence apply’ EBM in therapeutic process among clinical residents in Iran.We conducted a cross sectional survey during September to December 2012 at the teaching hospitals of Tehran University of Medical Sciences among 79 clinical residents from different medical specialties. A valid and reliable questionnaire consisted of five sections and 27 statements were used in this research. We applied Spearman and Mann Whitney test for correlation between variables. Findings showed that the knowledge of residents about EBM is low. Their attitude towards EBM was positive but their knowledge and skills in regard with the evidence based medical information resources were mostly limited to PubMed and Google scholar. The main barrier was the lack of enough time to practicing EBM. There was no significant correlation between residency grade and familiarity and use of electronic EBM resources (Spearman, P = 0.138). Integration of training approaches like journal clubs or workshops with clinical practice is suggested. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evidence-based%20medicine" title="evidence-based medicine">evidence-based medicine</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20residents" title=" clinical residents"> clinical residents</a>, <a href="https://publications.waset.org/abstracts/search?q=decision-making" title=" decision-making"> decision-making</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=questionnaire" title=" questionnaire"> questionnaire</a> </p> <a href="https://publications.waset.org/abstracts/1809/evidence-based-medicine-going-beyond-improving-physicians-viewpoints-usage-and-challenges-upcoming" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1809.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">376</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32969</span> A Qualitative Study into the Success and Challenges in Embedding Evidence-Based Research Methods in Operational Policing Interventions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Kadry">Ahmed Kadry</a>, <a href="https://publications.waset.org/abstracts/search?q=Gwyn%20Dodd"> Gwyn Dodd</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There has been a growing call globally for police forces to embed evidence-based policing research methods into police interventions in order to better understand and evaluate their impact. This research study highlights the success and challenges that police forces may encounter when trying to embed evidence-based research methods within their organisation. 10 in-depth qualitative interviews were conducted with police officers and staff at Greater Manchester Police (GMP) who were tasked with integrating evidence-based research methods into their operational interventions. The findings of the study indicate that with adequate resources and individual expertise, evidence-based research methods can be applied to operational work, including the testing of initiatives with strict controls in order to fully evaluate the impact of an intervention. However, the findings also indicate that this may only be possible where an operational intervention is heavily resourced with police officers and staff who have a strong understanding of evidence-based policing research methods, attained for example through their own graduate studies. In addition, the findings reveal that ample planning time was needed to trial operational interventions that would require strict parameters for what would be tested and how it would be evaluated. In contrast, interviewees underscored that operational interventions with the need for a speedy implementation were less likely to have evidence-based research methods applied. The study contributes to the wider literature on evidence-based policing by providing considerations for police forces globally wishing to apply evidence-based research methods to more of their operational work in order to understand their impact. The study also provides considerations for academics who work closely with police forces in assisting them to embed evidence-based policing. This includes how academics can provide their expertise to police decision makers wanting to underpin their work through evidence-based research methods, such as providing guidance on how to evaluate the impact of their work with varying research methods that they may otherwise be unaware of. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evidence%20based%20policing" title="evidence based policing">evidence based policing</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence-based%20practice" title=" evidence-based practice"> evidence-based practice</a>, <a href="https://publications.waset.org/abstracts/search?q=operational%20policing" title=" operational policing"> operational policing</a>, <a href="https://publications.waset.org/abstracts/search?q=organisational%20change" title=" organisational change"> organisational change</a> </p> <a href="https://publications.waset.org/abstracts/156500/a-qualitative-study-into-the-success-and-challenges-in-embedding-evidence-based-research-methods-in-operational-policing-interventions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156500.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">142</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32968</span> Implementation of Video Education to Improve Patient’s Knowledge of Activating Emergency Medical System for Stroke Symptoms: Evidence- Based Practice Project on Inpatient Neurology Unit in the United States</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=V.%20Miller">V. Miller</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Jariel"> T. Jariel</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Cooper-Chadwick"> C. Cooper-Chadwick</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early treatment of stroke leads to higher survival and lower disability rates. Increasing knowledge to activate the emergency medical system for signs of stroke can improve outcomes for patients with stroke and decrease morbidity and mortality. Even though patients who get discharged from the hospital receive standard verbal and printed education, nearly 20% of them answer the question incorrectly when asked, “What will you do if you or someone you know have signs of stroke?” The main goal of this evidence-based project was to improve patients’ knowledge of what to do if they have signs of stroke. Evidence suggests that using video education in conjunction with verbal and printed education improves patient comprehension and retention. The percentage of patients who noted that they needed to call 911 for stroke symptoms increased from 80% to 87% in six months after project implementation. The results of this project demonstrate significant improvement in patients’ knowledge about the necessity of activation of emergency medical systems for stroke symptoms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emergency%20medical%20systems%20activation" title="emergency medical systems activation">emergency medical systems activation</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence-based%20practice%20nursing" title=" evidence-based practice nursing"> evidence-based practice nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=stroke%20education" title=" stroke education"> stroke education</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20education" title=" video education"> video education</a> </p> <a href="https://publications.waset.org/abstracts/169235/implementation-of-video-education-to-improve-patients-knowledge-of-activating-emergency-medical-system-for-stroke-symptoms-evidence-based-practice-project-on-inpatient-neurology-unit-in-the-united-states" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169235.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">67</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32967</span> Bridging the Gap between M and E, and KM: Towards the Integration of Evidence-Based Information and Policy Decision-Making</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xueqing%20Ivy%20Chen">Xueqing Ivy Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Christo%20De%20Coning"> Christo De Coning</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is clear from practice that a gap exists between Result-Based Monitoring and Evaluation (RBME) as a discipline, and Knowledge Management (KM) on the other hand. Whereas various government departments have institutionalised these functions, KM and M&E has functioned in isolation from each other in a practical sense in the public sector. It’s therefore necessary to explore the relationship between KM and M&E and the necessity for integration, so that a convergence of these disciplines can be established. An integration of KM and M&E will lead to integration and improvement of evidence-based information and policy decision-making. M&E and KM process models are available but the complementarity between specific process steps of these process models are not exploited. A need exists to clarify the relationships between these functions in order to ensure evidence based information and policy decision-making. This paper will depart from the well-known policy process models, such as the generic model and consider recent on the interface between policy, M&E and KM. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=result-based%20monitoring%20and%20evaluation" title="result-based monitoring and evaluation">result-based monitoring and evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=RBME" title=" RBME"> RBME</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title=" knowledge management"> knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=KM" title=" KM"> KM</a>, <a href="https://publications.waset.org/abstracts/search?q=evident%20based%20decision%20making" title=" evident based decision making"> evident based decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20policy" title=" public policy"> public policy</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20systems" title=" information systems"> information systems</a>, <a href="https://publications.waset.org/abstracts/search?q=institutional%20arrangement" title=" institutional arrangement"> institutional arrangement</a> </p> <a href="https://publications.waset.org/abstracts/104248/bridging-the-gap-between-m-and-e-and-km-towards-the-integration-of-evidence-based-information-and-policy-decision-making" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104248.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32966</span> Nine Foundational Interventions for Students with Autism Spectrum Disorders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jennie%20Long">Jennie Long</a>, <a href="https://publications.waset.org/abstracts/search?q=Marjorie%20Bock"> Marjorie Bock</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although the professional literature related to Autism Spectrum Disorder (ASD) has focused on successful interventions and strategies, there is a lack of documentation regarding which of these methods and supports are most foundational and essential for classroom use. Specifically, literature does not define the core foundational interventions and strategies that would be elemental for educators to use with students with an ASD diagnosis. From the increase in prevalence of autism spectrum disorders, to the challenge students with ASD pose in classrooms, to the requirement to implement evidence-based practice, rises an enormous challenge in the field of education. Foundational interventions should be in place the first day the student enters the classroom. The nine interventions are foundational in nature and because of the dramatic increase in prevalence there is currently a need for classroom programs to provide the foundation of basic educational skills as well as the specialty skills specific to the area of ASD utilizing the most current research. This article presents nine evidence-based intervention categories for implementation with students on the spectrum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom" title=" classroom"> classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence-based" title=" evidence-based"> evidence-based</a>, <a href="https://publications.waset.org/abstracts/search?q=foundational" title=" foundational"> foundational</a> </p> <a href="https://publications.waset.org/abstracts/50497/nine-foundational-interventions-for-students-with-autism-spectrum-disorders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50497.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">263</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32965</span> Best Practice for Post-Operative Surgical Site Infection Prevention</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Scott%20Cavinder">Scott Cavinder</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Surgical site infections (SSI) are a known complication to any surgical procedure and are one of the most common nosocomial infections. Globally it is estimated 300 million surgical procedures take place annually, with an incidence of SSI’s estimated to be 11 of 100 surgical patients developing an infection within 30 days after surgery. The specific purpose of the project is to address the PICOT (Problem, Intervention, Comparison, Outcome, Time) question: In patients who have undergone cardiothoracic or vascular surgery (P), does implementation of a post-operative care bundle based on current EBP (I) as compared to current clinical agency practice standards (C) result in a decrease of SSI (O) over a 12-week period (T)? Synthesis of Supporting Evidence: A literature search of five databases, including citation chasing, was performed, which yielded fourteen pieces of evidence ranging from high to good quality. Four common themes were identified for the prevention of SSI’s including use and removal of surgical dressings; use of topical antibiotics and antiseptics; implementation of evidence-based care bundles, and implementation of surveillance through auditing and feedback. The Iowa Model was selected as the framework to help guide this project as it is a multiphase change process which encourages clinicians to recognize opportunities for improvement in healthcare practice. Practice/Implementation: The process for this project will include recruiting postsurgical participants who have undergone cardiovascular or thoracic surgery prior to discharge at a Northwest Indiana Hospital. The patients will receive education, verbal instruction, and return demonstration. The patients will be followed for 12 weeks, and wounds assessed utilizing the National Healthcare Safety Network//Centers for Disease Control (NHSN/CDC) assessment tool and compared to the SSI rate of 2021. Key stakeholders will include two cardiovascular surgeons, four physician assistants, two advance practice nurses, medical assistant and patients. Method of Evaluation: Chi Square analysis will be utilized to establish statistical significance and similarities between the two groups. Main Results/Outcomes: The proposed outcome is the prevention of SSIs in the post-op cardiothoracic and vascular patient. Implication/Recommendation(s): Implementation of standardized post operative care bundles in the prevention of SSI in cardiovascular and thoracic surgical patients. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cardiovascular" title="cardiovascular">cardiovascular</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence%20based%20practice" title=" evidence based practice"> evidence based practice</a>, <a href="https://publications.waset.org/abstracts/search?q=infection" title=" infection"> infection</a>, <a href="https://publications.waset.org/abstracts/search?q=post-operative" title=" post-operative"> post-operative</a>, <a href="https://publications.waset.org/abstracts/search?q=prevention" title=" prevention"> prevention</a>, <a href="https://publications.waset.org/abstracts/search?q=thoracic" title=" thoracic"> thoracic</a>, <a href="https://publications.waset.org/abstracts/search?q=surgery" title=" surgery"> surgery</a> </p> <a href="https://publications.waset.org/abstracts/157708/best-practice-for-post-operative-surgical-site-infection-prevention" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157708.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">83</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32964</span> Controversies Connected with the Admission of Illegally Gained Evidences in Polish Civil Proceedings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aleksandra%20Czubak">Aleksandra Czubak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The need to present evidence in civil proceedings is essential for getting the right result. It is for this reason that it is particularly important for the parties to present the most relevant and convincing evidence to the Court. Therefore, parties often try to gain evidence, even when the acquisition of such evidence is in breach of the law. Firstly, there will be discussed how evidence is applied in the Polish civil process and the Polish regulations of the evidence proceedings; with specific reference to evidence of major importance in the developing world. Further, it will be discussed the controversies connected with the admission of illegally gained evidence in civil proceedings. The credibility of the various measures is circumstantial and can only be determined by factors related to the recognized problem. For that reason, it is not the amount of evidence, but the value and relevance of this evidence that should be considered in determining the right result. This paper will also consider whether the end justifies the means? How far should parties go in order to achieve a favorable sentence or to create stronger evidence? Methods of persuasion of the court, as well as the acquisition of evidence, are not always fair and moral. It is on this area of controversy that this essay will focus. This paper concludes by considering the value of evidence and the possibility of using it to achieve a just sentence. Examples are based on Polish law; nevertheless, they encompass ideas common to most civil jurisdictions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=civil%20proceedings" title="civil proceedings">civil proceedings</a>, <a href="https://publications.waset.org/abstracts/search?q=Europe%20%28Poland%29" title=" Europe (Poland)"> Europe (Poland)</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence" title=" evidence"> evidence</a>, <a href="https://publications.waset.org/abstracts/search?q=law" title=" law"> law</a> </p> <a href="https://publications.waset.org/abstracts/58203/controversies-connected-with-the-admission-of-illegally-gained-evidences-in-polish-civil-proceedings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58203.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">251</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32963</span> A Shared Space: A Pioneering Approach to Interprofessional Education in New Zealand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20L.%20Ulloa">Maria L. Ulloa</a>, <a href="https://publications.waset.org/abstracts/search?q=Ruth%20M.%20Crawford"> Ruth M. Crawford</a>, <a href="https://publications.waset.org/abstracts/search?q=Stephanie%20Kelly"> Stephanie Kelly</a>, <a href="https://publications.waset.org/abstracts/search?q=Joey%20Domdom"> Joey Domdom</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent decades health and social service delivery have become more collaborative and interdisciplinary. Emerging trends suggest the need for an integrative and interprofessional approach to meet the challenges faced by professionals navigating the complexities of health and social service practice environments. Terms such as multidisciplinary practice, interprofessional collaboration, interprofessional education and transprofessional practice have become the common language used across a range of social services and health providers in western democratic systems. In Aotearoa New Zealand, one example of an interprofessional collaborative approach to curriculum design and delivery in health and social service is the development of an innovative Masters of Professional Practice programme. This qualification is the result of a strategic partnership between two tertiary institutions – Whitireia New Zealand (NZ) and the Wellington Institute of Technology (Weltec) in Wellington. The Master of Professional Practice programme was designed and delivered from the perspective of a collaborative, interprofessional and relational approach. Teachers and students in the programme come from a diverse range of cultural, professional and personal backgrounds and are engaged in courses using a blended learning approach that incorporates the values and pedagogies of interprofessional education. Students are actively engaged in professional practice while undertaking the programme. This presentation describes the themes of exploratory qualitative formative observations of engagement in class and online, student assessments, student research projects, as well as qualitative interviews with the programme teaching staff. These formative findings reveal the development of critical practice skills around the common themes of the programme: research and evidence based practice, education, leadership, working with diversity and advancing critical reflection of professional identities and interprofessional practice. This presentation will provide evidence of enhanced learning experiences in higher education and learning in multi-disciplinary contexts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diversity" title="diversity">diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=exploratory%20research" title=" exploratory research"> exploratory research</a>, <a href="https://publications.waset.org/abstracts/search?q=interprofessional%20education" title=" interprofessional education"> interprofessional education</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20identity" title=" professional identity"> professional identity</a> </p> <a href="https://publications.waset.org/abstracts/59047/a-shared-space-a-pioneering-approach-to-interprofessional-education-in-new-zealand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59047.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">302</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32962</span> Knowledge Management Best Practice Model in Higher Learning Institution: A Systematic Literature Review </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ismail%20Halijah">Ismail Halijah</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Rusli"> Abdullah Rusli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: This systematic literature review aims to identify the Knowledge Management Best Practice components in the Knowledge Management Model for Higher Learning Institutions environment. Study design: Systematic literature review. Methods: A systematic literature re-view of Knowledge Management Best Practice to identify and define the components of Best Practice from the Knowledge Management models was conducted recently. Results: This review of published papers of conference and journals’ articles shows the components of Best Practice in Knowledge Management are basically divided into two aspect which is the soft aspect and the hard aspect. The lacks of combination of these two aspects into an integrated model decelerate Knowledge Management Best Practice to fully throttle. Evidence from the literature shows the lack of integration of this two aspects leads to the immaturity of the Higher Learning Institution (HLI) towards the implementation of Knowledge Management System. Conclusion: The first steps of identifying the attributes to measure the Knowledge Management Best Practice components from the models in the literature will led to the definition of the Knowledge Management Best Practice component for the higher learning environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title="knowledge management">knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management%20system" title=" knowledge management system"> knowledge management system</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management%20best%20practice" title=" knowledge management best practice"> knowledge management best practice</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management%20higher%20learning%20institution" title=" knowledge management higher learning institution"> knowledge management higher learning institution</a> </p> <a href="https://publications.waset.org/abstracts/35972/knowledge-management-best-practice-model-in-higher-learning-institution-a-systematic-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35972.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">592</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32961</span> Project-Based Learning and Evidence Based Nursing as Tools for Developing Students' Integrative Critical Thinking Skills: Content Analysis of Final Students' Projects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Maoz">E. Maoz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: As a teaching method, project-based learning is strongly linked to developing students’ critical thinking skills. It combines creative independent thinking, team work, and disciplinary subject-field integration. In the 'Introduction to Nursing Research Methods' course (year 3, Generic Track), project based learning is used to teach the topic of 'Evidence-Based Nursing'. This topic examines a clinical care issue encountered by students in the field. At the end of their project, students present proposals for managing the said issue. Proposals are the product of independent integrative thinking integrating a wide range of factors influencing the issue’s management. Method: Papers by 27 groups of students (165 students) were content analyzed to identify which themes emerged from the students' recommendations for managing the clinical issue. Findings: Five main themes emerged—current management approach; adapting procedures in line with current recent research recommendations; training for change (veteran nursing staff, beginner students, patients, significant others); analysis of 'economic benefit vs. patient benefit'; multidisciplinary team engagement in implementing change in practice. Two surprising themes also emerged: advertising and marketing using new technologies, which reflects how the new generation thinks. Summary and Recommendations: Among the main challenges in nursing education is training nursing graduates to think independently, integratively, and critically. Combining PBL with classical teaching methods stimulates students cognitively while opening new vistas with implications on all levels of the profession: management, research, education, and practice. Advanced students can successfully grasp and interpret the current state of clinical practice. They are competent and open to leading change and able to consider the diverse factors and interconnections that characterize the nurse's work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evidence%20based%20nursing" title="evidence based nursing">evidence based nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skills" title=" critical thinking skills"> critical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20based%20learning" title=" project based learning"> project based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20education" title=" students education"> students education</a> </p> <a href="https://publications.waset.org/abstracts/119919/project-based-learning-and-evidence-based-nursing-as-tools-for-developing-students-integrative-critical-thinking-skills-content-analysis-of-final-students-projects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119919.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">91</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32960</span> Drowning: An Emergency Department Guideline</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thomas%20P.%20Jones">Thomas P. Jones</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Overview: Drowning is an important cause of accidental death, particularly in children and young people. Although many survive drowning incidents, it is a relatively rare presenting complaint in Emergency Departments. When cases do present, they can be complex and unpredictable. For patients to receive the best care, it is important that their management is standardized and evidence based, however this can be difficult in a topic area with limited studies and inconsistencies in case reporting. Objectives: To review recent cases to assess the performance of Manchester Royal Infirmary Emergency Department in the management of near drowning. To produce evidence based guideline on the management of drowning victims in the ED. Methods: Emergency department records were searched for patients with the diagnosis of ‘fatal drowning’ or ‘nearly drowning’ and two relevant case notes reviewed. To produce the guideline a literature review was conducted and a series of structured short cut systematic reviews known as Best BETs carried out. This information was used to produce a clear treatment pathway. Results: The case studies emphasized the variety in presentation of drowning victims whilst highlighting inconsistencies in management and documentation. An evidence-based guideline is presented as a flowchart, which illustrates the relevant investigations and treatment that victims of a drowning incident should receive, based on the best available evidence. Conclusion: It is hoped that when put into practice, the guideline will improve and standardize patient care in cases of near drowning. An audit is recommended to assess its effectiveness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=drowning" title="drowning">drowning</a>, <a href="https://publications.waset.org/abstracts/search?q=near%20drowning" title=" near drowning"> near drowning</a>, <a href="https://publications.waset.org/abstracts/search?q=non%20fatal%20drowning" title=" non fatal drowning"> non fatal drowning</a>, <a href="https://publications.waset.org/abstracts/search?q=fatal%20drowning" title=" fatal drowning"> fatal drowning</a> </p> <a href="https://publications.waset.org/abstracts/44130/drowning-an-emergency-department-guideline" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44130.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">205</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32959</span> Evidence-Based Practices in Education: A General Review of the Literature on Elementary Classroom Setting</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carolina%20S.%20Correia">Carolina S. Correia</a>, <a href="https://publications.waset.org/abstracts/search?q=Thalita%20V.%20Thom%C3%A9"> Thalita V. Thomé</a>, <a href="https://publications.waset.org/abstracts/search?q=Andersen%20Boniolo"> Andersen Boniolo</a>, <a href="https://publications.waset.org/abstracts/search?q=Dhayana%20I.%20Veiga"> Dhayana I. Veiga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Evidence-based practices (EBP) in education is a set of principles and practices used to raise educational policy, it involves the integration of professional expertise in education with the best empirical evidence in making decisions about how to deliver instruction. The purpose of this presentation is to describe and characterize studies about EBP in education in elementary classroom setting. Data here presented is part of an ongoing systematic review research. Articles were searched and selected from four academic databases: ProQuest, Scielo, Science Direct and Capes. The search terms were evidence-based practices or program effectiveness, and education or teaching or teaching practices or teaching methods. Articles were included according to the following criteria: The studies were explicitly described as evidence-based or discussed the most effective practices in education, they discussed teaching practices in classroom context in elementary school level. Document excerpts were extracted and recorded in Excel, organized by reference, descriptors, abstract, purpose, setting, participants, type of teaching practice, study design and main results. The total amount of articles selected were 1.185, 569 articles from Proquest Research Library; 216 from CAPES; 251 from ScienceDirect and 149 from Scielo Library. The potentially relevant references were 178, from which duplicates were removed. The final number of articles analyzed was 140. From 140 articles, are 47 theoretical studies and 93 empirical articles. The following research design methods were identified: longitudinal intervention study, cluster-randomized trial, meta-analysis and pretest-posttest studies. From 140 articles, 103 studies were about regular school teaching and 37 were on special education teaching practices. In several studies, used as teaching method: active learning, content acquisition podcast (CAP), precision teaching (PT), mediated reading practice, speech therapist programs and peer-assisted learning strategies (PALS). The countries of origin of the studies were United States of America, United Kingdom, Panama, Sweden, Scotland, South Korea, Argentina, Chile, New Zealand and Brunei. The present study in is an ongoing project, so some representative findings will be discussed, providing further acknowledgment on the best teaching practices in elementary classroom setting. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=best%20practices" title="best practices">best practices</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence-based%20education" title=" evidence-based education"> evidence-based education</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20school" title=" elementary school"> elementary school</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20methods" title=" teaching methods"> teaching methods</a> </p> <a href="https://publications.waset.org/abstracts/62489/evidence-based-practices-in-education-a-general-review-of-the-literature-on-elementary-classroom-setting" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62489.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">334</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32958</span> Evidence-Based Practice Attributes across Nursing Roles at a Children’s Hospital</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rose%20Chapman%20Rodriguez">Rose Chapman Rodriguez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Problem: Evidence-based practice (EBP) attributes are significantly associated with EBP implementation science, which improves patient care outcomes. Nurses influence EBP, yet little is known of the specific EBP attributes of pediatric nurses in their clinical sub-specialties. Aim: This study aims to investigate the relationship between nursing academic degree, years of experience, and clinical specialty, with mean survey scores on EBP belief, organizational culture, and implementation scales across all levels of nursing in a Children’s Hospital. Methods: A convenience sample of nurses (n=185) participated in a descriptive, cross-sectional, correlational study in May 2023. The electronic surveys comprised 11 demographic questions and nine survey items from the short-version EBP Beliefs Scale (Cronbach α = 0.81), Organizational Culture and Readiness Scale for System-wide Integration Scale (Cronbach α = 0.87), and EBP Implementation Scale (Cronbach α = 0.89). Findings: EBP belief scores were notably higher in nurses working in neonatology (m=4.33), critical care (m=4.47), and among nurse leaders (m=4.50). There was a statistically significant difference in EBP organizational culture among nurse leaders (m = 3.95, p=0.039) compared to clinical nurses (m = 3.34) and advanced practice nurses (m = 3.34). EBP implementation was favorable in neonatology (m=4.20), acute care (m=4.05), and nurse leaders (m=4.33). No significant difference or correlation was found in EBP belief, organizational culture, or implementation mean scores related to nurses' age, academic nursing degree, or years of experience in our cohort (EBP beliefs (r = -.06, p = .400), organizational readiness (r = .02, p = .770), and implementation scales (r = .01, p = .867). Conclusions: This study identified nurse’s EBP attributes in a Children’s Hospital using key variables studied in EBP social cognitive theory and learning theory. Magnet status, shared governance structure, specialty certification, and nurse leaders play a significant role in favorable EBP culture and implementation. Nurses’ unit level ‘group culture’ may vary depending on the EBP attributes and collaborative efforts of local teams. Opportunities for mentoring were identified, which may continue to enhance EBP implementation science across all nursing roles in our pediatric organization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evidence-based%20practice" title="evidence-based practice">evidence-based practice</a>, <a href="https://publications.waset.org/abstracts/search?q=peditrics" title=" peditrics"> peditrics</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20roles" title=" nursing roles"> nursing roles</a>, <a href="https://publications.waset.org/abstracts/search?q=implementation" title=" implementation"> implementation</a> </p> <a href="https://publications.waset.org/abstracts/168421/evidence-based-practice-attributes-across-nursing-roles-at-a-childrens-hospital" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168421.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">70</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32957</span> Navigating Neural Pathways to Success with Students on the Autism Spectrum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Panda%20Krouse">Panda Krouse</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work is a marriage of the science of Applied Behavioral Analysis and an educator’s look at Neuroscience. The focus is integrating what we know about the anatomy of the brain in autism and evidence-based practices in education. It is a bold attempt to present links between neurological research and the application of evidence-based practices in education. In researching for this work, no discovery of articles making these connections was made. Consideration of the areas of structural differences in the brain are aligned with evidence-based strategies. A brief literary review identifies how identified areas affect overt behavior, which is what, as educators, is what we can see and measure. Giving further justification and validation of our practices in education from a second scientific field is significant for continued improvement in intervention for students on the autism spectrum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence%20based%20practices" title=" evidence based practices"> evidence based practices</a>, <a href="https://publications.waset.org/abstracts/search?q=neurological%20differences" title=" neurological differences"> neurological differences</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20intervention" title=" education intervention"> education intervention</a> </p> <a href="https://publications.waset.org/abstracts/162871/navigating-neural-pathways-to-success-with-students-on-the-autism-spectrum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162871.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">67</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32956</span> [Keynote Talk]: Evidence Fusion in Decision Making</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Abdullah-Al-Wadud">Mohammad Abdullah-Al-Wadud</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the current era of automation and artificial intelligence, different systems have been increasingly keeping on depending on decision-making capabilities of machines. Such systems/applications may range from simple classifiers to sophisticated surveillance systems based on traditional sensors and related equipment which are becoming more common in the internet of things (IoT) paradigm. However, the available data for such problems are usually imprecise and incomplete, which leads to uncertainty in decisions made based on traditional probability-based classifiers. This requires a robust fusion framework to combine the available information sources with some degree of certainty. The theory of evidence can provide with such a method for combining evidence from different (may be unreliable) sources/observers. This talk will address the employment of the Dempster-Shafer Theory of evidence in some practical applications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=decision%20making" title="decision making">decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=dempster-shafer%20theory" title=" dempster-shafer theory"> dempster-shafer theory</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence%20fusion" title=" evidence fusion"> evidence fusion</a>, <a href="https://publications.waset.org/abstracts/search?q=incomplete%20data" title=" incomplete data"> incomplete data</a>, <a href="https://publications.waset.org/abstracts/search?q=uncertainty" title=" uncertainty"> uncertainty</a> </p> <a href="https://publications.waset.org/abstracts/54248/keynote-talk-evidence-fusion-in-decision-making" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54248.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">425</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32955</span> Site-based Internship Experiences: From Research to Implementation and Community Collaboration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jamie%20Sundvall">Jamie Sundvall</a>, <a href="https://publications.waset.org/abstracts/search?q=Lisa%20Jennings"> Lisa Jennings</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Site based field internship learning (SBL) is an educational approach within a Master’s of Social Work (MSW) university field placement department that promotes a more streamlined approach to the integration of theory and evidence based practices for social work students. The SBL model is founded on research in the field, consideration of current work force needs, United States national trends of MSW graduate skill and knowledge deficits, educational trends in students pursing a master’s degree in social work, and current social problems that require unique problem solving skills. This study explores the use of site-based learning in a hybrid social work program. In this setting, site based learning pairs online education courses and social work field education to create training opportunities for social work students within their own community and cultural context. Students engage in coursework in an online setting with both synchronous and asynchronous features that facilitate development of core competencies for MSW students. Through the SBL model, students are then partnered with faculty in a virtual course room and a university vetted site within their community. The study explores how this model of learning creates community partnerships, through which students engage in a learning loop to develop social work skills, while preparing students to address current community, social, and global issues with the engagement of technology. The goal of SBL is to more effectively equip social work students for practice according to current workforce demands, provide access to education and care to populations who have limited access, and create self-sustainable partnerships. Further, the model helps students learn integration of evidence based practices and helps instructors more effectively teach integration of ethics into practice. The study found that the SBL model increases the influence and professional relevance of the social work profession, and ultimately facilitates stronger approaches to integrating theory into practice. Current implementation of the practice in the United States will be presented in the study. dditionally, future research conceptualization of SBL models will be presented, in order to collaborate on advancing best approaches of translating theory into practice, according to the current needs of the profession and needs of social work students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=fieldwork" title=" fieldwork"> fieldwork</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a>, <a href="https://publications.waset.org/abstracts/search?q=site-based%20learning" title=" site-based learning"> site-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/96368/site-based-internship-experiences-from-research-to-implementation-and-community-collaboration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96368.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">125</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32954</span> The Arts in Medicine and Health: A Necessity for Evidence-Based Health Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alan%20S.%20Weber">Alan S. Weber</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This contribution reviews the current biomedical and qualitative arts research on arts-in-health interventions to improve both individual and population health outcomes. Arts therapies–for example, music therapy with roots in Aristoxenus’s Ἁρμονικὰ στοιχεῖα and the Pythagorean sect–have long been employed in therapeutic contexts. However, the 20th century witnessed the increasing use of the visual and plastic arts (drawing, painting, sculpting), performing arts (drama and dance), and other expressive arts modalities into occupational therapy, well-being medicine, and psychological and psychiatric counselling, diagnosis, and treatment. A significant body of peer-reviewed evidence in the medical and neurological sciences on the role of arts-in-health has developed, and specifically, research on music and art therapy has led to their inclusion within the current biomedical paradigm of evidence-based practice. The arts cannot only aid in public and population health promotion (promoting healthy behaviors and lifestyles, preventing disease onset) but also in addressing psychological issues (regulation of emotion; stress, anxiety, and depression reduction), behavioural issues (basic life skills, coping), and physiological response (immune system function, hormonal regulation, homeostatis). Working as a cross-disciplinary researcher in the arts in an American medical college, the author has developed several successful arts-in-health programs at the national and international level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arts-in-health" title="arts-in-health">arts-in-health</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence%20based%20medicine" title=" evidence based medicine"> evidence based medicine</a>, <a href="https://publications.waset.org/abstracts/search?q=arts%20for%20health" title=" arts for health"> arts for health</a>, <a href="https://publications.waset.org/abstracts/search?q=expressive%20arts%20therapies" title=" expressive arts therapies"> expressive arts therapies</a> </p> <a href="https://publications.waset.org/abstracts/171242/the-arts-in-medicine-and-health-a-necessity-for-evidence-based-health-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171242.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">70</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32953</span> The Role of Recruitment and Selection in Financial Performance of Enterprises in Kosovo</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arta%20Jashari">Arta Jashari</a>, <a href="https://publications.waset.org/abstracts/search?q=Enver%20%20Kutllovci"> Enver Kutllovci</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Abstract— The purpose of this study is to examine the relationship of recruitment and selection practice and performance in medium service enterprises in Kosovo. A total of 110 managers from public and private sector was analyzed. Our empirical results show that enterprises in Kosovo use recruitment and selection practice and they know how important is to have the right people with skills and knowledge accordingly with the job requirements. The outcome of Pearson correlation analysis provides evidence that recruitment and selection practice, positively and significantly influence the financial performance. Also, our results show a significant relationship between the education of managers and the use of the recruitment and selection practice. From our results we can conclude and suggest that with a good recruiting and selection, the organization will fill with a group of potentially qualified candidates who will be able to fulfill the enterprises objective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Human%20Resource" title=" Human Resource"> Human Resource</a>, <a href="https://publications.waset.org/abstracts/search?q=Kosovo" title=" Kosovo"> Kosovo</a>, <a href="https://publications.waset.org/abstracts/search?q=Recruitment%20and%20Selection" title=" Recruitment and Selection"> Recruitment and Selection</a>, <a href="https://publications.waset.org/abstracts/search?q=Performance" title=" Performance"> Performance</a> </p> <a href="https://publications.waset.org/abstracts/121110/the-role-of-recruitment-and-selection-in-financial-performance-of-enterprises-in-kosovo" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121110.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32952</span> Creative Art Practice in Response to Climate Change: How Art Transforms and Frames New Approaches to Speculative Ecological and Sustainable Futures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wenwen%20Liu">Wenwen Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Robert%20Burton"> Robert Burton</a>, <a href="https://publications.waset.org/abstracts/search?q=Simon%20McKeown"> Simon McKeown</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Climate change is seriously threatening human security and development, leading to global warming and economic, political, and social chaos. Many artists have created visual responses that challenge perceptions on climate change, actively guiding people to think about the climate issues and potential crises after urban industrialization and explore positive solutions. This project is an interdisciplinary and intertextual study where art practice is informed by culture, philosophy, psychology, ecology, and science. By correlating theory and artistic practice, it studies how art practice creates a new way of understanding climate issues and uses art as a way of exploring speculative futures. In the context of practical-based research, arts-based practice as research and creative practice as interdisciplinary research are applied alternately to seek the original solution and new knowledge. Through creative art practice, this project has established new visual ways of looking at climate change and has developed it into a new model to generate more possibilities, an alternative social imagination. It not only encourages people to think and find a sustainable speculative future conducive to all species but also proves that people have the ability to realize positive futures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=climate%20change" title="climate change">climate change</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20practice%20as%20interdisciplinary%20research" title=" creative practice as interdisciplinary research"> creative practice as interdisciplinary research</a>, <a href="https://publications.waset.org/abstracts/search?q=arts-based%20practice%20as%20research" title=" arts-based practice as research"> arts-based practice as research</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20art%20practice" title=" creative art practice"> creative art practice</a>, <a href="https://publications.waset.org/abstracts/search?q=speculative%20future" title=" speculative future"> speculative future</a> </p> <a href="https://publications.waset.org/abstracts/152999/creative-art-practice-in-response-to-climate-change-how-art-transforms-and-frames-new-approaches-to-speculative-ecological-and-sustainable-futures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152999.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">280</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32951</span> Effect of “Evidence Based Diabetes Management” Educational Sessions on Primary Care Physicians</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Surjeet%20Bakshi">Surjeet Bakshi</a>, <a href="https://publications.waset.org/abstracts/search?q=Surabhi%20Sharma"> Surabhi Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: To assess the impact of educational sessions by reputed regional faculties on knowledge of primary care physicians on evidence based diabetes management methods and practice. Study Design: Retrospective pre-post intervention study. Methodology: Nine cities in Kerala from August to October, 2012 were selected for the study. 125 MBBS doctors participated in the study. 11 regional faculties provided six educational sessions throughout the period. Validated questionnaires were used to evaluate the knowledge of the participants on evidence based diabetes management methods before and after the intervention. Results: The mean score on pre-test was 8 and the mean score on post-test was 9. A paired t-test was conducted on participant’s pre- and post test score and the results were statistically significant (p<0.001). Conclusion: Even though the general attitude to and level of knowledge of diabetes management is good among the primary care physicians in India, there do exist some knowledge gaps which might influence their future practices when it comes to counselling and information on diabetes management methods. In the present study, the performance and awareness level of the participants have expressively improved among primary care physicians. There is a significant improvement in the test score and the training conducted. It seems that if such study programmes are included in the students study programme, it will give higher score in the knowledge and attitude towards diabetes management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diabetes" title="diabetes">diabetes</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20care%20physicians" title=" primary care physicians"> primary care physicians</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence%20base" title=" evidence base"> evidence base</a>, <a href="https://publications.waset.org/abstracts/search?q=improvement%20score" title=" improvement score"> improvement score</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a> </p> <a href="https://publications.waset.org/abstracts/14529/effect-of-evidence-based-diabetes-management-educational-sessions-on-primary-care-physicians" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14529.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">352</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=evidence%20based%20practice&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=evidence%20based%20practice&page=3">3</a></li> <li class="page-item"><a class="page-link" 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