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Learning Objective 1: Describe a conceptual approach to operationalizing EBP capacity development in hospitals.
Learning Objective 2: Identify key findings suggesting effective capacity development through continuing professional development.
Aim: This paper describes formative evaluation of a 5 year collaborative effort to build capacity for EBP among self-selected hospitals that vary widely. Through a regional continuing education program the EBP coach role is formalized and staff EBP “fellows” are systematically mentored in conducting an EBP improvement small test of change over a 6 month period. This evaluation examines the impacts of the EBP program on coach and fellow post-program roles and captures the extent to which resulting innovations were sustained and spread.
Methods: A mixed methods descriptive survey approach and analysis of respondent qualitative narrative was used. EBP program “graduate” coaches (n=89) and staff “fellows” (n= 136) were surveyed for impacts of their small test of change projects. Additional areas of inquiry focused on the extent to which they had sustained, formally and informally, their EBP role related activities and their perceptions of the impact of the EBP training on their professional role. An alternate form of the fellow’s survey was used to tap coach related role impacts.
Findings: Changes in policies, procedures, and clinical practices impacting specific measures of patient care quality, costs, safety and outcomes were revealed. Findings confirm hospitals are actively sustaining and spreading innovations thus maximizing impacts. Operationalizing “capacity” for EBP is explored with the result that a conceptual composite of EBP capacity arises from this evaluation.
Conclusions: This report presents a model for evaluation and finds benefits and impacts, making a strong case for regional collaboration and mentored continuing education.
See more of: Oral Paper & Poster: Evidence-Based Practice Contest