Evidence-Based Practice Teaching Strategies and Resources Needs Assessment

Abstract

Background:

The use of evidence-based practice (EBP) is essential to the practice of respiratory care. Despite the emergence of EBP in respiratory care over two decades ago, clinician experience is most often relied upon for clinical decisions. Teaching EBP in respiratory therapy education programs is necessary to prepare graduates to effectively use EBP to inform clinical decisions. The purpose of this study was to determine: 1) what teaching strategies and resources faculty use to teach EBP in the respiratory therapy curricula, and 2) the need for faculty professional development on incorporating EBP into the curriculum.

Methods:

An online self-administered questionnaire was developed and administered to members of the AARC Education Section. Survey responses were analyzed using descriptive statistics.

Results:

A total of 58 participants submitted completed questionnaires, with 44 from associate degree programs and 14 from baccalaureate or higher degree programs. Case studies (86.4%) were the most common strategy used by associate degree programs compared to literature reviews (85.7%) in baccalaureate or higher degree programs (Fig. 1). Associate degree programs used the AARC Clinical Practice Guidelines (88.6%) as a resource most often while baccalaureate or higher degree programs relied mostly on Respiratory Care (92.9%). All of the EBP steps were taught across all programs in the study. Associate degree programs taught students how to communicate knowledge to other health professional (68.2%) more often compared to baccalaureate or higher degree programs teaching integrating the best evidence with clinical expertise and patient preferences (78.6%). Formulating a clinical question was taught least often (34.1%) in associate degree programs while baccalaureate or higher degree programs taught evaluating one’s performance or outcomes the least (50%) (Fig. 2). Regardless of the degree type, most of the participants expressed an interest in more information (79.3%) and participating in continuing education (87.9%) on incorporating EBP into the curriculum.

Conclusions:

The results of the study suggest that faculty are using various strategies and resources to teach EBP, but to a lesser extent among associate degree programs. Participants expressed an interest in more information and education opportunities on incorporating EBP into the curriculum.

Figure 1 Evidence-Based Practice Teaching Strategies

Figure 2 Evidence-Based Practice Steps Taught