6.3 Evaluate use of evidence-based practice in own setting

Course: NVQ Level 4 Diploma In Health And Social Care (RQF)

Unit 3: Personal development in health, social care, or children’s and young people’s settings

LO6: Be able to use evidence-based practice

6.3 Evaluate use of evidence-based practice in own setting

To demonstrate that you are able to evaluate evidence-based practice in your own setting, applicants must provide a written plan on how they will use their knowledge and understanding of this type if medicine with the information gathered from interviews. These plans should identify areas for improvement as well as timelines so we can see success quickly.

The scoping stage is about getting the information that you will need to do your evaluation and plan. This is when you should be collecting all of the data, such as:

• What evidence-based practice means in your setting
• How it is currently used in practice in your setting
• Where there may be gaps in knowledge or understanding
• What areas might need improvement
• Why these improvements are needed.

You need to gather all of this information together along with any other sources of relevant information before you start the next two stages.

The second stage of the process is to identify that there are areas where evidence-based practice could be improved in their setting. You will need to gather information about how it is currently used, what gaps there are in knowledge or understanding, and why these changes are needed before you can make a judgment about where improvements could be made. At this point, you should only identify possible areas for improvement not actually make any changes. You should gather evidence to show that there are problems with using evidence-based practice in your setting. Try thinking carefully about the following questions:

• What barriers have been identified to using IFB?
• How effectively is it being used? For example, does it rely on individual ideas and opinions rather than basing practice on research evidence?
• Are there gaps in knowledge or understanding? For example, do professionals know how to identify suitable research studies that are applicable to them and their setting?
• How can these problems be overcome?
• Who needs to know about the problems identified and what should they know about it?

Try not just thinking about who you might tell but why you would tell them. This information will form the data for your plan. Include a section for this that shows what changes you plan to make and who will help you achieve those changes. You may want to refer back to the first stage of identifying a problem as a starting point for your plan. Your final piece of work needs to show how you have evaluated evidence-based practice in your setting, what changes you might make to improve it, and who will help you achieve these changes.

Finally, the last stage of the process is to set out a plan about how you can improve evidence-based practice in your setting. Your plan should include the following information:

• A clear purpose or aim for change
• What needs to be done?
• Who you need to do this and when they will do it by

Evaluation of success: This needs to show that improvements have been made but also what has been achieved and how successful the implementation has been. Try not just say it has worked because improvement has been made give some information about why you think this has happened and how you will know if it continues to work in the long term.

Evaluation of impact: this is about showing that improvements have been made and that these changes have had an impact on what happens in your setting. The impact could be:

• A different way of working, for example, people use research evidence when they make decisions because there is a better understanding of how to do this
• People who use research evidence feel more confident when doing so because their knowledge or understanding has improved.
• Positive change, such as service users finding services more appropriate or cost-effective because people are using high-quality studies which address their needs better than usual practice. Your plan should show how you will evaluate whether the change made has had a positive impact like this.

A helpful way of thinking about evidence-based practice is in terms of its two components: the use of research evidence (science) and deciding what to do in clinical or social situations (practice). Evidence-based practice involves finding out how good an intervention is, making judgments about how effective it will be, and applying that information when you are using it for your patient/client group.

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