Abstract
Background
Evidence-based practice (EBP) has been promoted for the last 40 years to enhance health outcomes, which has led developing countries like the United Kingdom (UK) to engage in EBP. However, EBP is relatively new in developing countries, so it is critical to maximise the scarce healthcare resources. EBP training improves the use of evidence in healthcare practice, but the differences between countries necessitate specific interventions.
Methods
In this study, semi-structured in-depth interviews were used, and twelve participants were a sufficient sample size to achieve rich data saturation [24].
Results
Using thematic analysis, seven themes were generated from the study, although four themes are presented here. These include EBP is a new concept at Mak-CHS. The importance of EBP in healthcare delivery involves working with stakeholders in EBP education and teaching EBP. The results also showed that there are several institutional and individual constraints that prevent lecturers and students from using EBP. These include, but are not limited to, a lack of EBP skills and resources. To increase EBP knowledge, skills, attitude, and behaviour among lecturers and healthcare students, it is essential to incorporate EBP into the curricula of undergraduate healthcare students, train lecturers, and work with all stakeholders at all levels of management so that the required resources are available for EBP implementation.
Conclusion
This study suggests that putting EBP into practice necessitates institutional and interdisciplinary collaboration as well as personal commitment.
Evidence-based practice (EBP) has been promoted for the last 40 years to enhance health outcomes, which has led developing countries like the United Kingdom (UK) to engage in EBP. However, EBP is relatively new in developing countries, so it is critical to maximise the scarce healthcare resources. EBP training improves the use of evidence in healthcare practice, but the differences between countries necessitate specific interventions.
Methods
In this study, semi-structured in-depth interviews were used, and twelve participants were a sufficient sample size to achieve rich data saturation [24].
Results
Using thematic analysis, seven themes were generated from the study, although four themes are presented here. These include EBP is a new concept at Mak-CHS. The importance of EBP in healthcare delivery involves working with stakeholders in EBP education and teaching EBP. The results also showed that there are several institutional and individual constraints that prevent lecturers and students from using EBP. These include, but are not limited to, a lack of EBP skills and resources. To increase EBP knowledge, skills, attitude, and behaviour among lecturers and healthcare students, it is essential to incorporate EBP into the curricula of undergraduate healthcare students, train lecturers, and work with all stakeholders at all levels of management so that the required resources are available for EBP implementation.
Conclusion
This study suggests that putting EBP into practice necessitates institutional and interdisciplinary collaboration as well as personal commitment.
| Original language | English |
|---|---|
| Publisher | Research Square |
| Publication status | Published - 29 Jun 2024 |