There are many examples of evidence-informed decision making (EIDM) among public health professionals and organizations in Canada. However, there are limited mechanisms in place to facilitate the sharing of these stories within the public health community. The National Collaborating Centre for Methods and Tools (NCCMT) seeks to address this gap with an interactive, peer-led webinar series featuring a collection of EIDM success stories in public health.
These success stories will illustrate what EIDM in public health practice, programs and policy looks like across the country.
Join us to engage with public health practitioners across Canada as they share their success stories of using or implementing EIDM in the real world. Learn about the strategies and tools used by presenters to improve the use of evidence. Each webinar will feature two presentations. This series will feature authors from the NCCMT’s EIDM Casebook as well as other presenters.
Effective Psychological and Psychosocial Interventions to Prevent Perinatal Depression and Anxiety Disorders: A Rapid Review and Applicability Assessment
Becky Blair, Louise Azzara, John Barbaro, and Amy Faulkner, Simcoe-Muskoka District Health Unit
A higher-than-provincial-average rate of mental health concerns during pregnancy in the SMDHU catchment area prompted a review of the evidence for interventions to prevent perinatal mood disorders. Learn more about how this team synthesized available evidence and shared it with decision makers.
Building a Best Practice Tool to Address the Needs of Clients with Hepatitis C
Mary Guyton and Heidi Parker, Sherbourne Health Centre Site
Following Hepatitis C care integration within primary care settings, there was a lack of resources tailored to primary care nurses caring for Hep C patients. Learn more about how a best practice resource tool was developed to fill a resource gap.
Overview Presentation: Measuring the Content of Postnatal Care for WomenMEASURE Evaluation
Presented during a webinar on "Measuring the Content of Postnatal Care for Women: What Do We Know and Where Do We Need to Go?" in September 2017. See the second presentation at https://www.slideshare.net/measureevaluation/validating-intervention-coverage-indicators-for-maternal-postnatal-care/measureevaluation/validating-intervention-coverage-indicators-for-maternal-postnatal-care
Exercise programs for people with dementia: What's the evidence?Health Evidence™
Health Evidence hosted a 90 minute webinar examining the effectiveness of exercise programs for people with dementia. Click here for access to the audio recording: https://youtu.be/jC8HhC2XFrE
Dorothy Forbes, Professor, Faculty of Nursing, University of Alberta, Edmonton led the session and presented findings from her latest Cochrane review:
Forbes, D., Forbes, S. C., Blake, C. M., Thiessen, E. J., & Forbes, S. (2015). Exercise programs for people with dementia. Cochrane Database of Systematic Reviews, 2015(4), CD006489.
As the population ages, the number of people suffering with dementia will also rise. Not only will this affect quality of life of people with dementia but will also increase the burden of family caregivers, community care, and residential care services. Exercise interventions have been identified as a potential way of reducing or delaying the progression of dementia and its symptoms. This review examines two questions: do exercise programs for older people with dementia improve cognition, activities of daily living (ADLs), challenging behaviour, depression, and mortality in older people with dementia? and; do exercise programs for older people with dementia have an indirect impact on family caregivers' burden, quality of life, and mortality?
Overview Presentation: Measuring the Content of Postnatal Care for WomenMEASURE Evaluation
Presented during a webinar on "Measuring the Content of Postnatal Care for Women: What Do We Know and Where Do We Need to Go?" in September 2017. See the second presentation at https://www.slideshare.net/measureevaluation/validating-intervention-coverage-indicators-for-maternal-postnatal-care/measureevaluation/validating-intervention-coverage-indicators-for-maternal-postnatal-care
Exercise programs for people with dementia: What's the evidence?Health Evidence™
Health Evidence hosted a 90 minute webinar examining the effectiveness of exercise programs for people with dementia. Click here for access to the audio recording: https://youtu.be/jC8HhC2XFrE
Dorothy Forbes, Professor, Faculty of Nursing, University of Alberta, Edmonton led the session and presented findings from her latest Cochrane review:
Forbes, D., Forbes, S. C., Blake, C. M., Thiessen, E. J., & Forbes, S. (2015). Exercise programs for people with dementia. Cochrane Database of Systematic Reviews, 2015(4), CD006489.
As the population ages, the number of people suffering with dementia will also rise. Not only will this affect quality of life of people with dementia but will also increase the burden of family caregivers, community care, and residential care services. Exercise interventions have been identified as a potential way of reducing or delaying the progression of dementia and its symptoms. This review examines two questions: do exercise programs for older people with dementia improve cognition, activities of daily living (ADLs), challenging behaviour, depression, and mortality in older people with dementia? and; do exercise programs for older people with dementia have an indirect impact on family caregivers' burden, quality of life, and mortality?
Evidence-Based Professional Nursing PracticeChapte.docxturveycharlyn
Evidence-Based
Professional
Nursing Practice
Chapter 10
Evidence-Based Practice:
What Is It?
• Evidence-based practice (EBP) is a
framework used by nurses and other
healthcare professionals to deliver optimal
health care through the integration of best
current evidence, clinical expertise, and
patient/family values
Why Is EBP Relevant in Nursing? (1 of 2)
• Helps resolve problems in the clinical setting
• Results in effective patient care and better
outcomes
• Contributes to the science of nursing through
the introduction of innovation to practice
• Keeps practice current and relevant by helping
nurses deliver care based upon current best
research
Why Is EBP Relevant in Nursing? (2 of 2)
• Decreases variations in nursing care and
increases confidence in decision making
• Supports Joint Commission on Accreditation
of Healthcare Organizations (JCAHO)-
readiness since policies and procedures are
current and include the latest research
• Supports high quality patient care and
achievement of Magnet status
Steps in the EBP Process (1 of 2)
• Cultivate a spirit of inquiry and culture of EBP
among nurses and within the organization
• Identify an issue and ask the question
• Search for and collect the most relevant and
best evidence to answer the clinical question
Steps in the EBP Process (2 of 2)
• Critically appraise the evidence and synthesize
the evidence
• Integrate evidence with clinical expertise and
patient preferences to make the best clinical
decision
• Evaluate the outcome of any EBP change
• Disseminate the outcomes of the change
Barriers to EBP in Nursing (1 of 3)
• Lack of value for research in practice
• Difficulty in changing practice
• Lack of administrative support
• Lack of knowledgeable mentors
• Insufficient time
• Lack of education about the research process
• Lack of awareness about research or EBP
Barriers to EBP in Nursing (2 of 3)
• Research reports/articles not readily available
• Difficulty accessing research reports and articles
• No time on the job to read research
• Complexity of research reports
• Lack of knowledge about EBP
• Lack of knowledge about the critique of articles
Barriers to EBP in Nursing (3 of 3)
• Feeling overwhelmed by the process
• Lack of sense of control over practice
• Lack of confidence to implement change
• Lack of leadership, motivation, vision,
strategy, or direction among managers
Promoting EBP: Individual Nurse
• Educate yourself about EBP
• Conduct face-to-face or online journal clubs,
share new research reports and guidelines with
peers, and provide support to other nurses
• Share your results through posters, newsletters,
unit meetings, or a published article
• Adopt a reflective and inquiring approach to
practice
Strategies to Promote EBP:
Organizations
• Specific identification of the facilitators and
barriers to EBP
• Education and training to improve
knowle.
Evidence-Based Professional Nursing PracticeChapte.docxelbanglis
Evidence-Based
Professional
Nursing Practice
Chapter 10
Evidence-Based Practice:
What Is It?
• Evidence-based practice (EBP) is a
framework used by nurses and other
healthcare professionals to deliver optimal
health care through the integration of best
current evidence, clinical expertise, and
patient/family values
Why Is EBP Relevant in Nursing? (1 of 2)
• Helps resolve problems in the clinical setting
• Results in effective patient care and better
outcomes
• Contributes to the science of nursing through
the introduction of innovation to practice
• Keeps practice current and relevant by helping
nurses deliver care based upon current best
research
Why Is EBP Relevant in Nursing? (2 of 2)
• Decreases variations in nursing care and
increases confidence in decision making
• Supports Joint Commission on Accreditation
of Healthcare Organizations (JCAHO)-
readiness since policies and procedures are
current and include the latest research
• Supports high quality patient care and
achievement of Magnet status
Steps in the EBP Process (1 of 2)
• Cultivate a spirit of inquiry and culture of EBP
among nurses and within the organization
• Identify an issue and ask the question
• Search for and collect the most relevant and
best evidence to answer the clinical question
Steps in the EBP Process (2 of 2)
• Critically appraise the evidence and synthesize
the evidence
• Integrate evidence with clinical expertise and
patient preferences to make the best clinical
decision
• Evaluate the outcome of any EBP change
• Disseminate the outcomes of the change
Barriers to EBP in Nursing (1 of 3)
• Lack of value for research in practice
• Difficulty in changing practice
• Lack of administrative support
• Lack of knowledgeable mentors
• Insufficient time
• Lack of education about the research process
• Lack of awareness about research or EBP
Barriers to EBP in Nursing (2 of 3)
• Research reports/articles not readily available
• Difficulty accessing research reports and articles
• No time on the job to read research
• Complexity of research reports
• Lack of knowledge about EBP
• Lack of knowledge about the critique of articles
Barriers to EBP in Nursing (3 of 3)
• Feeling overwhelmed by the process
• Lack of sense of control over practice
• Lack of confidence to implement change
• Lack of leadership, motivation, vision,
strategy, or direction among managers
Promoting EBP: Individual Nurse
• Educate yourself about EBP
• Conduct face-to-face or online journal clubs,
share new research reports and guidelines with
peers, and provide support to other nurses
• Share your results through posters, newsletters,
unit meetings, or a published article
• Adopt a reflective and inquiring approach to
practice
Strategies to Promote EBP:
Organizations
• Specific identification of the facilitators and
barriers to EBP
• Education and training to improve
knowle ...
Advance Care Plans for children and young people with life-threatening and li...NIHR CLAHRC West Midlands
Advance Care Plans for children and young people with life-threatening and life-limiting conditions: Developing an evidence based strategy for improvement - Dr Karen Shaw (Theme 1 – Maternity & Child Health) - Programme Steering Committee meeting on 12th March 2015
Support for healthy breastfeeding mothers with healthy term babies: What's th...Health Evidence™
Health Evidence hosted a 60 minute webinar examining breastfeeding support interventions for healthy breastfeeding mothers with healthy term babies. Click here for access to the audio recording for this webinar: https://youtu.be/fxDY-Q87xaY
Alison McFadden, Senior Research Fellow, Director, Mother and Infant Research Unit, School of Nursing and Health Sciences, University of Dundee and Anna Gavine, Research Fellow School of Nursing and Health Sciences, University of Dundee will be leading the session and presenting findings from their recent Cochrane review:
McFadden A, Gavine A, Renfrew M, Wade A, Buchanan P, Taylor J, et al. (2017). Support for healthy breastfeeding mothers with healthy term babies . Cochrane Database of Systematic Reviews, 2017(2), CD001141.
Evidence suggests that not breastfeeding negatively impacts the health of both infants and mothers. Additionally, data demonstrates an inadequate uptake of the World Health Organization’s recommendations regarding type and duration of breastfeeding in many countries. This review examines the impact of breastfeeding support interventions on breastfeeding duration and exclusivity in healthy breastfeeding mothers with healthy term babies, compared to usual care. One-hundred trials with over 83,246 mother-infant pairs were included in this review. Seventy-three of the one-hundred trials were involved in the data analyses. Findings suggest that breastfeeding support interventions reduce cessation of ‘any breastfeeding’ before 4 to 6 weeks and 6 months, and cessation of ‘exclusive breastfeeding’ at 4 to 6 weeks and at 6 months. This webinar will provide an overview of the impact of support on breastfeeding duration and exclusivity in healthy breastfeeding mothers with healthy term babies.
An introduction to conducting a systematic literature review for social scien...rosie.dunne
An introduction to conducting a systematic literature review for social scientists and health researchers presented by Luke van Rhoon Health Behaviour Change Research Group, School of Psychology, NUI Galway November 2020
Joignez-vous aux lauréates 2024 des Bourses d’application des connaissances pour étudiants du Centre de collaboration nationale en santé publique (CCNMO) afin de prendre directement connaissance de leurs travaux essentiels permettant de combler l’écart entre la recherche et la pratique. Ces étudiantes et ces nouvelles diplômées dirigent des stratégies d’application des connaissances novatrices. Cette séance souligne leur excellence scolaire et met de l’avant des stratégies uniques et transférables pour s’attaquer aux priorités actuelles en matière de santé publique.
Hannah Bayne, Université de l’Alberta – Supporting tomorrow’s stewards: A knowledge mobilization project for climate-health literacy in Alberta elementary schools [Soutenir les intendants et intendantes de demain : un projet de mobilisation des connaissances en faveur de la littératie climat-santé dans les écoles primaires de l’Alberta]
Miranda Field, Université de Regina – Decolonized theory of place [La théorie du lieu décolonisée]
Jordan Chin, Université McMaster – The art of creation: An arts-based knowledge translation method to promote and advocate for a healthy start to life [L’art de la création : une méthode d’application des connaissances fondée sur les arts pour promouvoir et défendre un bon départ en santé]
Join the winners of the 2024 National Collaborating Centre for Public Health (NCCPH) Knowledge Translation Student Awards and get a first-hand look at their crucial work in bridging the gap between research and practice. These students are leading innovative knowledge translation strategies. This session highlights their academic excellence and features unique and transferable strategies to address today’s public health priorities.
Hannah Bayne, University of Alberta - Supporting Tomorrow’s Stewards: A Knowledge Mobilization Project for Climate-Health Literacy in Alberta Elementary Schools
Miranda Field, University of Regina - Decolonized Theory of Place
Jordan Chin, McMaster University - The Art of Creation: an Arts-Based Knowledge Translation Method to Promote and Advocate for a Healthy Start to Life
More Related Content
Similar to Peer-to-Peer Webinar Series: Success Stories in EIDM / Webinar #3
Evidence-Based Professional Nursing PracticeChapte.docxturveycharlyn
Evidence-Based
Professional
Nursing Practice
Chapter 10
Evidence-Based Practice:
What Is It?
• Evidence-based practice (EBP) is a
framework used by nurses and other
healthcare professionals to deliver optimal
health care through the integration of best
current evidence, clinical expertise, and
patient/family values
Why Is EBP Relevant in Nursing? (1 of 2)
• Helps resolve problems in the clinical setting
• Results in effective patient care and better
outcomes
• Contributes to the science of nursing through
the introduction of innovation to practice
• Keeps practice current and relevant by helping
nurses deliver care based upon current best
research
Why Is EBP Relevant in Nursing? (2 of 2)
• Decreases variations in nursing care and
increases confidence in decision making
• Supports Joint Commission on Accreditation
of Healthcare Organizations (JCAHO)-
readiness since policies and procedures are
current and include the latest research
• Supports high quality patient care and
achievement of Magnet status
Steps in the EBP Process (1 of 2)
• Cultivate a spirit of inquiry and culture of EBP
among nurses and within the organization
• Identify an issue and ask the question
• Search for and collect the most relevant and
best evidence to answer the clinical question
Steps in the EBP Process (2 of 2)
• Critically appraise the evidence and synthesize
the evidence
• Integrate evidence with clinical expertise and
patient preferences to make the best clinical
decision
• Evaluate the outcome of any EBP change
• Disseminate the outcomes of the change
Barriers to EBP in Nursing (1 of 3)
• Lack of value for research in practice
• Difficulty in changing practice
• Lack of administrative support
• Lack of knowledgeable mentors
• Insufficient time
• Lack of education about the research process
• Lack of awareness about research or EBP
Barriers to EBP in Nursing (2 of 3)
• Research reports/articles not readily available
• Difficulty accessing research reports and articles
• No time on the job to read research
• Complexity of research reports
• Lack of knowledge about EBP
• Lack of knowledge about the critique of articles
Barriers to EBP in Nursing (3 of 3)
• Feeling overwhelmed by the process
• Lack of sense of control over practice
• Lack of confidence to implement change
• Lack of leadership, motivation, vision,
strategy, or direction among managers
Promoting EBP: Individual Nurse
• Educate yourself about EBP
• Conduct face-to-face or online journal clubs,
share new research reports and guidelines with
peers, and provide support to other nurses
• Share your results through posters, newsletters,
unit meetings, or a published article
• Adopt a reflective and inquiring approach to
practice
Strategies to Promote EBP:
Organizations
• Specific identification of the facilitators and
barriers to EBP
• Education and training to improve
knowle.
Evidence-Based Professional Nursing PracticeChapte.docxelbanglis
Evidence-Based
Professional
Nursing Practice
Chapter 10
Evidence-Based Practice:
What Is It?
• Evidence-based practice (EBP) is a
framework used by nurses and other
healthcare professionals to deliver optimal
health care through the integration of best
current evidence, clinical expertise, and
patient/family values
Why Is EBP Relevant in Nursing? (1 of 2)
• Helps resolve problems in the clinical setting
• Results in effective patient care and better
outcomes
• Contributes to the science of nursing through
the introduction of innovation to practice
• Keeps practice current and relevant by helping
nurses deliver care based upon current best
research
Why Is EBP Relevant in Nursing? (2 of 2)
• Decreases variations in nursing care and
increases confidence in decision making
• Supports Joint Commission on Accreditation
of Healthcare Organizations (JCAHO)-
readiness since policies and procedures are
current and include the latest research
• Supports high quality patient care and
achievement of Magnet status
Steps in the EBP Process (1 of 2)
• Cultivate a spirit of inquiry and culture of EBP
among nurses and within the organization
• Identify an issue and ask the question
• Search for and collect the most relevant and
best evidence to answer the clinical question
Steps in the EBP Process (2 of 2)
• Critically appraise the evidence and synthesize
the evidence
• Integrate evidence with clinical expertise and
patient preferences to make the best clinical
decision
• Evaluate the outcome of any EBP change
• Disseminate the outcomes of the change
Barriers to EBP in Nursing (1 of 3)
• Lack of value for research in practice
• Difficulty in changing practice
• Lack of administrative support
• Lack of knowledgeable mentors
• Insufficient time
• Lack of education about the research process
• Lack of awareness about research or EBP
Barriers to EBP in Nursing (2 of 3)
• Research reports/articles not readily available
• Difficulty accessing research reports and articles
• No time on the job to read research
• Complexity of research reports
• Lack of knowledge about EBP
• Lack of knowledge about the critique of articles
Barriers to EBP in Nursing (3 of 3)
• Feeling overwhelmed by the process
• Lack of sense of control over practice
• Lack of confidence to implement change
• Lack of leadership, motivation, vision,
strategy, or direction among managers
Promoting EBP: Individual Nurse
• Educate yourself about EBP
• Conduct face-to-face or online journal clubs,
share new research reports and guidelines with
peers, and provide support to other nurses
• Share your results through posters, newsletters,
unit meetings, or a published article
• Adopt a reflective and inquiring approach to
practice
Strategies to Promote EBP:
Organizations
• Specific identification of the facilitators and
barriers to EBP
• Education and training to improve
knowle ...
Advance Care Plans for children and young people with life-threatening and li...NIHR CLAHRC West Midlands
Advance Care Plans for children and young people with life-threatening and life-limiting conditions: Developing an evidence based strategy for improvement - Dr Karen Shaw (Theme 1 – Maternity & Child Health) - Programme Steering Committee meeting on 12th March 2015
Support for healthy breastfeeding mothers with healthy term babies: What's th...Health Evidence™
Health Evidence hosted a 60 minute webinar examining breastfeeding support interventions for healthy breastfeeding mothers with healthy term babies. Click here for access to the audio recording for this webinar: https://youtu.be/fxDY-Q87xaY
Alison McFadden, Senior Research Fellow, Director, Mother and Infant Research Unit, School of Nursing and Health Sciences, University of Dundee and Anna Gavine, Research Fellow School of Nursing and Health Sciences, University of Dundee will be leading the session and presenting findings from their recent Cochrane review:
McFadden A, Gavine A, Renfrew M, Wade A, Buchanan P, Taylor J, et al. (2017). Support for healthy breastfeeding mothers with healthy term babies . Cochrane Database of Systematic Reviews, 2017(2), CD001141.
Evidence suggests that not breastfeeding negatively impacts the health of both infants and mothers. Additionally, data demonstrates an inadequate uptake of the World Health Organization’s recommendations regarding type and duration of breastfeeding in many countries. This review examines the impact of breastfeeding support interventions on breastfeeding duration and exclusivity in healthy breastfeeding mothers with healthy term babies, compared to usual care. One-hundred trials with over 83,246 mother-infant pairs were included in this review. Seventy-three of the one-hundred trials were involved in the data analyses. Findings suggest that breastfeeding support interventions reduce cessation of ‘any breastfeeding’ before 4 to 6 weeks and 6 months, and cessation of ‘exclusive breastfeeding’ at 4 to 6 weeks and at 6 months. This webinar will provide an overview of the impact of support on breastfeeding duration and exclusivity in healthy breastfeeding mothers with healthy term babies.
An introduction to conducting a systematic literature review for social scien...rosie.dunne
An introduction to conducting a systematic literature review for social scientists and health researchers presented by Luke van Rhoon Health Behaviour Change Research Group, School of Psychology, NUI Galway November 2020
Joignez-vous aux lauréates 2024 des Bourses d’application des connaissances pour étudiants du Centre de collaboration nationale en santé publique (CCNMO) afin de prendre directement connaissance de leurs travaux essentiels permettant de combler l’écart entre la recherche et la pratique. Ces étudiantes et ces nouvelles diplômées dirigent des stratégies d’application des connaissances novatrices. Cette séance souligne leur excellence scolaire et met de l’avant des stratégies uniques et transférables pour s’attaquer aux priorités actuelles en matière de santé publique.
Hannah Bayne, Université de l’Alberta – Supporting tomorrow’s stewards: A knowledge mobilization project for climate-health literacy in Alberta elementary schools [Soutenir les intendants et intendantes de demain : un projet de mobilisation des connaissances en faveur de la littératie climat-santé dans les écoles primaires de l’Alberta]
Miranda Field, Université de Regina – Decolonized theory of place [La théorie du lieu décolonisée]
Jordan Chin, Université McMaster – The art of creation: An arts-based knowledge translation method to promote and advocate for a healthy start to life [L’art de la création : une méthode d’application des connaissances fondée sur les arts pour promouvoir et défendre un bon départ en santé]
Join the winners of the 2024 National Collaborating Centre for Public Health (NCCPH) Knowledge Translation Student Awards and get a first-hand look at their crucial work in bridging the gap between research and practice. These students are leading innovative knowledge translation strategies. This session highlights their academic excellence and features unique and transferable strategies to address today’s public health priorities.
Hannah Bayne, University of Alberta - Supporting Tomorrow’s Stewards: A Knowledge Mobilization Project for Climate-Health Literacy in Alberta Elementary Schools
Miranda Field, University of Regina - Decolonized Theory of Place
Jordan Chin, McMaster University - The Art of Creation: an Arts-Based Knowledge Translation Method to Promote and Advocate for a Healthy Start to Life
Avez-vous besoin d’aide pour évaluer la qualité de différents types de données probantes non issues de la recherche? Ce webinaire vous guidera à travers des exemples de cas montrant la manière d’utiliser l’Outil d’évaluation de la qualité des données probantes issues de la communauté (ÉQDPIC) et l'outil de planification et d’évaluation des ressources (PÉR) pour évaluer la qualité des données probantes contextuelles, y compris les problèmes de santé locaux, les préférences et les actions communautaires et politiques, ainsi que les ressources financières et humaines. Dans le but de soutenir l’utilisation de ces outils après le webinaire, nous offrons du mentorat en courtage de connaissances.
Do you need help with quality appraisal of different types of non-research evidence? This webinar will walk you through case examples showing how to use NCCMT’s Quality Assessment of Community Evidence (QACE) and Resource Planning and Assessment (RPA) tools to assess the quality of contextual evidence, including local health issues, community and political preferences and actions, and financial and human resources. Alongside the webinar, we are offering Knowledge Brokering mentorship to support post-webinar use of the tools.
Le CCNMO se réjouit d’organiser son populaire webinaire étudiant sur la prise de décision éclairée par des données probantes (PDÉDP) dans les programmes de santé publique. Dans ce webinaire, des étudiants et de récents diplômés montreront les manières dont ils utilisent des outils et des ressources en matière de PDÉDP. Les habiletés en matière de PDÉDP sont très recherchées sur le marché du travail. Participez à ce webinaire pour découvrir les manières dont les ressources accessibles et enrichissantes du CCNMO peuvent vous soutenir dans vos cours, vos stages et votre future carrière en santé publique. Profitez de cette occasion d’apprendre d’autres étudiants et de récents diplômés. Ce webinaire fera participer des étudiants actuels et de récents diplômés de programmes de maîtrise en santé publique (M.P.H.) au Canada qui parleront de leurs expériences d’utilisation des données probantes dans leur travail.
The National Collaborating Centre for Methods and Tools (NCCMT) hosts its popular student-led webinar on evidence-informed decision making (EIDM) in public health programs. During this webinar, students and recent graduates showcase how they use EIDM tools and resources. Watch this webinar to learn how the NCCMT’s accessible and informative resources can support your coursework, practicums and future public health careers. This webinar features current students and recent graduates from Master of Public Health (MPH) and other graduate programs in Canada who share their experiences using evidence in their work.
Joignez-vous aux lauréates des Bourses d’application des connaissances pour étudiants du Centre de collaboration nationale en santé publique (CCNSP) afin de prendre directement connaissance de leurs travaux essentiels permettant de combler l’écart entre la recherche et la pratique. Ces étudiantes et ces nouvelles diplômées dirigent des stratégies d’application des connaissances novatrices. Cette séance souligne leur excellence scolaire et met de l’avant des stratégies uniques et transférables pour s’attaquer aux priorités actuelles en matière de santé publique.
Jorden Hendry, Université de la Colombie-Britannique – « Les instructions sont fournies : comprendre et mettre en œuvre les engagements fondamentaux pris envers les peuples autochtones par le Bureau du médecin hygiéniste provincial de la Colombie-Britannique »;
Karen Wong, Université de la Colombie-Britannique – « Une description des manières dont les travaux universitaires mettent en œuvre des stratégies d’application des connaissances en santé publique »;
Leah Taylor, Université Western – « Tout le monde peut jouer : une ressource en application des connaissances pour promouvoir la participation à l’activité physique chez les enfants vivant avec un handicap à London (Ontario) ».
Join the winners of the National Collaborating Centre for Public Health (NCCPH) Knowledge Translation (KT) Student Awards and get a first-hand look at their crucial work in bridging the gap between research and practice. These students and recent graduates are leading innovative knowledge translation strategies. This session highlights their academic excellence and features unique and transferable strategies to address today’s public health priorities.
Jorden Hendry, University of British Columbia – Instructions have been provided: Understanding and implementing Foundational Commitments to Indigenous Peoples in the BC Office of the Provincial Health Officer.
Karen Wong, University of British Columbia – Description of how academic work implements public health knowledge translation strategies.
Leah Taylor, Western University – Everyone Can Play: A Knowledge Translation Resource to Promote Physical Activity Participation of Children with Disabilities in London, Ontario.
Une grande incertitude découle de l’apparition de nouvelles maladies infectieuses comme la COVID-19, ce qui pose des défis uniques en matière de communication, différents d’autres initiatives de communication en santé. Une communication de crise efficace est essentielle à la promotion des comportements de prévention recommandés (comme la distanciation physique, l’hygiène des mains, le port du masque et la vaccination) et au maintien de la confiance durant la crise. Cette séance présentera un survol des meilleures pratiques en matière de communication de crise en santé publique dans les médias sociaux et abordera leur application concrète durant la COVID-19. D’abord, les meilleures pratiques en ce qui a trait à une communication de crise efficace pour démontrer que l’on est digne de confiance seront présentées. Le guide de communication de crise dans les médias sociaux, largement diffusé et téléchargé, offre des conseils pratiques en matière de santé publique. Par la suite, la communication de crise de Santé publique Ottawa dans les médias sociaux durant la COVID-19 sera examinée pour mettre en évidence les leçons tirées et les principales stratégies utilisées par l’équipe. Le compte Twitter de Santé publique Ottawa est le compte d’une autorité locale de santé publique le plus suivi en Amérique du Nord, et l’excellence de son travail dans les médias sociaux tout au long de la pandémie de COVID-19 a été soulignée par des organisations comme l’Agence de la santé publique du Canada, l’Organisation mondiale de la Santé, la Fondation Rockefeller et plusieurs autres.
High levels of uncertainty result from emerging infectious diseases like COVID-19, creating unique communication challenges that are different from other health communication initiatives. Effective crisis communication is essential to promote the recommended prevention behaviors (e.g., physical distancing, hand hygiene, mask-wearing, and vaccination) and to maintain trust during the crisis. The Guidebook for Social Media Crisis Communication has been widely shared and downloaded, providing practical advice for public health. This session will provide an overview of best practices for social media crisis communication for public health and its practical application during COVID-19. First, the best practices for effective crisis communication to demonstrate trustworthiness will be presented. Next, Ottawa Public Health’s social media crisis communication during COVID-19 will be explored to highlight the lessons learned and key strategies the team employs. Ottawa Public Health’s Twitter account is the most-followed local public health account in North America, and their social media work throughout the COVID-19 pandemic has been lauded for its excellence by organizations like the Public Health Agency of Canada, the World Health Organization, the Rockefeller Foundation and many others.
Presenters:
Dr. Melissa MacKay, University of Guelph - Dr. Melissa MacKay is a postdoctoral scholar and Sessional Instructor for the Master of Public Health program at the University of Guelph. Her research focuses on effective health and crisis communication, with a specific focus on social media.
Kevin Parent, Ottawa Public Health - Kevin Parent has been the social media lead for Ottawa Public Health since 2018. He graduated from Carleton University with a major in Communications and a minor in Sociology. Kevin is perpetually tired due to having 3 young children, and he loves coffee for the same reason.
Cette séance présentera un survol d’une revue exploratoire rapide, réalisée en 2022 par le Centre de collaboration nationale des méthodes et outils (CCNMO) en collaboration avec le Centre de collaboration nationale des maladies infectieuses (CCNMI), sur le rôle de la santé publique en partenariat avec des refuges offrant des services aux personnes en situation d’itinérance. La revue fait état d’exemples de collaborations entre la santé publique et des refuges pour offrir des programmes et des services de santé publique, ou pour soutenir le personnel des refuges relativement à des sujets de santé publique. Le CCNMI a utilisé cette revue dans le cadre d’un Institut explorant les possibilités d’améliorer les communications et les programmes afin qu’ils soient utiles aux clients et au personnel des refuges. Joignez-vous à nous pour en apprendre davantage sur les résultats de cette revue exploratoire rapide et pour discuter des moyens d’accroître la collaboration entre la santé publique et les refuges.
This session provides an overview of a rapid scoping review on the role of public health working with shelters serving people experiencing houselessness completed in 2022 by the National Collaborating Centre for Methods and Tools (NCCMT) in collaboration with the National Collaborating Centre for Infectious Diseases (NCCID). The review identified examples of public health collaborating with shelters to deliver public health programs and services, or to support shelter staff on public health topics. NCCID used the review in an Institute that explored opportunities to improve communications and programming that work for shelter clients and shelter staff. Join us to learn more about the results of this rapid scoping review, and to discuss possibilities for increased collaboration among public health and shelters.
Cette séance présentera un survol de deux ressources axées sur l’action visant à réduire les difficultés financières et à favoriser le mieux-être financier à long terme. Celles-ci ont été élaborées dans le cadre d’un partenariat international dirigé par le Centre for Healthy Communities (École de santé publique, Université de l’Alberta). Ces ressources visent à soutenir les organisations de divers secteurs et de tous les paliers de gouvernement dans la conception, la mise en œuvre et l’évaluation d’initiatives relatives aux difficultés financières et au bien-être financier. Joignez-vous à nous pour découvrir la manière dont ces ressources ont été conçues et la façon dont on peut les appliquer en pratique.
This session will provide an overview of two action-oriented resources to reduce financial strain and promote long-term financial wellbeing developed in an international partnership led by the Centre for Healthy Communities (School of Public Health, University of Alberta). The resources are meant to support organizations from diverse sectors and all levels of government in designing, implementing, and assessing/evaluating their initiatives related to financial strain and financial wellbeing. Join us to learn more about how the resources were developed and how they can be applied in practice.
Joignez-vous à Emily Belita, Ph. D., qui décrira le lancement de l’Outil de mesure des compétences en matière de prise de décision éclairée par des données probantes (PDÉDP). Cet outil d’autodéclaration comporte 27 questions visant à aider les professionnels de la santé publique à évaluer leurs connaissances, leurs habiletés, leurs attitudes/croyances et leurs comportements en matière de PDÉDP. Le recours à cette évaluation globale aidera les personnes à connaître leurs forces et les éléments qu’elles pourraient améliorer en ce qui a trait à la PDÉDP.
Join Dr. Emily Belita, PhD, as she describes the launch of the Evidence-Informed Decision-Making (EIDM) Competence Measure. This self-report tool has 27 questions to help public health professionals assess knowledge, skills, attitudes/beliefs, and behaviours related to EIDM. Using this comprehensive assessment will help to highlight individual strengths and areas for development related to EIDM
Le CCNMO se réjouit d’organiser son populaire webinaire étudiant sur la prise de décision éclairée par des données probantes (PDÉDP) dans les programmes de santé publique. Dans ce webinaire, des étudiants et de récents diplômés montreront les manières dont ils utilisent des outils et des ressources en matière de PDÉDP. Les habiletés en matière de PDÉDP sont très recherchées sur le marché du travail. Participez à ce webinaire pour découvrir les manières dont les ressources accessibles et enrichissantes du CCNMO peuvent vous soutenir dans vos cours, vos stages et votre future carrière en santé publique.
Profitez de cette occasion d’apprendre d’autres étudiants et de récents diplômés. Ce webinaire fera participer des étudiants actuels et de récents diplômés de programmes de maîtrise en santé publique (M.P.H.) au Canada qui parleront de leurs expériences d’utilisation des données probantes dans leur travail.
The National Collaborating Centre for Methods and Tools hosts its popular student-led webinar on evidence-informed decision making (EIDM) in public health programs. During this webinar, students and recent graduates showcase how they are using EIDM tools and resources. This webinar features current students and recent graduates from Master of Public Health (MPH) and other graduate programs in Canada who share their experiences using evidence in their work.
Join the winners of the National Collaborating Centre for Public Health (NCCPH) Knowledge Translation (KT) Student Awards and get a first-hand look at their crucial work in bridging the gap between research and practice. These students and recent graduates are leading the field in terms of innovative knowledge translation strategies. This session highlights their academic excellence and features unique and transferable strategies to address today’s public health priorities.
Melissa MacKay, PhD Candidate, Public Health, University of Guelph – Maintaining trust through effective crisis communication during emerging infectious disease
Alexa Ferdinands, PhD, Health Promotion and Socio-behavioural Sciences, University of Alberta – Collaborating with youth to address weight stigma in healthcare, education and the home
Shannon Bird, MPH, Brock University – Art as a tool for promoting public and environmental health: A lesson plan for ecojustice educators
Joignez-vous aux lauréates des Bourses d’application des connaissances pour étudiants du Centre de collaboration nationale en santé publique (CCNMO) afin de prendre directement connaissance de leurs travaux essentiels permettant de combler l’écart entre la recherche et la pratique. Ces étudiantes et ces nouvelles diplômées dirigent des stratégies d’application des connaissances novatrices. Cette séance souligne leur excellence scolaire et met de l’avant des stratégies uniques et transférables pour s’attaquer aux priorités actuelles en matière de santé publique.
Melissa MacKay, candidate au doctorat, Santé publique, Université de Guelph – Maintenir la confiance grâce à une communication de crise efficace lors de l’apparition de nouvelles maladies infectieuses.
Alexa Ferdinands, Ph. D., Promotion de la santé et sciences sociocomportementales, Université de l’Alberta – Collaborer avec les jeunes pour combattre la stigmatisation associée au poids dans les soins de santé, dans le milieu de l’éducation et à la maison.
Shannon Bird, M.P.H., Université Brock – L’art comme outil de promotion de la santé publique et environnementale : un plan pédagogique pour les professionnels de l’éducation en matière d’écojustice.
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Peer-to-Peer Webinar Series: Success Stories in EIDM / Webinar #3
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Funded by the Public Health Agency of Canada | Affiliated with McMaster University
Production of this presentation has been made possible through a financial contribution from the Public Health Agency of Canada. The
views expressed here do not necessarily reflect the views of the Public Health Agency of Canada..
Peer-to-Peer Webinar: Success Stories in EIDM
Webinar 3 - Featuring:
Effective Psychological and Psychosocial Interventions to Prevent
Perinatal Depression and Anxiety Disorders: A Rapid Review and
Applicability Assessment
Becky Blair, John Barbaro, and Amy Faulkner
Simcoe Muskoka District Health Unit
Building a Best Practice Tool to Address the Needs of Clients with
Hepatitis C
Mary Guyton and Heidi Parker, Sherbourne Health Centre Site
November 15, 2017 1:00 – 2:30 PM ET
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The EIDM Casebook
• Collection of success
stories in public health
• Available at
www.nccmt.ca/impact/
eidm-casebook
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Presenters
Becky Blair, RD, MSc
Simcoe Muskoka
District Health Unit
John Barbaro, MSc
Simcoe Muskoka
District Health Unit
Amy Faulkner, MISt
Simcoe Muskoka
District Health Unit
10. Simcoe Muskoka District Health Unit’s
EIDM Team
Health Evidence Case Book Series
November 15th, 2017
EFFECTIVE PSYCHOLOGICAL AND
PSYCHOSOCIAL INTERVENTIONS TO
PREVENT PERINATAL DEPRESSION AND
ANXIETY DISORDERS
11. OUTLINE
• Research Question Selection Process
• PICO & Search Strategy
• Study Selection & Quality Assessment Process
Description of Studies Included and Excluded
• Results
Characteristics of Included Systematic Reviews
Characteristics of Included Guidelines
Key Findings
• Applicability & Transferability
12. RESEARCH QUESTION
• Potential research questions were submitted by each health
unit department.
• Each question was scored (0-2) and ranked using pre-
established criteria and group consensus
• Top 3 choices were presented to Executive Committee for
endorsement.
• The top ranked question was the one selected for the Rapid
Review.
13. PICO
P (population) - pregnant or postpartum women at no known risk
or at risk of developing perinatal depression or an anxiety
disorder.
I (intervention) - any psychological or psychosocial intervention
C (comparison) - standard or usual care
O (outcome) - proportion of women diagnosed with perinatal
depression or an anxiety disorder
Lesson learned: The definitions document developed by the
EIDM team for the PICO was very helpful when screening studies
for inclusion / exclusion.
14. SEARCH STRATEGY
• The following databases were searched between January 20, 2016 - January
26, 2016:
Ovid MEDLINE(R) 1946 to January Week 1 2016
PsycINFO 2002 to January Week 2 2016
EMBASE 1996 to 2016 Week 3- limited to exclude Medline journals
CINAHL Plus with Full Text
Medline in process searched on January 25, 2016
Lesson learned: Ensure time to discuss iterations of the search with
key members of the team, save search strategies, document decision-
making process
15. STUDY SELECTION & QUALITY ASSESSMENT
• At least two team members screened the initial list of titles and
abstracts and then reviewed full text articles for inclusion/exclusion as
required– disagreements were brought to the entire group for
consensus.
• Full text articles went on to the quality assessment stage.
• Only systematic reviews and guidelines were considered for quality
assessment and inclusion in the rapid review results.
• All systematic reviews and meta-analyses were assessed using the
AMSTAR quality assessment tool. The two guidelines were appraised
using the AGREE II tool.
Lesson learned: Make sure everyone is clear in how the outcome of
interest is defined and measured.
17. CHARACTERISTICS OF INCLUDED REVIEWS
Citation
(AMSTAR quality
assessment rating)
# studies with
outcome
(total # studies
in SR)
Study
designs
included in
systematic
review
Total
sample
size of
studies
with
outcome
Characteristics of
sample
Intervention
Type
(vs.
comparison/co
ntrol)
Outcome
Measure
Outcome
Dennis and
Dowswell9
(11)
5 (28) RCTs 458/481
Pregnant women
and new mothers,
both with and with-
out known risk.
psychological
and
psychosocial
(vs. TAU)
As variously defined
and measured by study
authors.
Diagnosis of
depression,
RR=0.50(0.32 to
0.78)
Pilkington et al.27
(2) 1/13
Matthey
(2004)28: 3 x3
RCT
Matthey
n=268
Couples expecting
first baby.
Australian sample.
Psycho-
education vs.
(non-specific
control) or TAU
Structured diagnostic
interview schedule-
DSM-IV
No effect on rates of
depression or
depression-anxiety
across conditions.
Sockol29
(5)
12 (40)
RCTs and
quasi-RCTs
3,149
Studies from
developed and
developing nations,
both antenatal and
postnatal.
CBT (vs. TAU,
active control, or
enhanced TAU)
Met criteria for
depressive episode.
No outcome definition
for prevention studies
provided.
OR= 0.71 (0.59-0.87)
Sockol30
(5)
23 (28)
RCTs and
quasi-RCTs
4,485
Studies from
developed and
developing nations,
both antenatal and
postnatal.
Biological and
psychosocial
intervention.
Various scales and
diagnostic criteria as
defined by primary
study authors,
including EDPS
Psychosocial
interventions:
OR = 0.61 (0.50, 0.84)
18. CHARACTERISTICS OF INCLUDED GUIDELINES
Citation (AGREE II
quality assessment
rating)
Evidence Description Recommendations
National Institute for
Health and Care
Excellence (NICE)1
(7/7)
Social support vs TAU - preventing depression diagnosis (at risk
women) – intention-to-treat (ITT) analysis 1 study:
->RR 0.85 (0.65 to 1.1) 117 participants, VERY LOW QUALITY
CBT/IPT informed psychoeducation vs. TAU - preventing depression
diagnosis (at risk women) – ITT analysis 3 studies:
->RR 0.69 (0.45 to 1.05) 360 participants. LOW QUALITY.
Depression diagnosis intermediate follow (up) (17-24 weeks post)
ITT analysis. 1 study:
->RR 0.77 (0.33 to 1.75) 45 participants, LOW QUALITY.
Mother-infant relationship interventions vs TAU - preventing
depression diagnosis post-treatment (at risk women) – intention-to-
treat (ITT) analysis 1 study:
->RR 1 (0.76 to 1.31) 449 participants, LOW QUALIT.
No studies were found that assessed change in diagnosis of
depression in populations without risk.
There are no recommendations
specific to preventative interventions
for depression or anxiety disorders
in the antenatal or postnatal period.
BC Reproductive Mental
Health & Perinatal
Services BC.10
(4/7)
Regarding prenatal depression, the guideline cites a guideline from
Scotland31. It identified that current evidence does not support
specific interventions for the prevention of depression in pregnancy
in those without identified risk factors.
Regarding post-partum depression, the guideline describes
promising practices for all postpartum related outcomes (not just
prevalence of diagnosed postpartum depression) from Dennis and
There are no recommendations
specific to preventative interventions
for depression or anxiety disorders
in the antenatal or postnatal period.
21. KEY FINDINGS
• Small evidence base for PICO question and majority of studies are of low
quality. Differing definitions and outcome measurements make comparing
results across studies difficult.
• Guidelines did not recommend the implementation of psychological or
psychosocial interventions for the prevention of perinatal mood disorders.
• The NICE guideline found no strong evidence that psychosocial and/or
psychological interventions are effective to prevent the diagnosis of
perinatal mood disorders in women.
• The Dennis Cochrane Review found a large (RR=0.5) beneficial effect of
combined psychosocial and psychological interventions to prevent the
diagnosis of postpartum depression compared to standard or routine care.
However, this finding was based on 5 studies, most of low quality.
Lesson learned: It is easy to accept the conclusions of a systematic review
authored by an expert in the field. However, critical appraisal is still
important. Always look at the data presented.
22. APPLICABILITY AND TRANSFERABILITY
• Group discussion with Program Managers, Executive
representatives, EIDM Team members facilitated by Donna.
• Applied the A&T tool in a 2 hour meeting – group consensus
that the Rapid Review scored low on the tool (i.e. little impact).
• Actionable message: “No evidence to support a change in
practice with respect to public health’s role in preventing the
diagnosis of perinatal mood disorders”.
• Next steps:
Include the A&T activity as an appendix in the final report
Identify all target audiences and craft key messages.
Explore additional research questions that were not addressed by this
review.
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Presenters
Mary Guyton, RN, MEd
Sherbourne Health Centre Site
Heidi Parker, RN, MT
Sherbourne Health Centre Site
25. National Collaborating Centre for Methods and
Tools
Peer-to-Peer Webinar 3
Mary Guyton, RN, BScN, Med
Heidi Parker, RN, BScN, MT
Quality Improvement Project
to Build Best Practice Tool to
Address the Needs of Clients
with Hepatitis C
35. References
European Association for the Study of the Liver (EASL). (2016). EASL Recommendations onTreatment of HepatitisC. Journal of
Hepatology http://dx.doi.org/10.1016/j.jhep.2016.09.001
ASHM. (2016). PrimaryCare Providers and HepatitisC. The Australian Government, Department of Health
Von Aesch, Z., Steele, L.S. & Shah, H. (2016). Primary care flow sheet for hepatitisC virus: tool for improved monitoring. Canadian
Family Physician 62, p.384-92
Meyers, R.P., Shah, H., Burak, K.W.,Cooper, C. & Feld, J.J. (2015).An update on the management of chronic hepatitisC: 2015
Consensus guidelines from theCanadian Association for the Study of the Liver. Can J Gastroenterol Hepatol 29(1).
Pinette,G.D.,Cox, J.J., Heathcote, J., Moore, L., Adamowski, K. & Riehl G. (2009). PrimaryCare Management of Chronic Hepatitis
C: A professional desk reference 2009. Public Health Agency of Canada (PHAC).
Plan-Do-Study-Act (PDSA)Worksheet (IHI tool). Institute for Healthcare Improvement. (November 10, 2016)
Ha, S.,Totten,S., Pogany, L.,Wu, J. & Gale-Rowe, M. (2016). HepatitisC in Canada and the importance of risk-based screening. Can
Comm Dis Rep 42, p57-62
GastroenterologicalSociety of Australia (GESA). (2016). Clinical Guidance for treating hepatitisC virus infection: a summary.
Retrieved from: http://membes.gesa.org.au/membes/files/GP%20algorithm%20v3.pdf
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EIDM Casebook Issue #2: Call for Abstracts
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2018
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please visit http://www.nccmt.ca/impact/user-
story/evidence-informed-decision-making-
casebook-project
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Webinar Series from NCCMT
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Funded by the Public Health Agency of Canada | Affiliated with McMaster University
Production of this presentation has been made possible through a financial contribution from the Public Health Agency of Canada. The
views expressed here do not necessarily reflect the views of the Public Health Agency of Canada..
For more information about the
National Collaborating Centre
for Methods and Tools:
NCCMT website www.nccmt.ca
Contact: nccmt@mcmaster.ca
Editor's Notes
the NCCPH program is dispersed across the country with 6 National Collaborating Centres
the National Collaborating Centre for Methods and Tools is located at McMaster University, in Hamilton
4 of the other NCC’s support the use of research evidence in specific public health content areas
NCCMT and NCC Healthy Public Policy work across content areas
the focus of NCCMT improving access to, and use of, methods and tools that support moving research evidence into decisions related to public health practice, programs, and policyin Canada.
NCCMT offers a products and services to help apply research evidence in decision making
This presentation today is going to provide an overview of the Online Learning Opportunities that NCCMT offers.
Becky
Becky
Becky
Information is needed to make a major decision
Service area/program is able to provide consultation to EIDM team
Timely – decision is required ~6-8 months
Amount of evidence is adequate
Not broad topic, amenable to completion in ~6 months
Amy
Amy
The initial Medline search strategy was peer reviewed by two librarians.
The search strategies for the electronic databases contained select MeSH and free-text terms
Limited to search for randomized controlled trials, systematic reviews, meta-analyses or guidelines.
Results were limited to articles published between 2013 and 2016 and were limited to English language
Authors of Cochrane reviews located in our initial search were contacted.
Amy
This process was cumbersome and time consuming even with six team members breaking the work down into manageable numbers. Sometimes the Title and abstract would not have enough information to tell us what type of study it was or if the contact was relevant to the PICO so you would have to pull up full text. Make sure that the Intervention and the population of interest is clearly defined prior to search. (developed world vs developing world) (Scale of depression measured) for applicability. Utilizing the tools helped to exclude reviews that would have been utilized as good research when it was not.
Amy
John
John
Guidelines had been based on low quality evidence. Recommendations within the guidelines were not provided for interventions that would prevent PPD. Evidence available for preventing depression within high risk populations but not for our specific PICO.
John
John
Becky
Becky
MARY- Read title
I’m Mary Guyton, a Hepatitis C treatment nurse at Sherbourne Health Center in East Toronto. I have a background in primary care and have now part of a Hepatitis C treatment team
Mary – read out
MARY – I’d like to first give you a brief background of our Hepatitis C Program. My work is through one of three sites for the Toronto Community Hepatitis C Program, a model that houses care within Community Health Centers and Family health teams. Our program started in approximately 2007. Our clients were facing barriers to hepatitis C care through specialists because of their alcohol and substance use- we didn’t feel this was right. Within a harm reduction framework and wrap around care including RNs, MDs, counseling and support staff our care is anchored in a group model. Heidi joined our team in fall of 2016 as a student for a 168 hours community health practicum through the University of Toronto RN program and was placed with Mary, the Hepatitis C Program Nurse. .
Motivated by the changing landscape in Hepatitis C toward more effective and better tolerated treatments and increased integration into primary care (Meyer, 2015) we were approached to provide RN specific primary care education to the nurses within Sherbourne Health to facilitative more comprehensive client care.
Heidi
In developing this support , Heidi identified a gap. While best practice resources exist for family physicians, there is a gap in resources tailored to RNs providing care to clients receiving Hepatitis C treatment.
Heidi
I started working on the project when Mary asked me to put together a brief overview of care for patients with Hepatitis C for the nurses working at Sherbourne. While it began as a small project, we expanded the goals of the project to include:
Exploring the education needs of the nurses in primary care caring for clients with Hepatitis C throughout their illness and post cure care
To develop a best practice resource tool as reference for nurses
To disseminate this resource to the primary care nursing community
FROM mary’s slides:
We sought to provide basic information with links/references to more thorough resources for clinical care primary care RNs will encounter (i.e. initial screening, treatment overview and post cure care/follow up). We considered several formats (i.e. paper reference vs. online tool, links to existing resources vs. creating our own
We developed and continue to develop this tool in consultation with members of the hepatitis C medical team, primary care nurses, community support workers and people with lived experience as well as the entire team of the Toronto Community Hep C program.
Heidi
To begin the project, I started with a literature review searching for documents for Primary Care Registered Nurses in Canada regarding care for Hepatitis C. I used both Google and PubMed databases and found many resources however they did not relate to primary care nurses in Canada.
I then compiled a number of resources for primary care physicians in Canada and Australia as well as some resources for nurses in Australia. These resources include:... After that, I consulted with Mary to discuss what sort of information would be important to include, I created the tool with relevant information for nurses in the Canadian Context and then we presented it to the nurses at Sherbourne to gain some valuable feedback. (including using links to keep information relevant).
In terms of evaluation we plan to use IHI’s Plan-Do-Study-Act tool. As of now we are finishing the “plan” phase as we finalize the tool and gain insight from key stakeholders as to what should be included. Moving forward as we share the tool with the nurses at Sherbourne and see if it improves their confidence in caring for clients with hepatitis C we will complete the do and study phases. Finally, after finalizing the tool, ensuring all improvements have been made, we will complete the “act” phase to disseminate the tool to other Primary Care RN’s.
How evidence was used to inform decisions
How did we seek feedback from primary care RNs
Sent out the draft tool via email
Presented it in weekly nursing rounds and received verbal feedback
Requested further email feedback (none yet received)
What did they tell us
Not too much information on the document - include links to the references so you can see basics and easily get to more in depth
Less interested in details not related to nursing??
How it looked for us to go through this process;
PLAN: reviewed our objections, our predictions were that the primary health care RNs would be interested in a document/educational support around HCV, supported by Mary previously working as a primary care RN and feeling this was a need at the time; Plan was also supported by the gap in literature/educational documents Heidi uncovered during her lit search; Plan for data collection?
DO/STUDY: met with RNs to understand what they would like, developed a document, sent document around for feedback? What feedback was received?- did we combine the do and study in this project? I kind of think we are a little in the study phase still with getting more feedback from key stakeholders and that the doing was the initial creation of the tool and initial feedback
ACT: currently stuck in the act phase- go over more details of this in the limitations section
MARY-
Our next steps are to solicit feedback by circulating the resource through our interprofessional team. We intend to review with our team pharmacist, MDs and infectious disease specialist, at a meeting of Hepaitis C treatment nurses and with our Patient Advisory Board to get rounded and comprehensive feedback.
We will then update our document and create a plan for knowledge transfer
From Mary’s slides
Acknowledge that next steps have stalled and lead into the lessons learned
Mary – I’d like to share the preceptor perspective. This was my first time working with a student on a Quality Improvement project and overall it was a very good experience. I think it is an important part of clinical practice placements if students are interested to encourage them to take on projects that have the potential for presentations and publications. I feel this is an important part of nursing education. To consider when embarking on this type of project especially if it involves stakeholder consolations is that it is likely beyond the scope of an 8-12 week semester and might be more appropriate for a consolidation project. At the very least it is an important consideration when planning a project like this that we did not plan for--This is why this QI project is yet to be completed.
From Mary’s slides: It can be challenging to continue with the project's momentum when student and preceptor no longer have the time and ongoing contact facilitated by a clinical placement.
Heidi- student perspective
From a student perspective, it can be intimidating to work on a “best practice” tool for experienced nurses. I think that the positive environment created by the nurses enabled me to feel confident to present what I had found in the research. As well, having this project to work on throughout the placement was beneficial as it ensured I had work to do during the down times of the program and gave me a sense of ownership and commitment to the program even after the placement was done.
From Mary’s Slides It was beneficial for the have a project to work on throughout the placement to feel accountable and responsible for one aspect of the program.
+ key messages
Mary – Here is a screen shot of the working version of our tool. We will believe after stakeholder consultations we will have more concreate changes to make, but some things we are considering are:
Do we create an online or paper resource?
We are leaning to an online tool for several reasons
We could like to resources that were routinely updated (i.e. information about medication) and make the document more of a living document and not something that is quickly outdate
It would give us the capability to have other types of resources (i.e. hyperlink to a map of areas where Hep C is endemic for screening considerations)
Heidi- Screening, transmission information, understand complexities of hep c testing, assessment and future care, patient education about healthy lifestyle
Mary- drawing on my background as primary care RN, wanting to include information about immunization, routine screening, social impact of stigmatized illness and treatment
Heidi- Presumably these are nurses are there things they would like to see
Mary -Also what do they see as best way to disseminate information?
Questions?