This document outlines learning activities to develop evidence-based practice (EBP) capabilities. It describes 8 EBP capabilities: Ask, Acquire, Appraise, Aggregate, Apply, Assess, and provides example learning activities for each. The activities include surfacing assumptions, mini-critical appraisal of texts (mini-CATs), evidence maps and gaps, developing implementation plans, and logic models. The goal is to help students identify problems, search and appraise evidence, develop solutions, and evaluate outcomes.
Calls for both practical and scholarly activities to be grounded more in actual evidence have become louder, especially in the last decade. Four domains in particular have embraced evidence-based thinking, resulting in the respective developments of evidence-based medicine, evidence-based management, evidence-based education and evidence-based policy. Despite the presumed benefits of drawing on different sources of evidence for decision-making in practice, whether in medicine, management, education or policy, this does not seem to prevail. Whilst one likely reason for this slow uptake could simply be down to practitioners not always having much time to consult the evidence-base in their day-to-day work, another reason might be that they are not aware of specific insights applicable to their domain of work or to practice in general.
This is where the workshop contributes:
Representatives from the four key domains engaged with evidence-based practice will share with the audience their latest insights and the consequences thereof for practice. Further, all speakers will discuss questions such as:
What do we have in common?
How can we learn from one another?
How can we combine insights from the four domains?
These will be discussed as part of a concluding panel.
Workshop organiser:
Dr Celine Rojon, University of Edinburgh, celine.rojon@ed.ac.uk
Calls for both practical and scholarly activities to be grounded more in actual evidence have become louder, especially in the last decade. Four domains in particular have embraced evidence-based thinking, resulting in the respective developments of evidence-based medicine, evidence-based management, evidence-based education and evidence-based policy. Despite the presumed benefits of drawing on different sources of evidence for decision-making in practice, whether in medicine, management, education or policy, this does not seem to prevail. Whilst one likely reason for this slow uptake could simply be down to practitioners not always having much time to consult the evidence-base in their day-to-day work, another reason might be that they are not aware of specific insights applicable to their domain of work or to practice in general.
This is where the workshop contributes:
Representatives from the four key domains engaged with evidence-based practice will share with the audience their latest insights and the consequences thereof for practice. Further, all speakers will discuss questions such as:
What do we have in common?
How can we learn from one another?
How can we combine insights from the four domains?
These will be discussed as part of a concluding panel.
Workshop organiser:
Dr Celine Rojon, University of Edinburgh, celine.rojon@ed.ac.uk
Introduces the framework, process and core principles for Theory U by Otto Scharmer. If you have been following Scharmer and Peter Senge's recent work, this is an accessible intro to activating change management.
Evidence Based Employee Engagement Slide Show.pptxebbnflow
Many decisions that organisations make about their people are made using employee engagement survey data. But “employee engagement is a tricky customer, often seen as contentious and woolly” (CIPD 2021).
So, in this session we explore the outcomes of employee engagement and develop guidance on how to best think about it and measure it robustly.
This session is aimed at HR & Organisational Development professionals looking to:
- Gain further insight into their employee survey data
- Using employee survey data to drive performance & change
- Gain insight into the future of employee surveys
- Put people insights at the centre of their decision making
The session will cover:
- Why are employee surveys important?
- What do we really mean by Employee Engagement?
- What are the predictors of organisational performance & change?
- What measurements should we be using?
- How to understand the key drivers of change within your organisation
- Using employee survey data to drive change & performance
- What is the future of employee surveys?
This presentation is an assemblage of content on the topic from the research works and publications I found relevant and useful. The main contents are extracted from the book of Kimiz Dalkir, "Knowledge Management in Theory and Practice "
For the past two decades, #agile approaches have become part of the mainstream approaches to #projectmanagement but can they be applied to #organisationalchange ?
In the #changethoughts talk I will explore whether agile is just 'old wine in new bottles' or a proven approach to dealing with #change in a #vuca world.
In this #changethoughts talk I will cover:
- What is Agile?
- What is the history of Agile?
- Does Agile work in practice?
- Can Agile be applied to Organisational Change?
A document prepared by Dr. Mustafa Salih, the former director of the Directorate General of Health Policy, planning and research at the Federal ministry of Health in Sudan.
Introduces the framework, process and core principles for Theory U by Otto Scharmer. If you have been following Scharmer and Peter Senge's recent work, this is an accessible intro to activating change management.
Evidence Based Employee Engagement Slide Show.pptxebbnflow
Many decisions that organisations make about their people are made using employee engagement survey data. But “employee engagement is a tricky customer, often seen as contentious and woolly” (CIPD 2021).
So, in this session we explore the outcomes of employee engagement and develop guidance on how to best think about it and measure it robustly.
This session is aimed at HR & Organisational Development professionals looking to:
- Gain further insight into their employee survey data
- Using employee survey data to drive performance & change
- Gain insight into the future of employee surveys
- Put people insights at the centre of their decision making
The session will cover:
- Why are employee surveys important?
- What do we really mean by Employee Engagement?
- What are the predictors of organisational performance & change?
- What measurements should we be using?
- How to understand the key drivers of change within your organisation
- Using employee survey data to drive change & performance
- What is the future of employee surveys?
This presentation is an assemblage of content on the topic from the research works and publications I found relevant and useful. The main contents are extracted from the book of Kimiz Dalkir, "Knowledge Management in Theory and Practice "
For the past two decades, #agile approaches have become part of the mainstream approaches to #projectmanagement but can they be applied to #organisationalchange ?
In the #changethoughts talk I will explore whether agile is just 'old wine in new bottles' or a proven approach to dealing with #change in a #vuca world.
In this #changethoughts talk I will cover:
- What is Agile?
- What is the history of Agile?
- Does Agile work in practice?
- Can Agile be applied to Organisational Change?
A document prepared by Dr. Mustafa Salih, the former director of the Directorate General of Health Policy, planning and research at the Federal ministry of Health in Sudan.
Action research is a philosophy and methodology of research generally applied in the social sciences. It seeks trasformative change through the simultaneous process of taking action and doing research which are linked together by critical reflection
32 rcm.org.ukmidwivesTh e latest step-by-step practical g.docxtamicawaysmith
32 rcm.org.uk/midwives
Th e latest step-by-step practical guide...
PRACTICE
32
Write a
research
proposal
HOW TO...
Valerie Finigan
covers all aspects
of what a research
proposal needs to
include and where to
begin when writing it.
Writing a research proposal may be the most challenging part of the research
process – the document must
systematically recommend how
your study will be conducted
(Hollins-Martin and Flemming,
2010). It is the key to gaining ethical
approval, grant application success
and academic qualifi cation.
Yet the question is often asked:
‘What will a research proposal
contain and what should it look like?’
First of all, it is important that you
are passionate about the research
topic, have a vested interest in it, and
that it will add to the profession’s
body of scientifi c knowledge.
Discuss your idea with an
experienced researcher too, prior
to starting your proposal.
Th e proposals must be succinctly
written and clearly chronicle facts,
it must craft a convincing line of
reasoning and an argument for study
approval (Marshall, 2012).
Ask the questions:
1. What is the research about?
2. Why is it important?
3. What is the process that will be
taken to accomplish project goals
and objectives?
4. What will the project cost?
5. Who is the best person to conduct
this study? (Marshall, 2012).
Simple steps to follow:
1 Read the criteria for your proposal
If a format for writing is
given, use it. Check grammar, word
count and remember format and
brevity are important (12-point font,
legible and with a generous margin
will make the proposal easier to
read and comment on) to keep the
reviewer more engaged. Find a peer
or colleague to proofread the proposal
before submission, they may fi nd a
fl aw that you have overlooked. Submit
on time, or the work may be declined.
2 Underpin the study with a
research question
Th is enables you to choose the title
and design for your project and
identify the appropriate methodology
to answer the question of interest.
While the idea of the subject may be
in your mind, the question must be
focused and manageable to enable you
a purposeful and planned approach.
Th e title you choose for the
study should be used consistently
throughout all regulatory documents
(ethical approval consideration,
proposal and any grant applications).
Th e title needs to draw the attention
of the reviewer, so make it succinct
and exciting.
3 The abstractA brief description of your
research proposal, the
abstract should be a summary of the
entire project. It includes a statement
of the purpose of your research and
a brief description of its study design
and methodology.
4 Introduction sectionWithin the introduction
you should include some
background information about your
topic that is appropriate and to the
point. Here you convey the main
032-033_MID_summer OPINION_Practice_How_to v2.indd 32032-033_MID_summer OPINION_Practic ...
Critique Template for a Mixed-Methods StudyNURS 5052NURS 6052.docxannettsparrow
Critique Template for a Mixed-Methods Study
NURS 5052/NURS 6052
Week 6 Assignment: Application: Critiquing Quantitative, Qualitative, or Mixed Methods Studies (due by Day 7 of Week 7)
Date:
FORMTEXT
Your name:
FORMTEXT
Article reference (in APA style):
FORMTEXT
URL:
FORMTEXT
What is a critique? Simply stated, a critique is a critical analysis undertaken for some purpose. Nurses critique research for three main reasons: to improve their practice, to broaden their understanding, and to provide a base for the conduct of a study.
When the purpose is to improve practice, nurses must give special consideration to questions such as these:
· Are the research findings appropriate to my practice setting and situation?
· What further research or pilot studies need to be done, if any, before incorporating findings into practice to assure both safety and effectiveness?
· How might a proposed change in practice trigger changes in other aspects of practice?
To help you synthesize your learning throughout this course and prepare you to utilize research in your practice, you will be critiquing a qualitative, quantitative, or mixed-methods research study of your choice.
If the article is unavailable in a full-text version through the Walden University Library, you must e-mail the article as a PDF or Word attachment to your Instructor.
MIXED-METHODS RESEARCH CRITIQUE
1. Research Issue and Purpose
What is the research question or issue of the referenced study? What is its purpose? (Sometimes ONLY the purpose is stated clearly and the question must be inferred from the introductory discussion of the purpose.)
1. Researcher Pre-understandings and / or Hypotheses and Research Questions
Does the article include a discussion of the researcher’s pre-understandings? What does the article disclose about the researcher’s professional and personal perspectives on the research problem? What are the hypotheses (or research questions/objectives) of the study? (Sometimes the hypotheses or study questions are listed in the Results section, rather than preceding the report of the methodology used. Occasionally, there will be no mention of hypotheses, but anytime there are inferential statistics used, the reader can recognize what the hypotheses are from looking at the results of statistical analysis.)
2. Literature Review
What is the quality of the literature review? Is the literature review current, relevant? Is there evidence that the author critiqued the literature or merely reported it without critique? Is there an integrated summary of the current knowledge base regarding the research problem, or does the literature review contain opinion or anecdotal articles without any synthesis or summary of the whole? (Sometimes the literature review is incorporated into the introductory section without being explicitly identified.)
3. Theoretical or Conceptual Framework
Is a theoretical or conceptual fra.
Critique Template for a Mixed-Methods StudyNURS 6052Week 6 A.docxfaithxdunce63732
Critique Template for a Mixed-Methods Study
NURS 6052
Week 6 Assignment: Application: Critiquing Quantitative, Qualitative, or Mixed Methods Studies (due by Day 7 of Week 7)
Date:
FORMTEXT
Your name:
FORMTEXT
Article reference (in APA style):
FORMTEXT
URL:
FORMTEXT
What is a critique? Simply stated, a critique is a critical analysis undertaken for some purpose. Nurses critique research for three main reasons: to improve their practice, to broaden their understanding, and to provide a base for the conduct of a study.
When the purpose is to improve practice, nurses must give special consideration to questions such as these:
· Are the research findings appropriate to my practice setting and situation?
· What further research or pilot studies need to be done, if any, before incorporating findings into practice to assure both safety and effectiveness?
· How might a proposed change in practice trigger changes in other aspects of practice?
To help you synthesize your learning throughout this course and prepare you to utilize research in your practice, you will be critiquing a qualitative, quantitative, or mixed-methods research study of your choice.
If the article is unavailable in a full-text version through the Walden University Library, you must e-mail the article as a PDF or Word attachment to your Instructor.
MIXED-METHODS RESEARCH CRITIQUE
1. Research Issue and Purpose
What is the research question or issue of the referenced study? What is its purpose? (Sometimes ONLY the purpose is stated clearly and the question must be inferred from the introductory discussion of the purpose.)
1. Researcher Pre-understandings and / or Hypotheses and Research Questions
Does the article include a discussion of the researcher’s pre-understandings? What does the article disclose about the researcher’s professional and personal perspectives on the research problem? What are the hypotheses (or research questions/objectives) of the study? (Sometimes the hypotheses or study questions are listed in the Results section, rather than preceding the report of the methodology used. Occasionally, there will be no mention of hypotheses, but anytime there are inferential statistics used, the reader can recognize what the hypotheses are from looking at the results of statistical analysis.)
2. Literature Review
What is the quality of the literature review? Is the literature review current, relevant? Is there evidence that the author critiqued the literature or merely reported it without critique? Is there an integrated summary of the current knowledge base regarding the research problem, or does the literature review contain opinion or anecdotal articles without any synthesis or summary of the whole? (Sometimes the literature review is incorporated into the introductory section without being explicitly identified.)
3. Theoretical or Conceptual Framework
Is a theoretical or conceptual framework ide.
Critique Template for a Qualitative StudyNURS 5052NURS 6052We.docxmydrynan
Critique Template for a Qualitative Study
NURS 5052/NURS 6052
Week 6 Assignment: Application: Critiquing Quantitative, Qualitative, or Mixed Methods Studies (due by Day 7 of Week 7)
Date:
FORMTEXT
Your name:
FORMTEXT
Article reference (in APA style):
FORMTEXT
URL:
FORMTEXT
What is a critique? Simply stated, a critique is a critical analysis undertaken for some purpose. Nurses critique research for three main reasons: to improve their practice, to broaden their understanding, and to provide a base for the conduct of a study.
When the purpose is to improve practice, nurses must give special consideration to questions such as these:
· Are the research findings appropriate to my practice setting and situation?
· What further research or pilot studies need to be done, if any, before incorporating findings into practice to assure both safety and effectiveness?
· How might a proposed change in practice trigger changes in other aspects of practice?
To help you synthesize your learning throughout this course and prepare you to utilize research in your practice, you will be critiquing a qualitative, quantitative, or mixed-methods research study of your choice.
If the article is unavailable in a full-text version through the Walden University Library, you must e-mail the article as a PDF or Word attachment to your Instructor.
QUALITATIVE RESEARCH CRITIQUE
1. Research Issue and Purpose
What is the research question or issue of the referenced study? What is its purpose? (Sometimes ONLY the purpose is stated clearly and the question must be inferred from the introductory discussion of the purpose.)
2. Researcher Pre-understandings
Does the article include a discussion of the researcher’s pre-understandings? What does the article disclose about the researcher’s professional and personal perspectives on the research problem?
3. Literature Review
What is the quality of the literature review? Is the literature review current, relevant? Is there evidence that the author critiqued the literature or merely reported it without critique? Is there an integrated summary of the current knowledge base regarding the research problem, or does the literature review contain opinion or anecdotal articles without any synthesis or summary of the whole? (Sometimes the literature review is incorporated into the introductory section without being explicitly identified.)
4. Theoretical or Conceptual Framework
Is a theoretical or conceptual framework identified? If so, what is it? Is it a nursing framework or one drawn from another discipline? (Sometimes there is no explicitly identified theoretical or conceptual framework; in addition, many “nursing” research studies draw on a “borrowed” framework, e.g., stress, medical pathology, etc.)
5. Participants
Who were the participants? Is the setting or study group adequately described? Is the setting appropriate for the research question? What type of.
Key Note of the EHMA 2016 Annual Conference in Porto
In this key note, Rob Briner and Eric Barends from the Center for Evidence Based Management will discuss the basic principles of EBMgt and consider why while most people agree with the principles of EBMgt, few organisations are able to take advantage of its potential benefits. Utilising interactive social media tools
Rob and Eric will demonstrate how EBMgt can be used to separate the wheat from the chaff.
Talent Management – What’s the Evidence?
With Rob Briner & Eric Barends
28th April 2016, 3:00PM-5:00PM, IMI Conference Centre, Dublin 16
In this session, Rob Briner, Prof. of Organisational Psychology, University of Bath and Eric Barends, MD, Centre for Evidence-Based Management, put talent management under the microscope. They challenge some of the traditional thinking behind talent management shaped almost 20 years ago by The War for Talent – including the idea that potential can readily be identified in complex roles and that the best organisations have the best people.
Big data, evidence-based, predictive analytics, today these terms are all over the place. Is this just another fad or an irreversible trend? An increasing group of HR leaders relies on science, critical thinking and data analyses to make decisions.
Evidence-based HR, however, is still perceived by many as too time-consuming, narrow or impractical. Meanwhile, evidence-based practice is becoming mainstream in many other disciplines (like medicine). This is the momentum for pioneering HR leaders to seize the opportunity and make a difference with evidence. As part of an inclusive approach, valuing different perspectives.
We will enter into the dialogue about the why, the what, and most of all the how of evidence-based HR. How to get started and how to blend it with softer, less tangible HR practices? A pragmatic introduction, with realistic ambitions and openness towards other approaches.
The Case for Competition: Learning About Evidence-Based Management Through Case Competition
Presentation by Tina Saksida, UPEI
AOM Annual Meeting, 2015, Vancouver
From Passively Received Wisdom to Actively Constructed Knowledge:Teaching Systematic Review Skills As a Foundation of Evidence-Based Management
Presentation by Rob Briner and Neil Walshe
AOM Annual Meeting 2015, Vancouver
Presentation of the first two online learning modules developed by the Center for Evidence-Based Management and Carnegie Mellon' Online Learning initiative
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
4. Learning Outcomes
1. Describe Evidence-based practice (EBP) in Management and its basic
principles and its core and functional capabilities.
2. Identify problems that require decision-making based on knowledge of
research fundamentals and EBP principles and capabilities (ASK)
3. Establish the search strategy to acquire the best available evidence relevant to
the problem (ACQUIRE)
4. Ascertain the methodological appropriateness, quality, and trustworthiness of
evidence (APPRAISE)
5. Integrate different types of relevant evidence towards finding solutions to the
problem (AGGREGATE)
6. Generate and implement best solutions to the problem with due consideration
of their social and ethical implications (APPLY)
7. Evaluate feedback obtained on applied solutions for necessary adjustment
(ASSESS)
8. Generate insights and decision-making awareness through self-reflection
(ASSESS)
4
5. EBP Capability Cognitive processes Learning activities - example
Ask Metacognition
Problem identification
Causal analysis
Question specification
• Surfacing assumptions activity
Acquire Information retrieval
Apply search strategies
Assess methodologically
appropriateness of methods
as per source
• Mini-CAT
Appraise Methodological
appropriateness
Methodological quality
• Mini-CAT
Aggregate Probabilistic reasoning • Mini-CAT
• Evidence maps and gaps
Apply Conditional thinking
Apply contextual knowledge
• From evidence to practice
• Implementation plans
• Logic models
Assess Critical reflection
Close metacognitive loop
• Decision post-mortems
• AARs
5
8. Open-plan offices - Assumptions
8
• What is the claim being made regarding
open-plan offices by senior managers?
• What is the assumed problem?
• Consequences of open-plan offices?
• Assumed causal mechanism(s)?
• Is there any evidence to support claim?
9. 1. Start with a statement/strong belief/claim that a
manager has or senior managers have about a
particular problem or practical issue. Could start with a
case.
2. Formulate a question to establish what is known in the
scientific literature about the problem/practical
issue/opportunity.
3. Students search for at least 5 scientific studies in teams
(prioritising meta-analysis or systematic reviews) and
rate the trustworthiness of the studies, distil the key
findings and implications for practice.
Mini-CATs
9
10. Based on our evidence, how sure can you
be that the assumed cause has led to an
observed effect? How do you know? How
trustworthy is your evidence??
Critical appraisal of evidence
10
13. • Students take the findings of a meta-analysis or
systematic review, mini-CAT, CAT, evidence map, and
develop an implementation plan based on the findings.
• Students need to pay particular attention to the practical
implications.
• Students need to address the following questions:
How would you apply these findings to practice?
What would be some important considerations or
boundary conditions in implementation?
From evidence to practice (1)
13
14. 1. Stage 1 of applying evidence to practice: Identifying evidence-based
solutions
What can be done by organisations to manage the problem?
Are there studies that support the effectiveness of these interventions?
2. Stage 2 of applying evidence to practice: feasibility, risks, and
boundary conditions
Does the evidence for your interventions have ecological validity or
applicability in the context?
What barriers and constraints (including operating constraints) exist to
implementing these interventions?
What are the most feasible interventions?
3. Stage 3 and 4 of applying evidence to practice: decision,
implementation, assessment
Complete the logic model overleaf and identify any appropriate outcome
measures.
From evidence to practice (2)
14
15. Logic model template
15
Project/Interventions:
Goal:
INPUTS ACTIVITIES OUTCOMES
What we
invest
Implementation:
What we do
Participants
short-term
results:
Learning
intermediate
results: Action
long-term
results:
conditions
OUTCOME MEASURES: Assess & evaluate performance and achievement of program
objectives
Assumptions Internal & External Challenges
Editor's Notes
Emphasise metacognition supporting problem solving – problem-based learning main instructional method. Educational science shows that metacognitive skills improve students problem-solving abilities.
Emphasis metacognitive skills in all functional capabilities and the importance of reflection as an integrative layer to critical and analytical thinking.
So, what we did is first to look at the educational, teaching and learning requirements of each one of the EBP capabilities to then project them into learning activities
In the framing of the problem, assumptions are often hidden.
Once the problem has been identified, it is important to think about your own understanding of the problem.
Does an effect really exist or is it just popular opinion?
Is the assumed cause of the problem, the problem itself, and organisational consequences causally plausible?
Is the causal mechanism plausible (links the cause, problem, and consequence)?
In this learning activity students surface and develop awareness of their own or others’ beliefs and attributions and their underlying causal assumptions including assumptions about causal mechanisms (linking a practice or intervention to an outcome).
For example asking students to consider and articulate the assumed effects of open-plan offices on work behavior - including how and through what mechanisms or processes open-plan offices impact performance. Then students are required to search for theory and/or scientific evidence to test their claim and assumption. Another example is using a case where senior managers think an increase in errors in the marketing operations of a global bank are due to the ‘risk culture’ in the bank (risk culture is the assumed cause of the assumed problem). Students then have to think about senior managers’ assumptions regarding the causal relationship between risk culture and errors and engage the scientific literature in these areas.
EBP capabilities used: Meta-cognitive skills, Critical and analytical thinking, acquiring.
Senior managers want to move to open-plan offices to increase collaboration.