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Abstract Background Numerous articles have sought to identify the impact of educational interventions for improving evidence-based practice (EBP) amongst nurses, most of these focus on skills and knowledge acquired. No systematic review has explored whether this educational input translates into improved patient outcomes. Objectives To review the evidence on (1) The change in patient outcomes following educational interventions to support practising nurses in implementing EBP. (2) The instruments or methods used to determine whether EBP education improves patient outcomes. Methods A systematic review following PRISMA guidance was conducted. Literature was comprehensive searched including 6 databases, journal handsearching, citation tracking, and grey literature websites. Studies were included if they reported an EBP educational intervention aimed at practising nurses and contained objective or self-reported measures of patient related outcomes. The quality of the included studies was assessed using a modified Health Care Practice R&D Unit (HCPRDU) tool. Because of the poor homogeneity of the included studies, the data were analysed by narrative synthesis. Results Of the 4284 articles identified, 18 were included: 12 pre–post studies, three qualitative studies, and three mixed-methods study designs. The level of quality was modest in the studies. The results of the EBP educational interventions on patient outcomes were assessed using three methods: individual projects to implement an evidence-based approach, qualitative approaches, and a questionnaire survey. The majority of the articles concluded there was a positive change in patient outcomes following an educational intervention to improve EBP; a wide range of context specific outcomes were described. Conclusion Educational interventions for clinical nurses to support the implementation of EBP show promise in improving patient outcomes. However, the direct impact of EBP interventions on clinical outcomes is difficult to measure. Further testing and development is needed to improve the quality of studies and evaluation instruments in order to confirm the current findings. [ABSTRACT FROM AUTHOR]

Background Continuity models of midwifery care improve women’s experiences of care and clinical outcomes, but organisationally driven working practices do not facilitate a continuity model and the midwifery care received by most women is fragmented (Sandall et al., 2016, NHS England, 2016). Little is known about the potential for continuity of midwifery care to be achieved using an electronic platform. This paper examines the experiences of women accessing known midwives through a social media platform and their experiences and perception of continuity of care. Methods The study forms part of a larger research project aiming to increase understanding about online social learning within professionally moderated social media based communities. This paper reports specifically the concept of midwifery continuity within the online communities. Two secret Facebook groups consisting of 31 mothers and 4 midwife moderators were created (17 mothers & 2 midwives / 14 mothers & 2 midwives). Primary data included 8 online and face to face focus groups, conducted at approximately 10 week intervals, and 28 individual one to one interviews with members of the online community within six weeks of giving birth. Data analysis A thematic analysis using a priori themes was undertaken. This involved coding data which evidenced relational, informational and management continuity across the entire dataset (28 interviews and 8 focus groups). The analysis was undertaken broadly following the six stages described by Braun and Clarke (2006). Findings Relational and informational continuity were identified across the data. Relational continuity was evident for both the participants and the midwife moderators; informational continuity was described by the participants. Management continuity was not identified. Continuity through social media use was valued by both the mothers and the midwives. Conclusion Information and relational continuity needs of women can be met using professionally moderated, social media based groups. They may provide an alternative means of facilitating the continuity that is so often lacking in traditional models of care. [ABSTRACT FROM AUTHOR]

In the article, the author discusses the evolution of evidence based practices, particularly the evidence based library and information practice (EBLIP), as of January 2016. She cites her own experiences as example, particularly her project to examine the feasibility of using an evidence based approach to social care in 1993. She claims that the approach has many similarities with evidence base in library and information science (LIS) and the challenges of EBLIP.

There is a widespread international agreement that healthcare should be based on high-quality evidence; however, bridging the gap from evidence to practice is still problematic. Although barriers to the implementation of evidence-based nursing practice have been identified, most studies have focused on clinical nurses' perceptions of the barriers to evidence-based nursing practice, with a lack of investigation into barriers from the hospitals' viewpoint. To identify existing barriers to implementing evidence-based nursing practice from the hospitals' viewpoint. A descriptive study employing a regional cross-sectional survey. A convenience sample of 91 hospitals in Guangdong Province, China. The survey used an online questionnaire containing basic hospital information and an open-ended question. Descriptive statistics were used to analyse basic hospital data. Responses to the open-ended question were analysed with thematic analysis. The sample consisted of 89 valid responses to the open-ended question. Five themes were identified: (1) knowledge (70.8 %); (2) environmental context and resources (42.7 %); (3) social influences (7.9 %); (4) intentions (7.9 %); and (5) beliefs about capabilities (1.1 %). Introduced early in 2001, China has embraced evidence-based nursing for more than 20 years. However, lack of knowledge is still the top barrier to implementing evidence-based nursing practice in hospitals in China. The findings indicate a need for more evidence-based nursing practice teaching strategies towards further enhancing clinical nurses' and nursing managers' evidence-based nursing practice beliefs, knowledge, and skills. [ABSTRACT FROM AUTHOR]

The article presents a study which investigates the impact of research evidence summaries published in the journal "Evidence Based Library and Information Practice" on library and information practice.

Summary: Aim: To compare the effectiveness of an online information literacy tutorial with a face-to-face session for teaching information literacy skills to nurses. Design: Randomised control trial. Participants: Seventy-seven first year undergraduate pre-registration diploma nursing students. Intervention: Online in-house information literacy tutorial Comparison: One hour face-to-face session, covering the same material as the intervention, delivered by the nursing subject librarian. Methods: Search histories were scored using a validated checklist covering keyword selection, Boolean operators, truncation and synonyms. Skills retention was measured at 1month using the same checklist. Inferential statistics were used to compare search skills within and between groups pre and post-session. Results: The searching skills of first year pre-registration nursing students improve following information literacy sessions (p <0.001), and remain unchanged 1month later, regardless of teaching method. The two methods produce a comparable improvement (p =0.263). There is no improvement or degradation of skills 1month post-session for either method (p =0.216). Conclusion: Nurses Information literacy skills improve after both face-to-face and online instruction. There is no skills degradation at 1month post-intervention for either method. [Copyright &y& Elsevier]

The article explores the use of systematic reviews for library and information practitioners when making decisions about their practice. It relates the benefits of being involved in the production of systematic for information professionals. It outlines the ways by which systematic reviews can help library and information professionals, including help in making sense of research base, help in implementing and justifying services, as well as ensuring that individual practitioners do not have to collect and analyse primary studies for every decision made. It discusses several papers which examined librarians' involvement in systematic reviews.

The article discusses the highlights of the 4th International Evidence Based Library and Practice (EBLIP) Conference. The conference consisted of different presentations and keynote speakers. The use of evidence based library and information practice for a wide range of themes such as management, user needs, building the evidence base, decision making, and special libraries, were discussed at the event.

The article focuses on the process in the development of the ReLIANT instrument for library practitioners in Great Britain. The instrument comprises four substantive sections: study design, educational context, results and relevance. The authors believe that the use of RELIANT checklist will serve to increase awareness among practitioners of the critical factors involved when evaluating the published research of others.

The article presents an update on the journal "Evidence Based Library and Information Practice." As of September 2013, the journal has continued to grow and develop with the help of the editorial team members. The journal is indexed in LISA, LISTA, Google Scholar and Scopus and the acceptance rate is 67%.

An introduction to the journal is presented in which the guest editors discuss evidence-based library and ethical principles.

The author reflects on two trips to Edinburgh, Scotland and how they relate to methods of generating evidence. During a trip for the LIS (Library and Information Science) DREaM (Developing Research Excellence and Methods) project, the author was exposed to workshops demonstrating the value of social network analysis, horizon scanning, and ethnography as research methods. Her trip to the British Association of Counselling and Psychotherapy Research Conference focused on counselling research.

In this article the editor of the journal discusses the past and future missions of the publication and overviews her goals for the journal during her tenure. She notes the additions of editors Wayne Jones and Heather Pretty to the journal's staff, discusses her personal experience with evidence based library and information practice, and thanks previous editor Denise Koufogiannakis for her contributions.

Widespread use of the internet has fundamentally altered the way people access health information and communicate with health providers. Pregnant women are a group who are particularly highly motivated to seek out information online. However, where mothers actually obtain their information, who they trust to supply it, and whether or not it actually fulfils their needs is often unclear. This paper examines the experiences of women accessing advice and information on pregnancy and childbirth through a dedicated social-media platform, mediated by qualified midwives. The study formed part of a larger research project that focussed on professionally moderated online learning in maternity care, and the role of online communities. This paper reports on aspects of midwife mediated information provision in the context of these online communities. Two secret (i.e. private / invitation only) Facebook groups were created. Both groups were moderated by 2 qualified midwives. One group had 17 mothers and the other 14 mothers. Both groups ran for 35 weeks. The data included the written and spoken words of group participants and midwife-moderators in i) face-to-face (n = 4) and online (n = 4) post-intervention focus groups; ii) one-to-one interviews with group participants and midwife moderators (n = 24); iii) the complete corpus of text-based interaction across both groups; iv) a sub-set of private message sessions (n = 24) between individual participants and midwife-moderators. Thematic analysis was applied to the combined dataset. Participants found engagement with midwives and other pregnant women via a social media group convenient and accessible. The groups provided a safe space for the sharing and validation of maternity relevant information. Members trusted their midwife-moderators to ensure information was reliable. For many members, the group became the primary source of pregnancy related information. Midwife-mediated social media groups offer a highly effective way of providing individualised information provision and social support for pregnant woman. Access to a group can also significantly impact on perceptions of relational continuity. [ABSTRACT FROM AUTHOR]

An introduction to this issue of "Evidence Based Library and Information Practice" is presented.

The article discusses the crisis in evidence based medicine (EBM) and its implication on evidence based library and information practice (EBLIP). Topics discussed include some of the problems with EBM, proposed solutions to the EBM crisis of interest to librarians and actions proposed to address the problems in EBM that are relevant to EBLIP including a demand for better evidence and training that combines critical appraisal with judgement.

An introduction is presented in which the editor discusses various reports within the issue on topics including evidence based practice in library and information work, role of library services into clinical decision making, and framework of the National Health Service Scotland Knowledge Services.

An introduction to the journal is presented in which the editor discusses the appointment of Lisl Zach to the editorial team, the retirement of indexer Pam Morgan and the evidence-based library and information practice (EBLIP) process.

The author reflects on evidence based practice as an opportunity for health librarians. She discloses that there had been no significant change in librarians' roles in relation to evidence based practice. She cites four domains concerning the roles that health librarians may play in relation to evidence based practice, which include a supportive role using traditional skills and expertise.

An introduction to a series of articles on the library research is presented.

The author addresses the challenges in conducting evidence based library and information practice. He believes that this research must be done by making series of studies that develop the evidence in relation to the practice instead of relying on one study to solve all problems in a specific topic. The author tells that reading different resources can help in seeking pieces of information that are relevant to the topic along with assessing research methodologies.