Building capacity: getting evidence-based practice into healthcare professional curricula
Elaine Lehane, Heloise Lima Fernandes Agreli, Simone O' Connor, Josephine Hegarty, Patricia Leahy‐Warren, Deirdre Bennett, Catherine Blake, Frank Burke, Mark Corrigan, Jonathan Drennan, Martina Hayes, Elizabeth Heffernan, Frances Horgan, Helen Lynch, Joseph G. McVeigh, Nicole Müller, Elizabeth O’Keeffe, Niamh O’Rourke, Eve O’Toole, Colm O’Tuathaigh, Laura J. Sahm, Eileen Savage
Abstract
Fostering a culture of clinical effectiveness in healthcare is crucial to achieving optimum outcomes for patients. Evidence-based practice (EBP) is a cornerstone of clinical effectiveness. An EBP capacity-building project commenced in Ireland in 2016, in collaboration with the Centre of Evidence-Based Medicine in Oxford. A key part of this project, reported here, was the development of a competency framework for education in EBP and clinical effectiveness to ensure responsiveness of education standards and curricula of healthcare professionals in this area. METHODS: Following a review of national and international reports, professional guidance documents and empirical literature pertaining to clinical effectiveness education (CEE), a preliminary competency framework was developed. Stakeholder consultations were conducted over a 6-month period, which consisted of 13 focus groups (n=45) and included representatives from clinical practice, higher education and professional training sectors, regulator/accrediting bodies, the Department of Health (Ireland) and patient/service user groups. RESULTS: An overarching interprofessional competency framework for CEE was proposed and included the following domains: EBP, quality improvement processes, implementation strategies and collaborative practice: a total of 16 competencies and 60 indicators. CONCLUSION: A competency framework for CEE for health and social care professionals is presented. It is intended that this framework will provide guidance to healthcare educators and regulators in the construction and revision of curricula, learning outcomes, teaching and assessment strategies, and graduate/clinician attributes.