Search results for "näyttöön perustuvat käytännöt"
showing 10 items of 10 documents
Quantifying and addressing the prevalence and bias of study designs in the environmental and social sciences
2020
Building trust in science and evidence-based decision-making depends heavily on the credibility of studies and their findings. Researchers employ many different study designs that vary in their risk of bias to evaluate the true effect of interventions or impacts. Here, we empirically quantify, on a large scale, the prevalence of different study designs and the magnitude of bias in their estimates. Randomised designs and controlled observational designs with pre-intervention sampling were used by just 23% of intervention studies in biodiversity conservation, and 36% of intervention studies in social science. We demonstrate, through pairwise within-study comparisons across 49 environmental da…
Explaining the Difference between Policy-Based Evidence and Evidence-Based Policy: A Nexus Analysis Approach to Mobilities and Migration
2019
Abstract In this policy analysis, we explain the difference between policy-based evidence (PBE) and evidence-based policy (EBP). We argue that better, evidence-based understanding, explanations, and questions can be sought by problematizing the challenging forms of twenty-first century migration and mobilities. We emphasize that this can be done by not confusing PBE with EBP, especially when each is needed as a basis for specific types of action. By focusing on topics often viewed as “unrelated” or confused with one another, we underline the social dynamics that are unfamiliar to many policy actors, professionals, and stakeholders, who rely on scholars for actionable analyses. Our mode of i…
Copenhagen consensus statement 2019: physical activity and ageing
2019
From 19th to 22nd November 2018, 26 researchers representing nine countries and a variety of academic disciplines met in Snekkersten, Denmark, to reach evidence-based consensus about physical activity and older adults. It was recognised that the term ‘older adults’ represents a highly heterogeneous population. It encompasses those that remain highly active and healthy throughout the life-course with a high intrinsic capacity to the very old and frail with low intrinsic capacity. The consensus is drawn from a wide range of research methodologies within epidemiology, medicine, physiology, neuroscience, psychology and sociology, recognising the strength and limitations of each of the methods. …
Teaching master's degree students to read research literature
2017
The skill to read research literature critically belongs in every university graduate’s toolbox. I have attempted to teach this skill in a master’s degree level course in programming languages over 15 years using, at various times, simulated conferences, voluntary reading exercises, evidence-based practice training, and a flipped classroom with mandatory reading assignments. I discuss my experience and analyze preliminary qualitative data on the use of evidence-based practice and a flipped classroom for this purpose. I present no firm conclusions, but expect that future work (by me or others) will be able to use my experience as a baseline for better teaching of research literature reading.…
Systematic education has a positive impact on nurses' evidence-based practice: Intervention study results
2022
Aims To evaluate how an education program on evidence-based practice (EBP) affected nurses´ knowledge, practices, and attitudes related to EBPs in patient care. Methods Nurses of one Finnish university hospital participated in two separate EBP education programs in 2016–2017 and 2018–2019. Data was collected by a questionnaire given before and after each program. Reliable instruments for measuring EBP were used: The Evidence-Based Practice Questionnaire (24 items) and the Attitudes to Evidence-Based Practice Questionnaire (17 items). Means and frequencies were evaluated with the Mann-Whitney U test and linear regression. Results Nurses reported that their EBP practice, skills and the Work b…
Social-, health care and rehabilitation educators’ competence : a cross-sectional study
2022
An educator’s competence influences the implementation of evidence-based education and the overall quality of social and health care. This study aimed to identify distinct competence profiles from Finnish social, health and rehabilitative care educators, as well as describe which personal and professional characteristics influenced belonging to a certain profile. Data were collected from 28 educational organizations located throughout Finland using the Health and Social Care Educators’ Competence instrument. The survey was answered by 422 educators. The performed K-means cluster analysis identified three distinct educator competence profiles, which differed in terms of self-assessed experti…
Evidence-based programming language design : a philosophical and methodological exploration
2015
Background: Programming language design is not usually informed by empirical studies. In other fields similar problems have inspired an evidence-based paradigm of practice. Such a paradigm is practically inevitable in language design, as well. Aims: The content of evidence-based programming design (EB-PLD) is explored, as is the concept of evidence in general. Additionally, the extent of evidence potentially useful for EB-PLD is mapped, and the appropriateness of Cohen’s kappa for evaluating coder agreement in a secondary study is evaluated. Method: Philosophical analysis and explication are used to clarify the unclear. A systematic mapping study was conducted to map out the existing body of…
Social, health and rehabilitation sector educators’ competence in evidence-based practice : A cross-sectional study
2021
Aim: The purpose of the study was to identify and describe the characteristic profiles of evidence-based practice competence of educators in the social, health and rehabilitation sectors and to establish relevant background factors. Design: This study was carried out as a descriptive cross-sectional study. Methods: Data were collected from social, health and rehabilitation sector educators working in the 21 Finnish universities of applied sciences and seven vocational colleges (n = 422; N = 2,330). A self-assessment instrument measuring evidence-based practice competence was used. Competence profiles were formed using a K-cluster grouping analysis. Results: Three distinct competence profile…