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dc.contributor.authorBlake, Lindsay
dc.contributor.authorBallance, Darra
dc.date.accessioned2013-02-27T03:55:16Z
dc.date.available2013-02-27T03:55:16Z
dc.date.issued2013
dc.identifier.citationMedical Reference Services Quarterly. 2013 Feb 08; 32(1):100-110
dc.identifier.doi10.1080/02763869.2013.749143
dc.identifier.urihttp://hdl.handle.net/10675.2/952
dc.identifier.urihttp://www.tandfonline.com/doi/full/10.1080/02763869.2013.749143
dc.description.abstractKey roles in teaching evidence-based practice (EBP) are of interest to many hospital and academic librarians. This article describes how three academic librarians, in collaboration with the academic medical center's EBP Nursing Council, developed a seminar consisting of three credit hours of instruction in the basics of evidence-based practice. The seminar consists of three core elements: basic principles of EBP and finding literature, clinical experience and integration of knowledge into the hospital setting, and patient education and participation. Emphasis is placed upon analysis of the literature, institutional models of practice change, and the importance of patient roles in guideline development.
dc.language.isoen_USen_US
dc.publisherMedical Reference Services Quarterlyen_US
dc.titleTeaching Evidence-Based Practice in the Hospital and the Library: Two Different Groups, One Courseen_US
dc.typeArticleen_US
dc.contributor.corporatenameRobert B. Greenblatt, MD Library, Georgia Regents University, Augusta, GAen_US
refterms.dateFOA2019-04-10T07:07:46Z
html.description.abstractKey roles in teaching evidence-based practice (EBP) are of interest to many hospital and academic librarians. This article describes how three academic librarians, in collaboration with the academic medical center's EBP Nursing Council, developed a seminar consisting of three credit hours of instruction in the basics of evidence-based practice. The seminar consists of three core elements: basic principles of EBP and finding literature, clinical experience and integration of knowledge into the hospital setting, and patient education and participation. Emphasis is placed upon analysis of the literature, institutional models of practice change, and the importance of patient roles in guideline development.


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