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JAMIE BENNETT, TRS, CTRS UNIVERSITY OF UTAH. Implementing Evidence -Based Practice: Coping Skills as an Example. Session Outcomes. Understand: EBP historically Definition of EBP Outcomes The purpose and benefits of EBP How to create an evidence based program - PowerPoint PPT Presentation
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Implementing Evidence-Based Practice: Coping Skills as an Example
JAMIE BENNETT, TRS, CTRS
UNIVERSITY OF UTAH
Session OutcomesUnderstand:
EBP historically Definition of EBP Outcomes The purpose and benefits of EBP How to create an evidence based program How to implement EBP to generate
outcomes in your facility
History of EBP in Medicine
Middle Ages
Medicine – Technically did not heal you, faith healed you.
Neo-Classical Period
Mid 1800’s
“The fastest knife in the West End”
Johns Hopkins Hospital – Mid 1800’s
Early 1900’s
The End Result Concept
Earnest Amory Codman
Definition:
“Evidence Based Practice means conducting or using research to inform the design and delivery of therapeutic recreation practice.”
(McCormick & Lee, 2001)
Purpose:
“The overall aim of EBP is to reduce wide (and unintended) variations in practice, and instead use the best, accumulated evidence possible to inform, enlighten, and direct practice.”
(Stumbo,
2011. Pg. 4)
Benefits Improves predictability of outcomes
Assurance of quality of care Regulators Payers Patient/client/participant and family
Efficient
Increased ability to reach desired outcomes
Best practices
Why?
More likely to reach desired
Outcomes!
What are Outcomes? Observable changes that result from
intervention (Client status, functional
status, well-being, care satisfaction,
cost/resource utilization
Changes over specified time
Clinical results
Results of performance
(Stumbo, Yesterday)
What are Outcomes? Direct effects of service
Difference between input (assessment
baseline) and output (discharge)
Straightest line between A and B
Both planned and unplanned
Both beneficial and harmful
(Stumbo, Yesterday)
Client Outcomes!
Intervention
Entry Exit
Difference between Point A/Entry and Point B/Discharge
= Outcomes
(Stumbo, 2003)
Client Outcomes!
Intervention
Entry Exit
Difference between Point A/Entry and Point B/Discharge
= Outcomes
EBP 5 Steps!
(Stumbo, 2003)
Steps to Evidence-Based Practice
1. Formulate a clear clinical question from a patient’s problem. Will a middle-aged person with a recent spinal
cord injury gain greater stress awareness through yoga or Tai Chi?
2. Search databases for relevant clinical evidence
3. Appraise the evidence.
4. Implement and use findings in practice.
5. Evaluate the impact of change in practice.
20
Coping Skills Application
STEP ZERO: Cultivate a spirit of inquiry
TR is more than just activity provision!
TR is Process that starts with:○ Specifying outcomes (don’t start with activity first!)○ Looking at research○ Choosing and implementing best practice
interventions○ Documenting and evaluating outcomes of
interventions
21
Coping Skills Application
Step 1:
Formulate a clear clinical question.
Ask questions using PICOT formatP – Population of interest
I – Intervention or area of interest
C – Comparison intervention or group
O – Outcome(s) desired
T – Time frame
22
P - Population of interest
Characteristics? Age(s)? Diagnoses? What general needs exist within this
population? What outcomes of intervention are desired?
Example:Clients lack appropriate coping skills when stressed
23
I - Intervention or area of interest
What are best practice interventions based on needs/desired outcomes?
Example:What interventions are best used for improving coping
skills?
24
C - Comparison intervention or group
What population studied in the research is closest to my group?
Are skills specific to this group or are they universal?
Example:Are coping skills unique to at-risk youth or are they
universal for everyone needing to manage stress?
25
O - Outcome(s) desired
What change(s) are possible with this group? What are the target behaviors of the
interventions? What should clients understand as a result of
these interventions?
Example:Possess array of effective coping skills to
manage stress
26
T - Time frame
How long are the programs described in the research?
How long are clients at my facility? What can realistically be accomplished within
this time frame?
Example:Agency’s average length of stay is 3 days (or 2 weeks
or 4 months, etc.)
27
Step 1: Clinical Question
What coping skills do children need in order to manage stress well and sustain a healthy lifestyle across the lifespan?
28
Step 2: Search Databases
University or Hospital Library
www.scholar.google.comwww.guideline.govwww.findarticles.comwww.cochrane.org www.clinicalevidence.comwww.ncbi.nlm.nih.govwww.samhsa.govwww.ahrq.govwww.bmj.comwww.MedScape.comwww.jstage.jst.go.jpwww.doaj.org
www.samhsa.govwww.ahrq.govwww.bmj.comwww.MedScape.comwww.jstage.jst.go.jpwww.doaj.org
29
Coping Skills: Keywords Searched Coping Skills Coping Skills AND Children Coping Skills AND Healthy Lifestyles Coping Skills AND Adolescents Coping Skills AND Adults Coping Skills AND People with Disabilities Coping Strategies Life Skills Self-Efficacy Perceived Control Coping Flexibility Coping Skills AND School Systems Coping Skills AND Stress
30
Step 3: Appraise the evidence
Articles Appraised: 72
What did the evidence suggest? Was there a theory used in the research? Was there an intervention implemented?
What was implemented? With who? What duration? What techniques were used to facilitate the
intervention? Was there a statistical significance? What OUTCOMES did they find?
31
Coping Skills/Strategies: Specific efforts, both behavioral & psychological, people employ to master, tolerate, reduce, or minimize stressful events.
Psychosocial Working Group, 1998
32
Step 4: Implement and use findings (cont’d)
Significant stress in early childhood can trigger amygdala hypertrophy and result in hyperresponsive or chronically activated physiologic stress response, along with increased potential for fear and anxiety.
Tottenham, Hare, Quinn, et al.
Step 4: Implement and use findings (cont’d)
This can then result in some children appearing to be both more reactive to even mildly adverse experiences and less capable of effectively coping with future stress.
Compas BE.
Step 4: Implement and use findings (cont’d)
Step 4: Implement and use findings (cont’d)
Two Types of Coping Skills
Problem-solving strategies are efforts to do something active to alleviate stressful circumstances. (Cognitive)
Emotion-focused coping strategies involve efforts to regulate the emotional consequences of stressful or potentially stressful events. (Emotion)
Psychosocial Working Group, 1998
35
Step 4: Implement and use findings (cont’d)
Health and Lifestyle Impact Effective coping skills are associated with positive social outcomes.
Empirical evidence suggests that coping inflexibility leads to problematic social functioning.
Evidence suggests a relation of coping strategies to health outcomes.
(Mayeux & Cillessen, 2003; Richard & Dodge, 1982)
Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.
(World Health Organization)
36
Out of 72 Articles Appraised Stress Management (59)
Cognitive Restructuring (54)Interpersonal Skills Training (53)Problem Solving (51)Conflict Resolution (34)Relaxation (23)
37
Step 4: Implement and use findings (cont’d)
Overall Outcomes: Increase perceived control over managing
daily behaviors and emotions. Increase ability to manage stressors. Increase ability to communicate effectively with
peers and support system. Increased coping flexibility.
38
Step 4: Implement and use findings (cont’d)
Specific Outcomes: Client will self-identify physiological signs of stress
(increased heart rate, shallow breathing, etc.) Client will initiate controlled breathing within one
minute. Client will remove self from situation within two
minutes. Client will initiate one cognitive-based coping
strategy (e.g., thought stopping, redirection, etc.)
within two minutes.
39
Step 4: Implement and use findings (cont’d)
Most Common Time Frame of Interventions 8 - 10 weeks in length 1- 2 Sessions per week 1 – 2 hours in duration per session
40
Step 4: Implement and use findings (cont’d)
Step 5: Evaluate impact of intervention in practice
How well did the intervention work? What percentages of clients reached their intended
outcomes? For what groups did it work best? Least? What part of the intervention still needs to be modified?
41
Steps to Evidence-Based Practice
1. Formulate a clear clinical question from a patient’s problem. Will a middle-aged person with a recent spinal
cord injury gain greater stress awareness through yoga or Tai Chi?
2. Search databases for relevant clinical evidence
3. Appraise the evidence.
4. Implement and use findings in practice.
5. Evaluate the impact of change in practice.
42
So what?
What did you learn about the PROCESS? What did you learn about OUTCOMES? What impact could EBP make on your services? What impact could EBP make on client
outcomes? How will you apply this to your daily practice? What other resources are needed to
implement EBP? What is your next step?
43Norma J. Stumbo
Questions?
Session OutcomesUnderstand:
EBP historically Definition of EBP Outcomes The purpose and benefits of EBP How to create an evidence based program How to implement EBP to generate
outcomes in your facility
Thank You!
Jamie Bennett TRS, CTRS
jamiespeaksrt.wordpress.com
