Understanding Canine 'Reactivity': Species-Specific Behaviour or Human Inconvenience?

Dogs are often referred to as "human's best friend," with many households in the United Kingdom and worldwide including a dog. Yet, whilst research highlights the myriad of human health benefits associated with canine companionship, many dogs are relinquished, or euthanized, for purported behavioral problems. A key behavior often cited in these situations is Reactivity, despite a lack of consensus in the literature (or in the lay population) as to exactly what is encompassed within this term. Resultantly, this paper reports on an online survey to investigate how the term Reactivity is understood by humans. Following the completion of a thematic analysis, six sub-themes were developed, forming three overarching theme clusters, namely; Canine Characteristics, The Importance of Human Perception and Human Capability. In sum, this research highlights the complex, nuanced and, sometimes, contradictory nature of understanding around the label of Reactivity, encompassing both canine and human factors. As such, conclusions include the proposal of a preliminary Perceived Reactivity Framework to conceptualize this seemingly multi-faceted concept.

'Because it kind of falls in between, doesn't it? Like an acute thing and a chronic': The psychological experience of anaphylaxis in adulthood.

Anaphylaxis is a serious, rare condition increasing in prevalence. This study explored the psychological experience of adult-onset anaphylaxis from patient, family and staff perspectives. Semi-structured interviews were conducted with 12 participants. Two global themes emerged from thematic analysis: 'controllability' ('an unknown and distressing experience', 'the importance of control over triggers' and 'responsibility but no control: the impact on others') and 'conflict' ('rejecting illness identity', 'minimisation of risk', 'accessing specialist care: running in slow motion' and 'patient-centred versus service-centred care'). Findings highlight the importance of perceived control and emphasise the presence of conflict in the experience of this complex, episodic condition.

To embed or not to embed? A longitudinal study exploring the impact of curriculum design on the evidence-based practice profiles of UK pre-registration nursing students.

BACKGROUND: The use of Evidence-Based Practice (EBP) is increasingly emphasized within healthcare. However, little research has focused on nurses' pre-registration training; particularly regarding the impact of curriculum-design on learning EBP. OBJECTIVES: This study compared the impact of embedding EBP throughout the curriculum, with modular-based teaching, on pre-registration nursing students' EBP profiles. DESIGN: A longitudinal panel study. SETTINGS AND PARTICIPANTS: A convenience sample of fifty-six pre-registration nursing students (55.4% studying an embedded EBP-curriculum and 44.6% studying a modular EBP-curriculum), were recruited from a UK University between 2011 and 2014. METHODS: Participants completed the Student Evidence-Based Practice Questionnaire (S-EBPQ) in the first, second and third year of their course. This questionnaire measures four EBP domains: frequency of use, attitude, knowledge and skills in retrieving and reviewing evidence, and knowledge and skills in applying and sharing evidence. RESULTS: Two-way mixed between-within Analyses of Variance revealed significant improvements across all domains, except attitude (which remained broadly positive across all years), for both curriculum-groups. No significant differences in this improvement were identified between the two curricula overall. However, the direction and rate of change of scores on the retrieving and applying subscales (but not frequency of use) for the two groups differed across time; specifically those on the embedded curriculum showed a dip in scores on these subscales in year 2. This appeared to be related to associated features of the course such as the timing of placements and delivery of theory. CONCLUSIONS: Taking a modular or embedded approach to EBP may have little impact on students' final EBP profiles. However, careful consideration should be given to the timing of related course features which may play a key role in students' perceptions of their knowledge and skills in its application. Further research should explore how curriculum-design might build on students' initial positive attitudes towards EBP and its use in their practice.

Development of the Student Evidence-based Practice Questionnaire (S-EBPQ).

BACKGROUND: The assessment of learning and teaching of Evidence-based Practice (EBP) in nursing is an important issue, yet few tools have been developed specifically for use with student nurses. Therefore, the Evidence-based Practice Questionnaire (EBPQ), which has been successfully used to measure EBP in nurses and nurse educators, was revised to develop a Student version (S-EBPQ). OBJECTIVE: The purpose of the study was to develop a student version of the Evidence-based Practice Questionnaire (EBPQ) and test its psychometric properties with a UK undergraduate student population. DESIGN: Instrument development study. PARTICIPANTS AND METHOD: Two hundred and forty-four undergraduate nursing students from an English University were recruited over a three year period to complete the EBPQ. This data was submitted to reliability analysis based on Item Response Theory and Exploratory Factor Analysis to explore construct validity. RESULTS: Principal Component Analysis demonstrated evidence for the S-EBPQ's construct validity, and analyses comparing the subscale scores of students in their first and second years of studies identified evidence for the tool's convergent validity. Descriptive statistics, correlation coefficients and reliability estimates demonstrated evidence for the S-EBPQ's internal reliability, and item facility and discrimination. CONCLUSION: The S-EBPQ appears to be a psychometrically robust measure of EBP use, attitudes, and knowledge and skills (regarding the retrieval and evaluation of evidence, and the application and sharing of EBP). It may therefore provide an effective means of evaluating learning of EBP with undergraduate nursing students.

Truck Drivers' Experiences and Perspectives Regarding Factors Influencing Traffic Accidents: A Qualitative Study.

Traffic accidents are a major public health problem, leading to death and disability. Although pertinent studies have been conducted, little data are available in Iran. This study explored the experiences of truck drivers and their perspectives regarding factors contributing to traffic accidents. Eighteen truck drivers, purposively sampled, participated in semi-structured interviews. Data were analyzed using qualitative content analysis. A main theme, lack of ability to control stress, emerged as a factor influencing the incidence of traffic accidents. This main theme was found to have three subthemes: poor organization of the job, lack of workplace facilities and proper equipment, and unsupportive environment. Although several factors were found to contribute to traffic accidents, their effects were not independent, and all were considered significant. Identifying factors that contribute to traffic accidents requires a systematic and holistic approach. Findings could be used by the transportation industry and community health centers to prevent traffic accidents.

The role and nature of evidence: a systematic review of social workers' evidence-based practice orientation, attitudes, and implementation.

Concerns have been raised over the appropriateness of adopting evidence-based practice (EBP) as a framework for practice within social work. In this systematic review the authors aim to synthesise research findings exploring social workers' EBP orientation, attitudes, adoption, knowledge, skills, and perceived EBP barriers and facilitators. Numerous challenges to EBP implementation were identified, including: time management, research accessibility, and misperceptions of the role of evidence in decision making. Colleagues, supervisors, perceived experts, organizational culture, and tailored training were important for social workers' dissemination and utilization of evidence. Social workers may prefer more conversational, face-to-face methods of research dissemination. Implications of the review findings are discussed.

The evidence-based practice profiles of academic and clinical staff involved in pre-registration nursing students' education: a cross sectional survey of US and UK staff.

BACKGROUND: Competency in evidence-based practice (EBP) is a requirement for graduate nurses. Despite a growing body of research exploring the EBP profiles of students, little research has explored the EBP profiles of nurse educators. OBJECTIVES: To explore: the differences/similarities in the EBP profiles of US and UK clinical and academic faculty; the barriers nurse educators experience when teaching EBP; the impact of postgraduate education on EBP profile and; what nurse educators perceive "success" in implementing and teaching EBP to be. DESIGN: A cross-sectional online survey design was employed. SETTINGS: Two Universities delivering undergraduate nursing education in the US and UK, in partnership with large hospital systems, small community hospitals, community settings, and independent sector health organisations. PARTICIPANTS: Eighty-one nurse educators working in academic and clinical contexts in the US and UK (US academic=12, US clinical=17, UK academic=9, UK clinical=43) were recruited opportunistically. METHODS: Participants were emailed a weblink to an online survey, comprising demographic questions, the Evidence-Based Practice Questionnaire and open-ended questions about EBP barriers, facilitators and successes. RESULTS: Quantitative results indicated that academic faculty scored significantly higher on knowledge and skills of EBP, than clinical faculty, but revealed no other significant differences on EBP use or attitudes, or between US and UK professionals. Participants with postgraduate training scored significantly higher on EBP knowledge/skills, but not EBP attitudes or use. Qualitative findings identified key themes relating to EBP barriers and facilitators, including: Evidence-, organisational-, and teaching-related issues. Perceptions of successes in EBP were also described. CONCLUSIONS: Nurse educators working in the UK and US face similar EBP barriers to teaching and implementation, but view it positively and use it frequently. Clinical staff may require extra support to maintain their EBP knowledge and skills in comparison to staff working in academic contexts.

A study of Iranian nurses' and midwives' knowledge, attitudes, and implementation of evidence-based practice: the time for change has arrived.

BACKGROUND: Evidence-based practice (EBP) leads to enhanced quality of care, and the individual and professional development of nurses and midwives. Therefore, it is important for nurses and midwives as well as all other healthcare providers and stakeholders to inform clinical decision-making and implement EBP. AIM: This study aimed to determine the EBP knowledge, attitudes, and practice of clinical nurses and midwives in Mashhad public hospitals in Iran. METHODS: The descriptive cross-sectional study was conducted with a stratified cluster, random sample of 240 employed nurses and midwives (response rate of 96%) in Mashhad, who held a Bachelor of Science degree and had at least 1 year of clinical experience. Two valid and reliable questionnaires were used to collect demographic and EBP data. Data were analyzed using SPSS version 11.5 software and descriptive and inferential statistics calculated. RESULTS: Participants' mean age was 31.0 (SD = 5.5) years and 80% (n = 194) were female. Most participants reported low knowledge or skills and practice of EBP, but moderate attitudes toward EBP. Significant differences between the mean scores on knowledge or skills, attitudes, and practice were identified by field of study. Nurses reported higher knowledge or skills and practice of EBP than midwives (p < .001). Nurses and midwives with master-s degrees displayed greater knowledge or skills and practice of EBP, and more positive attitudes than nurses with bachelor-s degrees (p < .001). LINKING EVIDENCE TO ACTION: Although clinical nurses and midwives apply EBP in clinical settings, it is necessary to develop their knowledge or skills and practice. The results of this study can be applied by educational planners, educational managers, and authorities to enhance the quality and consistency of EBP implementation. The results provide a base for future studies in this field.

Victimization among female and male sexual minority status groups: evidence from the British Crime Survey 2007-2010.

International surveys of victims show crime rates in England and Wales, including hate crimes, are among the highest in Europe. Nevertheless, sexual minority status is a less considered risk factor in general victimization research. This study used sexual minority status and sex to predict victimization across British Crime Surveys from 2007-2010. Logistic regression analyses showed sexual minority status groups were more likely than heterosexuals to be victimized from any and some specific crimes. However, bisexuals rather than lesbians or gay men were more consistently victimized, notably by sexual attacks and within the household. Implications for understanding victimization among these groups are discussed.

Evidence-based practice in physiotherapy: a systematic review of barriers, enablers and interventions.

BACKGROUND: Despite clear benefits of the Evidence-Based Practice (EBP) approach to ensuring quality and consistency of care, its uptake within physiotherapy has been inconsistent. OBJECTIVES: Synthesise the findings of research into EBP barriers, facilitators and interventions in physiotherapy and identify methods of enhancing adoption and implementation. DATA SOURCES: Literature concerning physiotherapists' practice between 2000 and 2012 was systematically searched using: Academic Search Complete, Cumulative Index of Nursing and Allied Health Literature Plus, American Psychological Association databases, Medline, Journal Storage, and Science Direct. Reference lists were searched to identify additional studies. STUDY SELECTION: Thirty-two studies, focusing either on physiotherapists' EBP knowledge, attitudes or implementation, or EBP interventions in physiotherapy were included. DATA EXTRACTION AND SYNTHESIS: One author undertook all data extraction and a second author reviewed to ensure consistency and rigour. Synthesis was organised around the themes of EBP barriers/enablers, attitudes, knowledge/skills, use and interventions. RESULTS: Many physiotherapists hold positive attitudes towards EBP. However, this does not necessarily translate into consistent, high-quality EBP. Many barriers to EBP implementation are apparent, including: lack of time and skills, and misperceptions of EBP. LIMITATIONS: Only studies published in the English language, in peer-reviewed journals were included, thereby introducing possible publication bias. Furthermore, narrative synthesis may be subject to greater confirmation bias. CONCLUSION AND IMPLICATIONS: There is no "one-size fits all" approach to enhancing EBP implementation; assessing organisational culture prior to designing interventions is crucial. Although some interventions appear promising, further research is required to explore the most effective methods of supporting physiotherapists' adoption of EBP.

The reach, transferability, and impact of the Evidence-Based Practice Questionnaire: a methodological and narrative literature review.

BACKGROUND: Since the 1990s, evidence-based practice (EBP) has been increasingly emphasized in nursing, but its implementation is still sometimes met with confusion and resistance. Therefore, identifying factors affecting its implementation is crucial. The Evidence-Based Practice Questionnaire (EBPQ) was published in 2006, addressing a need for a robust measure of nurses' practice of, attitudes toward, and knowledge of EBP. The growing body of professionals using the questionnaire means that a review of its reach, transferability, and impact is timely. AIMS: The aims of this review were threefold: (a) identify the situations in which the EBPQ has been used in both published and unpublished research internationally (Reach); (b) collate the psychometric properties of the EBPQ from the research reviewed (Transferability); and (c) discuss the study's findings to shed new light on issues facing professionals in implementing EBP, and possible future directions for research (Impact). METHODS: Literature searches on studies reported between 2006 and July 2012 inclusive were conducted using the terms "Evidence-Based Practice Questionnaire" and "EBPQ." Green, Johnson and Adams's guidelines for completing narrative literature reviews and Terwee et al.'s framework for reporting questionnaires' psychometric properties were adopted to ensure rigor. FINDINGS: Twenty-seven studies were reviewed in which the EBPQ had been translated into five different languages and used with a variety of professional groups. The questionnaire demonstrated convergent and discriminant validity and good internal reliability. Research adopting the questionnaire identified a range of variables related to EBP implementation, including qualification route and job role. LINKING EVIDENCE TO ACTION: Assessment of organizational culture and workforce training needs prior to developing educational interventions is crucial. The EBPQ has the potential to provide further understanding of these and other issues faced by professionals when implementing EBP.