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Evidence-based practice: the need for a collaborative approach.

British Journal of Nursing, 2015, Vol 24, No 21 1105 © 2 01 5 M A H ea lth ca re L td It is hard to believe that the concept of evidence-based practice (EBP) is only just over 20 years old, yet it has become a major policy driver, in modern healthcare systems. While the concept appears to be highly valued, there remain challenges to its widespread adoption (Rosser et al, 2016). So, what are the barriers to its implementation and how can we as a profession help to overcome them and embed EBP in everyday practice? Firstly, what do we mean by EBP? Sackett et al (2000) (Sackett is considered the founder of modern evidence-based medicine from which EBP has arisen) referred to it as the integration of the best research evidence with clinical expertise and patient values to facilitate clinical decisionmaking. More recently, Galvin and Todres (2012) referred to it as a tripartite relationship of knowledge for the head (technical knowledge that is evidence-based), knowledge for the hand (professional and personal knowledge) and knowledge for the heart (first-person accounts of patient experience). So, EBP is not just about research, but requires the embracing of all three forms of evidence to promote the delivery of consistent, high-quality care (Rolfe et al, 2008). From September 2013, recruitment to initial nurse education throughout the UK moved to become all-graduate. It is assumed therefore that from July 2016 (and for most of the country for a great many years) all registrants entering the workforce will be expected to have a sound understanding of research, be immersed in the philosophy of EBP, be critical thinkers and effective decision-makers based on best evidence. Yet challenges remain. I believe that there are barriers on both ‘sides’, from education and from practiceto fully embrace the implementation of EBP. From the education perspective, we need to ensure that educationalists themselves are excited by the notion of EBP and go further to excite and energise students to embed the culture into their everyday practice. Educationalists should be experienced in understanding the strengths and limitations of the different research methodologies and range of other types of ‘evidence’; and be confident in the presentation of exciting new Elizabeth Rosser