Evaluating an Academic-Service Partnership on Evidence-Based Practice in Public Health

University of Wisconsin- Eau Claire Maddie Hynek, BSG, Kaitlyn Conway; BSENPH; Pang Xiong-Yang, BSENPH, Ashley Longsdorf; BSN, Stephanie Bult, BSN, Heidi Chellman, BSN, Brooke Feddick, BSB,

Maryanne Cowell, BSENPH Cheryl Lapp, Nursing Professor; Crispin Pierce, Environmental Public Health Professor

Background

Evaluation/Results

Topics Researched

EBP integrates:The best available research findingsPractitioner expertise, experience, and

available agency resourcesThe characteristics, needs, values, and

preferences of the individuals who will be affected by the policy or programming (Fig. 2) (2).

To achieve meaningful health and economic benefits, professionals need to know current research findings and how to apply research evidence to the community (3).

Objective

References

Utilize interdisciplinary student efforts to provide high quality, evidence-based research to promote public health changes and influence policies

Improve evidence-based practice in public health settings

Through collaboration with public health professionals, undergraduate students learn the need for integrating research evidence into practice

Long-term goals:Develop EBP based model that can be

replicated by other universities and public health agencies

Advance towards a self-sustainable program

Ongoing evaluation of public health outcomes and student learningPublic health agency staff survey was sent out to

partner agencies in spring of 2014 and 2015Survey included questions pertaining to

satisfaction of the collaborative process and the applicability of the research(staff for 2014 were very satisfied with the collaboration, and 2015 results are being compiled)

Results will be used to provide information for refining the research model

Student evaluation survey will be completed at the end of the academic year

Future evaluation will focus on staff use of evidence in practice

Records of written and verbal feedback from staff have been summarized(examples below)(public health agency staff, personal communication, 2015).

(1) Bennett, C. (2009). Evidence-Based Practice. Advance Healthcare Network for Nurses. Retrieved from http://nursing.advanceweb.com/Article/Evidence-Based-Practice-6.aspx

(2) Jacobs, J.A., Jones, E., Gabella, B. A., Spring, B., Brownson, R. C. (2012). Tools for Implementing an Evidence-Based Approach in Public Health Practice. Centers for Disease Control and Prevention-Preventing Chronic Disease, 9. http://dx.doi.org/10.5888/pcd9.110324

(3) Mays, G., Hogg, R., Castellanos-Cruz, D., Hoover, A., Fowler, L. (2013). Public health research implementation and translation: Evidence from practice-based research networks. American Journal of Preventative Medicine, 45(6), 752-762.

A special thank you to the Northwest WI Area Health Education Center for funding this project; Cheryl Lapp, Nursing Professor; Crispin Pierce, and LTS Printing Services of the University of Wisconsin – Eau Claire

Evidence-Based Practice (EBP):

“An integration of science-based interventions with community preferences for improving population health”(2).

Condensed topic listFoodborne illnessDry Cleaning operationsRabiesWell abandonmentCommunity Health workersMosquitoesDeterminates of health in rural communitiesImmunization ratesIncidence of vaccine preventable diseasesPrivate well contaminationLead levels in ChildrenLead poisoning in AdultsLong term effects of elevated lead levelsReasons for falls in childrenMedicaid and long term careHousing as a determinant of healthHealthy CommunitiesTicksNutrition and Mental HealthDementia

Best Available Research

Patient/ Client Situation

Personal Expertise and Experience

EBP

Lack of access to research findings

Lack of time and resources

Lack of administrative support

Default is to do it the way it has always been done

Barriers to EBP Reported by Public Health Staff

Acknowledgments

Fig. 1. Barriers to EBP reported by public health staff (1).

Fig. 2. EBP is a tool for incorporating multiple domains to improve policy and programming (2).

Current research team-Maddie, Pang, Kaitlyn, Stephanie, Ashley, Heidi, and Brooke

Process

Communication Process

The framework of this project was developed after evaluation of previous programs

This project includes: Public health agencies such as Douglas County,

Eau Claire County, and Indianhead Community Action Agency

Undergraduate student research teamFaculty advisor: Cheryl Lapp, & Crispin PierceClinical facilitators

Public health agency submits evidence-based practice research requests to student research team

Students individually conduct literature reviews of requests

Spending approximately 4-6 hours on each request

A final summary of the EBP literature is sent to the agency within a set deadline

Weekly team meetingsDiscuss requests and progress of collaborative

research

Agency Staff

Agency Contact

County Liaisons

Research Team

Leader

Research Team

Members

Agency Contact

Process cont.University on-site meetings

Students and faculty meet with public health staff Students facilitate networking with UWEC staff

Presentation of research projectWI State Area Health Education Center Board

Meeting Celebration of Excellence in Research and

Creativity (CERCA)Provosts Honors Symposium for Research,

Scholarship and Creative ActivityKaleidoscope of Nursing Research Day

Public health agency on-site meetingsTeam schedules a series of visits to the

agencies in order to establish a relationshipAllows team to form professional networks,

gain a better understanding of agency processes, and encourages agency participation in collaborative research

“Extremely appreciative of all the work your team conducted for helping us with research/evidence-based practice”

“Thank you for supporting the opportunity for a collaboration/partnership such as this!  It’s refreshing to see so many students interested in community health.”

“Each of the agency staff learned something new at our visit to UWEC and was exposed to a new opportunity, or connected with someone on campus which reinvigorated the essence of the work they do on a daily basis in rural, northwestern Wisconsin.”

“It was great to meet you on my visit to your campus.  It was very informative.”