5. Analysing

Encourage students to critically reflect and share their learnings

High quality EBP involves pausing to evaluate the quality of our information-seeking and decision-making processes and the resultant outcomes. Whose perspective is most important to consider; and from that perspective, was the EBP process successful? Whether or not the overall outcome can be considered optimal, EBP should generate practice knowledge. It is important that this practice-derived knowledge is explicitly reflected upon, shared with other practitioners as relevant, and used to inform future practice.

Prompts for facilitating 'Analysing'

• What strengths and weaknesses are you showing in this EBP process?
• What will you consider a positive outcome, and why?
• How will you know the outcome?
• Who and how might it help, to share your EBP learnings?
• Are there any new questions arising from this EBP process?
  

Prompts for assessing 'Analysing'

• What have you learned as a result of this EBP process?
• How will this new knowledge inform your future clinical practice?
• How have you shared your new practice knowledge for wider benefit?
  

General tips & strategies for 'Analysing'

• Remain cognisant of the intended beneficiaries and stakeholders in the EBP process, why the perspective of each person/group matters, and what each person/group would consider to be a positive outcome.
• Critical, reflective practice is part of high quality EBP. Throughout the EBP process, continually reflect on your own learning and changes to your clinical practice.
• Use established forums and incidental opportunities to inform other practitioners of your EBP learnings and to support others in critically reflecting on their own EBP.
• ‘Student huddles’ can be facilitated by clinical educators to promote a culture of reflection and sharing related to EBP.