EBP Learning & Assessment Framework for Clinical Placements
  • Introduction
  • What is Evidence-Based Practice?
  • Why this framework?
  • The Framework
    • The steps in context
    • 1. Asking
    • 2. Acquiring
    • 3. Appraising
    • 4. Applying
    • 5. Analysing
  • Printable Resources
    • Poster of EBP Steps
    • Summary of Prompts
    • Framework Overview model
  • Bibliography
  • Keep updated

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.
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  • Introduction
  • What is Evidence-Based Practice?
  • Why this framework?
  • The Framework
    • The steps in context
    • 1. Asking
    • 2. Acquiring
    • 3. Appraising
    • 4. Applying
    • 5. Analysing
  • Printable Resources
    • Poster of EBP Steps
    • Summary of Prompts
    • Framework Overview model
  • Bibliography
  • Keep updated