During their clinical placements, all students in accredited health professions must be assessed on their EBP capabilities by the clinicians who supervise them. Depending on the profession, competence-assessment tools used by clinicians supervising students vary. In different tools, different EBP-related terminology and rating scales etc. are used. However, regardless of the particular profession, students’ EBP proficiency should be assessed.
Given that EBP is already being assessed by clinical supervisors, what does this framework add?
This framework describes, in practical terms, the steps involved in EBP. It aims to promote a shared understanding between health students, academics, and placement supervisors, across health professions, about how EBP is achieved in clinical practice.
Importantly, this framework also highlights the importance of facilitating before assessing students’ EBP proficiency. This framework assists clinicians in their student-supervision role by suggesting practical ways to provide students with
Given that EBP is already being assessed by clinical supervisors, what does this framework add?
This framework describes, in practical terms, the steps involved in EBP. It aims to promote a shared understanding between health students, academics, and placement supervisors, across health professions, about how EBP is achieved in clinical practice.
Importantly, this framework also highlights the importance of facilitating before assessing students’ EBP proficiency. This framework assists clinicians in their student-supervision role by suggesting practical ways to provide students with
- prompts and guidance to learn how to engage in EBP, and
- opportunities to demonstrate their EBP abilities for assessment purposes.