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Related Concept Videos

Documentation in Long-Term and Home Healthcare Setting01:29

Documentation in Long-Term and Home Healthcare Setting

Documentation in long-term care facilities and home healthcare settings is crucial for ensuring continuous, coordinated, and comprehensive care for patients. Each setting has its specific documentation processes and tools:
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Data Validation01:03

Data Validation

Data validation is an essential part of a comprehensive assessment. Validation is confirming or verifying and opening the door to gathering more assessment data as it clarifies vague or unclear data. The process of checking and verifying the collected information is called data validation. The primary purpose of data validation is to ensure data is as free from error, bias, and misinterpretation as possible.
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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning
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Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

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Sicily statement on classification and development of evidence-based practice learning assessment tools.

Julie K Tilson1, Sandra L Kaplan, Janet L Harris

  • 1Division of Biokinesiology and Physical Therapy, University of Southern California, Los Angeles, CA, USA. tilson@usc.edu

BMC Medical Education
|October 6, 2011
PubMed
Summary

Developing effective assessment tools for evidence-based practice (EBP) learning is crucial for health professions education. This consensus statement offers guidance on classifying and developing EBP assessment tools, introducing the CREATE framework.

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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Published on: June 21, 2010

Area of Science:

  • Health Professions Education
  • Evidence-Based Practice (EBP)

Background:

  • EBP is a core component of health professions curricula.
  • A lack of valid assessment tools and classification guidelines hinders evaluation of EBP learning.
  • Existing assessment tools often lack established psychometric properties.

Purpose of the Study:

  • To provide guidance for the purposeful classification and development of tools to assess EBP learning.
  • To recommend a common taxonomy for EBP assessment tools.
  • To introduce a framework for classifying the purposes of EBP assessment tools.

Main Methods:

  • Development of a consensus statement by international delegates.
  • Identification of key principles for designing EBP learning assessment tools.
  • Creation of the Classification Rubric for EBP Assessment Tools in Education (CREATE) framework.

Main Results:

  • The paper presents key principles for designing EBP assessment tools.
  • A common taxonomy for classifying EBP assessment tools is recommended.
  • The CREATE framework is introduced for classifying EBP assessment tools.

Conclusions:

  • The CREATE framework facilitates purposeful development and use of EBP learning assessment tools.
  • Recommendations are provided for developers of EBP learning assessments.
  • Priorities for needed assessment types are suggested.