We planned that in the event that cluster‐randomized trials (i.e., studies where participants are allocated as a group rather than as individuals) are identified as eligible, we would have used standard conversion criteria as recommended in the Cochrane Handbook (Higgins & Green, 2011). We planned to employ a similar approach, but in reverse, in the event that an included study has one intervention group but two control groups. We planned to conduct moderator analysis if a reasonable number of eligible research articles were identified and if the required data is presented in the report.

Why is Research-Informed Practice important in education?

First, that no one discipline or researcher could possibly have the skills or knowledge to answer all of these questions. These topics reflect our own networks and knowledge of the field, so cannot be regarded as definitive. We observe that much of the very limited funding to investigate evidence production and use has gone to either developing metrics (responsible or otherwise, Row 2 column 4) or tools to increase uptake (Row 2, column 4), to the relative neglect of everything else.

• For example, mothers who requested services for mental health needswere assisted in securing referrals for treatment.
• Spenceley et al. (2008) reviewed the literature on the sources of information used by nurses from 1990 to 2006 and ranked the information types, reporting that nurses preferred information from colleagues and other clinicians to formal sources.
• The purpose of evidence‐based practice to healthcare practice is to provide appropriate healthcare in a timely and effective manner to the patient (WHO, 2017).
• Potential challenges to translating research into practice and lessons learnedthrough work conducted at Mt. Hope Family Center

The quality of the included studies

Additionally, comparisons of results between studies atMHFC suggest that whereas multiple intervention approaches lead tosignificant improvements for families with infants, the developmental National Academies report on mental health needsof older children may require different types of interventions to impactspecific areas of need. In the absence ofa base of normative data in developmental psychology, it is particularlychallenging to develop culturally informed interventions. A particularly challenging issue in the provision of evidence-basedinterventions in community contexts pertains to the dearth of empiricalsupport with respect to clients from diverse cultures. Even when treatments have been supported by empirical evidence anddisseminated to broader clinical contexts, the developmental appropriatenessof the modality must be considered if the intervention is to be optimallyeffective. Althoughempirically supported treatments are one component of evidence-based practice,it is important to underscore that evidence-based practice also requires theutilization of clinical skills and expertise in order to apply efficacioustreatments appropriately (Huppert, Fabbro, &Barlow, 2006). Evidence-based practice refers to the integration of clinical expertiseand patient values with the best available empirical research (Institute of Medicine, 2001).

This comprehensive approach has led to better health outcomes for my service users. You find systematic reviews suggesting strength training and home modifications reduce fall risk. Residents in a care home are experiencing a high rate of falls.

3.1. Selection of studies

Systems, such as the Cochrane Collaboration and the Campbell Collaboration, have been set up to help professionals, policy makers and users base their decisions on up-to-date and reliable evidence by making the results of systematic reviews accessible. Where there was significant statistical heterogeneity, we planned to conduct subgroup analysis to consider the effects of variables, such as participant’s age, geographical area, mode of delivery and content of the educational intervention, and type of study design. Data would have been extracted from included papers using standardized data extraction form for intervention reviews for RCTs and non‐RCTs developed by the Cochrane Collaboration. The strategies included workshops, knowledge brokering, policy briefs, fellowship programs, consortia, literature reviews/rapid reviews, multi‐stakeholder policy dialogue, and multifaceted strategies.