Please use this identifier to cite or link to this item: http://hdl.handle.net/1822/48321

TitleBuilding evidence-based practice: an overview of systematic reviews related with advanced care in wounds
Author(s)Pereira, Rui Pedro Gomes
Cainé, João
Rito, Maria
KeywordsSystematic literature review
Advanced wound care
Evidence-based practice
Issue date2017
Abstract(s)Aim: To identify the major categories of study interest in post-graduate students in the area of advanced wound care, specifically in the curricular unit “Evidence and Research in Wounds”. Method: We developed a quantitative overview of a total of 19 systematic literature reviews (SLR) generated during this course inserted in an Advanced Wound Care Post-Graduation credited by EWMA in a total of 5 editions (2010 to 2016). For this analysis, we compared from each SLR the title, the abstract and the keywords (Mesh descriptors). Overall 69 registered nurses (RN) students were involved. These RN worked mainly outside hospitals settings (homecare, primary health care and community services). For the structuration of the RSL students were instructed to apply the Joanna Briggs RSL Model. To build the research question was used PICODS model and for critical evidence appraisal were applied the instruments proposed by the EQUATOR consortium according with the different design of the selected studies. Each RSL was developed by groups of 3 or 4 students, during a period of 4 months and subjected to scientific divulgation or publication. Results / Discussion: Main categories of interest and focus identified were (number of RSL): Devices & Intervention (10); Leg Ulcer (7); Dressings (6); Infection (5); Pressure Ulcer (3); Prevention (3); Quality of life (3); Wound Assessment (3); Chronic wounds (3); Health Economics & Outcome (2); Negative Pressure Wound Therapy (2); Antimicrobials (2); Acute Wounds (1); Burns (1); Education (1); Nutrition (1). Conclusion: Systematic literature reviews developed in academic courses give us a clear focus of student’s interests. Therefore it is possible to address post-graduated teaching to fill this self-detected knowledge gaps, building evidence-based practice.
TypePoster
URIhttp://hdl.handle.net/1822/48321
Peer-Reviewedyes
AccessOpen access
Appears in Collections:ESE-CIE - Comunicações / Communications

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