Effectiveness of Educational Interventions to Increase Knowledge of Evidence-Based Practice Among Nurses and Physiotherapists in Primary Health Care: Protocol for a Systematic Review.

The implementation of evidence-based practice (EBP) in daily health care practice is strongly encouraged; it is widely recognized as a means to improve the quality and safety of health care for patients and reduce avoidable costs. Primary care nurses and physiotherapists face numerous challenges in trying to ensure that they deliver effective daily care. Broadly promoted educational interventions aim to increase the integration and implementation of EBP in their daily practice. This systematic review will retrieve and evaluate publications examining the effectiveness of educational interventions to increase the integration and implementation of EBP among nurses, nurse practitioners, and physiotherapists active in primary care. We will conduct a systematic review of published articles in relevant professional, scientific journals (from their start dates) and in the following electronic databases, from inception until October 31, 2020: Medline Ovid SP (from 1946), PubMed (NOT Medline[sb]; from 1996), Embase.com (from 1947), CINAHL Ebesco (from 1937), the Cochrane Central Register of Controlled Trials Wiley (from 1992), PsycINFO Ovid SP (from 1806), Web of Science Core collection (from 1900), PEDro (from 1999), the JBI Database of Systematic Reviews and Implementation Reports (from 1998), and the Trip Database (from 1997). We will use the predefined search terms of "evidence-based practice," "nurses," or "physiotherapists" and combinations with other terms, such as "educational interventions." We will also conduct a hand search of the bibliographies of all the relevant articles and a search for unpublished studies using Google Scholar, the ProQuest Dissertations and Theses dissemination, Mednar, WorldCat, OpenGrey, and Grey Literature Report. We will consider publications in English, French, German, and Portuguese. The electronic database searches were completed in October 2020. Retrieved articles are currently being screened, and the entire study is expected to be completed by March 2021. This systematic review will provide specific knowledge about the effectiveness of educational interventions to increase the implementation and integration of EBP in the daily practice of nurses and physiotherapists providing primary care services. Its findings will inform us about the types and frequencies of the most successful educational interventions. PROSPERO International Prospective Register of Systematic Reviews CRD42017077309; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=77309. DERR1-10.2196/17621

Mainstreaming gender equality in Europe. A critical frame analysis approach

This article analyzes implementation problems in gender mainstreaming as accentuated by a multi-level setting and assumes that one of the major factors affecting implementation problems is a discursive one. Against this backdrop a methodological approach is presented to study such divergences in policy frames on gender equality. Based upon recent literature, the article first outlines the necessity for a comparative methodology to analyze (gender equality) policy frames, and identifies some major problems in the construction of such methodology. The article then presents and explains Critical Frame Analysis as a promising methodological approach for studying and comparing the framing of gender inequality as a policy problem across Europe in a systematic way. Critical Frame Analysis builds upon social movement theory, gender theory and policy theory. This article can be considered to be an introduction to the special issue, as all articles refer to Critical Frame Analysis methodology as it has been used in the MAGEEQ research project