Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6, 7195-7214 2024 Publisher: Learning Gate DOI: 10.55214/25768484.v8i6.3551 © 2024 by the authors; licensee Learning Gate © 2024 by the authors; licensee Learning Gate * Correspondence: suliman.salih@fchs.ac.ae Assessment and evaluation of attitudes, knowledge, and barriers to evidence-based practice among Fatima college of health sciences educators, UAE Suliman Salih1*, Ajnas Alkatheeri1, Wuni Abdul Razak1, Mohd Nazmi Nordin1, Shaik Balkhis Banu2, Emne Hammoud2, Monika Sachdeva3, Noon Kamil3, Aisha Namshan Aldawsari4, Tanveer Yadgir5, Collen Mbambo1 1Department of Radiography and Medical Imaging, Fatima College for Health Sciences, UAE; suliman.salih@fchs.ac.ae (S.S.). 2Department of Physiotherapy, Fatima College for Health Sciences, UAE. 3Department of Pharmacy, Fatima College for Health Sciences, UAE. 4Department of Nursing, Fatima College for Health Sciences, UAE. 5Department of Emergency Health, Fatima College for Health Sciences, UAE. Abstract: Evidence-based practices are widely acknowledged as important in improving healthcare quality and achieving excellence in patient care. It is necessary to teach students how to implement evidence-based practice in clinical. Health sciences educators' awareness of evidence-based practice plays an essential role in implementing this concept in practice which will be reflected in the student's performance and enhance patient care in the future. This study aimed to assess attitudes, beliefs, knowledge, and behaviour regarding evidence-based practice among allied healthcare educators of Fatima College of Health Science (FCHS). This is a cross-sectional survey study. The survey was distributed among 165 healthcare professional educators in nursing, radiography and medical imaging, physiotherapy, paramedics, psychology, pharmacy, and general requirements departments at the four campuses of the Fatima College of Health Sciences: Al-Dhafra, Abu-Dhabi, Al-Ain, and Ajman. The response rate was 33.3% (n=55). The result showed that the most preferred source of information for educators was electronic research engines 55% (n=30). The data obtained indicated that approximately 95% (n=52) of educators believe that Evidence-Based Practice (EBP) improves patient care, enhances outcomes, and supports sound clinical decision-making. Additionally, 91% of educators agree that the concept of EBP should be incorporated into all college programs. However, the primary barrier to implementing EBP is identified as a lack of time. The study revealed a positive attitude toward EBP among FCHS educators but highlighted the need for more knowledge-sharing opportunities. Time constraints were the main challenge. Keywords: Attitudes, Barriers, Evidence-based clinical practices, Health sciences educators, Implementation, Knowledge. 1. Introduction Consistently researchers in health services have found a disparity between best practice and the actual practice in the clinical area [1,2]. Evidence-based clinical guidelines have been developed for many years, but studies have consistently found that these guidelines are not being implemented. It was found that for instance the care received by between 10 and 40% was not based on current scientific evidence or evidence-based practice and 20% or less of the care that was received was indeed not needed and in some instances could potentially be harmful to the patients [1,3-5]. Evidence-based practice (EBP) is the deliberate and intentional use of the most up-to-date scientific evidence, combined with tried and tested clinical expertise and the right patient values to guide healthcare decisions [6-9]. The principles of Evidence-Based Practice (EBP) require the use of the best, most up-to-date, reliable, and relevant information to inform healthcare decisions. Healthcare providers ought to make these decisions based on their comprehension as well as the explicit and implicit knowledge of caregivers. One of the 7196 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 7195-7214, 2024 DOI: 10.55214/25768484.v8i6.3551 © 2024 by the authors; licensee Learning Gate crucial competencies and skills for professional decision-making is the teaching of the five steps of evidence-based practice (EBP): ask, acquire, appraise, apply, and analyse/adjust. Allied healthcare professions are now embracing the concept of incorporating evidence into clinical practice, even though the evidence-based medicine approach originated primarily in the medical field. Examples of how EBP can assist healthcare providers in raising the standard of treatment are becoming more and more numerous. It is therefore necessary for all health practitioners to implement EBP [10-13]. Several models of EBP are available in various clinical settings [14-22]. The common elements of most models of EBP are; selecting a topic, critiquing and synthesising the evidence, implementation, evaluating the effect on patient outcomes and service provider performance, and considering the context in which it was implemented [9,15, 22]. The lessons learnt in implementing research into clinical practice are valuable and should be reported on to turn them into evidence-based guidelines for others to use [23- 26]. As a critical step in improving health care by applying these high standards of care quality in diagnosing and treatment, education in the health professions cannot be limited to mastering theoretical and clinical skills contents alone. Instead, it must also prepare health professionals to find evidence to support critical thinking and reasoning in their practice. Through education and role modelling, faculty members shape the future practice of future healthcare providers. Therefore, faculty members must adopt an evidence-based approach to the health profession students while preparing them [27-31]. However, in the United Arab Emirates, most research concerning evidence-based practice has focused on nurses, physicians, and physiotherapists as a study population. Few studies have analysed nurses, pharmacy, and physiotherapy students' use of evidence-based practice and their potential barriers and facilitators related to the implementation process. The results of these studies showed a lack of adequate understanding concerning EBP components and terms [32-34]. The common barriers to the implementation of EBP are a lack of research knowledge and skills, time, support, and resources which indicate opportunities for the decision-makers to improve the adoption of EBP among these professionals [35-38]. To the best of the author’s knowledge, this is the first study to assess and evaluate attitudes, knowledge, and barriers to evidence-based practice among health sciences educators. The information provided here is vital to improving and expanding the use of EBP among FCHS educators. Thus, this study aimed to explore allied healthcare educators’ attitudes, beliefs, knowledge, and barriers concerning evidence-based practice within the Fatima College of Health Sciences. 2. Method 2.1. Study Design and Setting A cross-sectional survey design was used to assess knowledge, attitude, barriers, and implementation of EBP among healthcare educators of Fatima College of Health Sciences. This study was conducted from June 2023 to November 2023. The survey was sent to healthcare professional educators in nursing, radiography and medical imaging, physiotherapy, paramedics, psychology, pharmacy, and general requirements departments at Fatima College of Health Sciences campuses in Abu-Dhabi, Al-Ain, Al-Dhafra, and Ajman. Ethical approval was obtained from the Fatima College of Health Sciences Research Ethics Committee (Ref No: FCEC-1-22-23-RMI-1-SF). Also, before participating in the study, the participants consented to participate in the study. 2.2. Sample Fatima College of Health Sciences is the largest healthcare college in the United Arab Emirates and is highly specialised in healthcare. It consists of 7 specialities (emergency medicine, radiography and medical imaging, psychology, physiotherapy, pharmacy, nursing, and general requirements departments). It has 165 educators of different rankings on all campuses. We used probability sampling methods so that every member of the population has a chance of being selected. In total, 165 questionnaires were sent out to all FCHS educators by the Research committee's official email. The sample size was determined using the Cochrane formula, which included a 10% margin of error and a 90% confidence range, and a study population size of 165 educators; We came to the conclusion that the 7197 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 7195-7214, 2024 DOI: 10.55214/25768484.v8i6.3551 © 2024 by the authors; licensee Learning Gate minimum number of respondents needed was 49 educators, however, we received 55 responds from FCHS educators. 2.3. Data Collection Data were collected by using an adopted questionnaire used by Risahmawati et al,[39] in a study carried out in Saudi Arabia. The questionnaire was modified to fit with the aim of the study which explored allied healthcare educators’ attitudes, beliefs, knowledge, self-confidence, and behaviour concerning evidence-based practice within the Fatima College of Health Sciences. Data was collected over six months from June To November 2023. The questionnaire comprised 7 sections and 57 statements: 8 demographic information items. 9 items on educators' use and understanding of making clinical decisions. 9 items on attitudes towards the use of evidence, perceived benefits, and limitations of evidence-based practice; 5 items on familiarity and use of electronic evidence-based practice (EBR) sources, 11 items on knowledge of methodological terminology used in EBP paper. 5 items on self-rated confidence in evidence-based practice (EBR) skills, 10 items on barriers to implementing evidence-based practice (EBR). The demographic questions included age, sex, level of education, campus, department, Job title, speciality background and experience. The majority of items were scored on a five-point Likert scale (ranging from strongly disagree to strongly agree) while other items scored (Very good to very poor) or scaled from (Not helpful to understand to Understand could explain to other). 3. Data Analysis Both Excel version 22.0 and IBM SPSS version 28.0.0.0 (190) were used to analyse the data. The Kruskal-Wallis one-way analysis of variance was used to examine the differences between the professions. P≤ 0.05 was used as the level of significance differences. Data from each group were analysed together when differences in some categories between them were statistically significant. 4. Results The response rate was 33.3%: GRD, n=10 (18.18%:), Radiology and Medical Imaging n=7, (12.72%); Nurses n=17, (30.90%); Pharmacy n=5, (9.09%), Emergency Health n=11, (20%), Physiotherapy n=4, (7.27%) and Psychology n=1, (1.81) (Figure 1). Characteristics of the total 55 respondents are presented in Table 1. 7198 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 7195-7214, 2024 DOI: 10.55214/25768484.v8i6.3551 © 2024 by the authors; licensee Learning Gate Figure 1. The number of participators from each department. 4.1. FCHS Educators' Preference for Information Sources to Make Clinical Decisions (Items 9-17) The Kruskal-Wallis test for independence was used to evaluate the differences across the educators from different departments for preference for information sources to make clinical decisions. Significant variations were found by the test (P <0.05) in preference for information sources to make clinical decisions (Table 2). However, the most preferred sources of information among FCHS educators were to find the answer using online search engines (Google, Medline, Yahoo, AltaVista, etc.), reading research articles, and reading medical books, 45% (n=25) always use them to make their clinical decisions, and 33% (n=18) use these sources frequently. The least utilised research methods among the participants included attending continuous medical education conferences, presenting cases at problem-solving conferences to look for opinions from other experienced doctors or teachers, and reading up-to-date therapy information in specific specialities. However, one-third of the participants (n=21) did not use this approach. 7199 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 7195-7214, 2024 DOI: 10.55214/25768484.v8i6.3551 © 2024 by the authors; licensee Learning Gate Table 1. Demographic and General Characteristics of the 55 respondents. Characteristic All professionals (n=55), percentage GRD (n =10), percentage RMI (n =7), percentage Nurse (n =17), percentage Pharmacy (n =5), percentage Emergency Health (n =11), percentage Physiotherapy (n =4), percentage Psychology (n =1), percentage Gender Male 30 4 5 8 3 9 1 0 Female 25 6 2 9 2 2 3 1 Age (Year) 21-30 years 6 2 1 0 1 1 1 0 31-40 years 21 4 4 7 2 3 0 1 41-50 years 18 1 2 8 1 5 1 0 51-60 years 9 3 0 1 1 2 2 0 Other 1 0 0 1 0 0 0 0 Campus Abu-Dhabi 22 5 2 3 2 6 1 1 Al-Ain 21 1 5 8 3 3 3 - Ajman 10 3 - 5 - 2 - - AL Dhafra 2 1 - 1 - - - - Qualification Baccalaureate 6 1 2 0 0 2 1 0 Master 27 4 2 10 2 7 2 0 PhD 22 5 3 7 3 2 1 1 Other 0 0 0 0 0 0 0 0 Job title Teaching assistant 3 0 1 1 0 1 0 Lab specialist 6 2 0 1 1 1 0 1 Clinical instructor 13 0 2 5 1 5 0 0 Lecturer 13 3 2 2 2 2 2 0 Assist. professor 11 4 1 6 0 0 0 0 Associate professor 3 0 1 0 1 0 1 0 Full professor 1 1 0 0 0 0 0 0 Other 11 0 0 2 0 3 0 0 Speciality background 7200 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 7195-7214, 2024 DOI: 10.55214/25768484.v8i6.3551 © 2024 by the authors; licensee Learning Gate Allied health professional 21 2 6 0 5 6 2 0 Nurse 18 1 0 16 0 1 0 0 Physician 1 1 0 1 0 0 0 0 Educator 11 4 1 0 0 3 2 0 Researcher 1 1 0 0 0 0 0 1 Other 3 1 0 0 0 1 0 0 Experience 0-5 years 7 3 1 0 1 1 1 0 5-10 years 9 0 2 4 1 0 1 11-15 years 10 3 2 1 2 2 0 0 16-20 years 10 1 1 5 - 3 0 0 21-25 years 11 2 1 4 - 3 1 0 26-30 years 6 1 0 3 - 0 2 0 >30 years 2 0 0 0 1 1 0 0 Table 2. The educators of the FCHS responses to the EBP questions. Item Question Kruskal–Wallis test for independence Mean rank, median and interquartile range. (All health professionals together) Post hoc Mann–Whitney U test Rating Section 1: FCHS educators' preference for information sources to make clinical decisions 9 Consult senior educator directly X2 (df= 4, n=55) = 6.10, p= 0.19 Md= 2.00 x ̄= 2.36 IQR= 1.00 P=0.34 1- Always 2- Often 3- Sometimes 4- Seldom 5- Never 10 Consult colleagues directly X2 (df= 4, n=55) = 1.41, p= 0.841 Md= 2.00 x ̄= 1.96 IQR= 2.00 P= 0.69 1- Always 2- Often 3- Sometimes 4- Seldom 5- Never 11 Present the case at a problem- solving conference to obtain opinion from other doctor/teacher experienced in similar problem X2 (df= 4, n=55) = 5.72, p= 0.221 Md= 3.00 x ̄= 3.00 IQR= 2.00 P=0.40 1- Always 2- Often 3- Sometimes 4- Seldom 5- Never 7201 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 7195-7214, 2024 DOI: 10.55214/25768484.v8i6.3551 © 2024 by the authors; licensee Learning Gate 12 Consult clinical practice guidelines X2 (df= 4, n=55) = 1.34, p= 0.86 Md= 3.00 x ̄= 3.18 IQR= 2.00 P= 0.55 1- Always 2- Often 3- Sometimes 4- Seldom 5- Never 13 Attend continual medical education conferences and present your case X2 (df= 4, n=55) = 4.58, p= 0.3 Md= 3.00 x ̄= 2.93 IQR= 2.00 P= 0.18 1- Always 2- Often 3- Sometimes 4- Seldom 5- Never 14 Read research article X2 (df= 4, n=55) = 1.53, p= 0.82 Md= 2.00 x ̄= 1.80 IQR= 1.00 P=0.77 1- Always 2- Often 3- Sometimes 4- Seldom 5- Never 15 Read medical textbook X2 (df= 4, n=55) = 2.22, p= 0.70 Md= 2.00 x ̄= 1.89 IQR= 2.00 P=0.22 1- Always 2- Often 3- Sometimes 4- Seldom 5- Never 16 Read Today’s therapy in particular specialty X2 (df= 4, n=55) = 2.24, p= 0.70 Md= 3.00 x ̄= 2.65 IQR= 1.00 P=0.66 1- Always 2- Often 3- Sometimes 4- Seldom 5- Never 17 Find out the answer using electronic search engine (Medline, Google, yahoo, AltaVista, etc) X2 (df= 4, n=55) = 5.07, p= 0.28 Md= 2.00 x ̄= 1.89 IQR= 1.00 P=0.32 1- Always 2- Often 3- Sometimes 4- Seldom 5- Never Section 2: Opinion and attitudes towards evidence based practice (EBR) 18 EBR practice improves patient care. X2 (df= 4, n=55) = 7.4, p= 0.12 Md= 1.00 x ̄= 1.55 IQR= 1.00 P=0.82 1- Strongly Agree 2- Agree 3- Don’t Know 4- Disagree 5- Strongly 7202 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 7195-7214, 2024 DOI: 10.55214/25768484.v8i6.3551 © 2024 by the authors; licensee Learning Gate Disagree 19 EBR improves patient outcomes. X2 (df= 4, n=55) = 1.85, p= 0.76 Md= 2.00 x ̄= 1.55 IQR= 1.00 P=0.91 1- Strongly Agree 2- Agree 3- Don’t Know 4- Disagree 5- Strongly Disagree 20 EBR helps clinical decision making. X2 (df= 4, n=55) = 3.81, p= 0.43 Md= 1.00 x ̄= 1.55 IQR= 1.00 P=0.43 1- Strongly Agree 2- Agree 3- Don’t Know 4- Disagree 5- Strongly Disagree 21 EBR practice can reduce healthcare costs. X2 (df= 4, n=55) = 6.48, p= 0.17 Md= 2.00 x ̄= 2.00 IQR= 2.00 P=0.4 1- Strongly Agree 2- Agree 3- Don’t Know 4- Disagree 5- Strongly Disagree 22 EBR focused on patient’s value. X2 (df= 4, n=55) = 3.30, p= 0.52 Md= 2.00 x ̄= 1.85 IQR= 1.00 P=0.37 1- Strongly Agree 2- Agree 3- Don’t Know 4- Disagree 5- Strongly Disagree 23 EBR brings about quick knowledge update. X2 (df= 4, n=55) = 7.6, p= 0.11 Md= 2.00 x ̄= 1.98 IQR= 1.00 P=0.49 1- Strongly Agree 2- Agree 3- Don’t Know 4- Disagree 5- Strongly Disagree 24 EBR is equal to research activity. X2 (df= 4, n=55) = 2.89, p= 0.58 Md= 2.00 x ̄= 2.44 IQR= 1.00 P=1.33 1- Strongly Agree 2- Agree 3- Don’t Know 4- Disagree 5- Strongly 7203 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 7195-7214, 2024 DOI: 10.55214/25768484.v8i6.3551 © 2024 by the authors; licensee Learning Gate Disagree 25 EBR application is difficult in daily practice. X2 (df= 4, n=55) = 3.78, p= 0.44 Md= 3.00 x ̄= 3.02 IQR= 2.00 P=0.71 1- Strongly Agree 2- Agree 3- Don’t Know 4- Disagree 5- Strongly Disagree 26 EBR should be taught in All FCHS programs. X2 (df= 4, n=55) = 1.65, p= 0.79 Md= 2.00 x ̄= 1.75 IQR= 1.00 P=0.91 1- Strongly Agree 2- Agree 3- Don’t Know 4- Disagree 5- Strongly Disagree Section 3: Familiarity and use of electronic evidence based practice (EBR) sources 27 Evidence based Healthcare (from Publishing Group) X2 (df= 3, n=55) = 3.30, p= 0.35 Md= 2.00 x ̄= 2.25 IQR= 2.00 P=0.30 1-Unaware 2- Aware but not use 3-Read 4-Used to help in clinical decision making 28 Cochrane database of Systematic Review (part of Cochrane library) X2 (df= 3, n=55) = 7.030, p= 0.07 Md= 3.00 x ̄= 2.87 IQR= 2.00 P=0.05 1-Unaware 2- Aware but not use 3-Read 4-Used to help in clinical decision making 29 Journal Club X2 (df= 3, n=55) = 4.21, p= 0.24 Md= 2.00 x ̄= 2.33 IQR= 1.00 P=0.30 1-Unaware 2- Aware but not use 3-Read 4-Used to help in clinical decision making 30 Pubmed/ medline journal X2 (df= 3, n=55) = 6.06, p= 0.11 Md= 3.00 x ̄= 3.35 IQR= 1.00 P=0.03 1-Unaware 2- Aware but not use 3-Read 4-Used to help in clinical decision making 7204 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 7195-7214, 2024 DOI: 10.55214/25768484.v8i6.3551 © 2024 by the authors; licensee Learning Gate 31 Clinical evidence (from your major Publishing group) X2 (df= 3, n=55) = 1.19, p= 0.76 Md= 3.00 x ̄= 3.00 IQR= 1.00 P=0.40 1-Unaware 2- Aware but not use 3-Read 4-Used to help in clinical decision making Section 4: Knowledge of methodological terminology 32 Relative risk X2 (df= 3, n=55) = 1.32, p= 0.72 Md= 3.00 x ̄= 3.24 IQR= 1.00 P=0.33 1- Not helpful to understand. 2- Don’t understand but would like to. 3- Some understand. 4- Understand and could explain to other. 33 Absolute risk X2 (df= 3, n=55) = 0.63, p= 0.89 Md= 3.00 x ̄= 3.27 IQR= 1.00 P=1.00 1- Not helpful to understand. 2- Don’t understand but would like to. 3- Some understand. 4- Understand and could explain to other. 34 Systematic review X2 (df= 3, n=55) = 3.53, p= 0.32 Md= 4.00 x ̄= 3.58 IQR= 1.00 P=0.84 1- Not helpful to understand. 2- Don’t understand but would like to. 3- Some understand. 4- Understand and could explain to other. 35 Clinical effectiveness X2 (df= 3, n=55) = 0.77, p= 0.90 Md= 4.00 x ̄= 3.53 IQR= 1.00 P=0.5 1- Not helpful to understand. 2- Don’t understand but would like to. 3- Some understand. 4- Understand and could explain to other. 36 Meta analysis X2 (df= 3, n=55) = 3.20, p= 0.40 Md= 3.00 x ̄= 3.40 P=0.6 1- Not helpful to understand. 7205 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 7195-7214, 2024 DOI: 10.55214/25768484.v8i6.3551 © 2024 by the authors; licensee Learning Gate IQR= 1.00 2- Don’t understand but would like to. 3- Some understand. 4- Understand and could explain to other. 37 Number needs to treat X2 (df= 3, n=55) = 1.4, p= 0.70 Md= 3.00 x ̄= 3.20 IQR= 1.00 P=0.8 1- Not helpful to understand. 2- Don’t understand but would like to. 3- Some understand. 4- Understand and could explain to other. 38 Odds ratio X2 (df= 3, n=55) = 3.2, p= 0.51 Md= 3.00 x ̄= 3.13 IQR= 1.00 P=0.6 1- Not helpful to understand. 2- Don’t understand but would like to. 3- Some understand. 4- Understand and could explain to other. 39 Sensitivity and specificity X2 (df= 3, n=55) = 4.24, p= 0.24 Md= 4.00 x ̄= 3.40 IQR= 1.00 P=0.9 1- Not helpful to understand. 2- Don’t understand but would like to. 3- Some understand. 4- Understand and could explain to other. 40 Confidence interval X2 (df= 3, n=55) = 0.71, p= 0.90 Md= 3.00 x ̄= 3.27 IQR= 1.00 P=0.9 1- Not helpful to understand. 2- Don’t understand but would like to. 3- Some understand. 4- Understand and could explain to other 41 Publication bias X2 (df= 3, n=55) = 2.6, p= 0.50 Md= 4.00 x ̄= 3.45 IQR= 1.00 P=0.50 1- Not helpful to understand. 2- Don’t understand 7206 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 7195-7214, 2024 DOI: 10.55214/25768484.v8i6.3551 © 2024 by the authors; licensee Learning Gate but would like to. 3- Some understand. 4- Understand and could explain to other. 42 Sample bias X2 (df= 3, n=55) = 1.5, p= 0.70 Md= 4.00 x ̄= 3.50 IQR= 1.00 P=0.70 1- Not helpful to understand. 2- Don’t understand but would like to. 3- Some understand. 4- Understand and could explain to other Section 5: Self-rated confidence in evidence based practice (EBR) skills: 43 Formulate clinical question X2 (df= 4, n=55) = 0.74, p= 0.95 Md= 2.00 x ̄= 1.71 IQR= 1.00 P=0.5 1- Very good 2- good 3- Barely acceptable 4- Poor 5- Very poor 44 Literature search X2 (df= 4, n=55) = 3.91, p= 0.42 Md= 1.00 x ̄= 1.55 IQR= 1.00 P=0.6 1- Very good 2- good 3- Barely acceptable 4- Poor 5- Very poor 45 Critical appraisal X2 (df= 4, n=55) = 1.22, p= 0.9 Md= 2.00 x ̄= 1.82 IQR= 1.00 P=0.7 1- Very good 2- good 3- Barely acceptable 4- Poor 5- Very poor 46 Extrapolate to patient X2 (df= 4, n=55) = 1.6, p= 0.82 Md= 2.00 x ̄= 2.02 IQR= 0.00 P=1.00 1- Very good 2- good 3- Barely acceptable 4- Poor 5- Very poor 47 Evaluation X2 (df= 4, n=55) = 3.6, p= 0.5 Md= 2.00 x ̄= 1.82 IQR= 1.00 P=0.9 1- Very good 2- good 3- Barely acceptable 4- Poor 7207 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 7195-7214, 2024 DOI: 10.55214/25768484.v8i6.3551 © 2024 by the authors; licensee Learning Gate 5- Very poor Section 6: Your opinion about barrier to implement evidence based practice (EBR) 48 EBR is a new concept. X2 (df= 4, n=55) = 8.9, p= 0.6 Md= 4.00 x ̄= 3.49 IQR= 2.00 P=0.01 1- Strongly agree 2- Agree 3- Don’t Know 4- Disagree 5- Strongly disagree 49 EBR practice devalues clinical experience and institutions. X2 (df= 4, n=55) = 10.99, p= 0.027 Md= 4.00 x ̄= 3.64 IQR= 1.00 P=0.25 1- Strongly Agree 2- Agree 3- Don’t Know 4- Disagree 5- Strongly disagree 50 EBR is impractical for everyday clinical practice. X2 (df= 4, n=55) = 4.005, p= 0.405 Md= 4.00 x ̄= 3.42 IQR= 2.00 P=0.617 1- Strongly agree 2- Agree 3- Don’t Know 4- Disagree 5- Strongly disagree 51 EBR removes the creativity of healthcare sector. X2 (df= 4, n=55) = 6.450, p= 0.168 Md= 4.00 x ̄= 3.67 IQR= 1.00 P=0.306 1- Strongly Agree 2- Agree 3- Don’t Know 4- Disagree 5- Strongly disagree 52 EBR de-emphasizes history taking skills. X2 (df= 4, n=55) = 10.398, p= 0.034 Md= 4.00 x ̄= 3.65 IQR= 1.00 P=0.119 1- Strongly agree 2- Agree 3- Don’t Know 4- Disagree 5- Strongly disagree 53 In most areas of Allied Healthcare there is little or no evidence to guide practice. X2 (df= 4, n=55) =5.541, p= 0.236 Md= 4.00 x ̄= 3.58 IQR= 1.00 P=0.244 1- Strongly Agree 2- Agree 3- Don’t Know 4- Disagree 5- Strongly disagree 54 Lack of time to access EBR sources. X2 (df= 4, n=55) =5.006, p= 0.287 Md= 2.00 x ̄= 2.78 IQR= 2.00 P=0.556 1- Strongly agree 2- Agree 3- Don’t know 4- Disagree 7208 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 7195-7214, 2024 DOI: 10.55214/25768484.v8i6.3551 © 2024 by the authors; licensee Learning Gate 5- Strongly disagree 55 Lack of EBR source in native language. X2 (df= 4, n=55) =9.454, p= 0.05 Md= 3.00 x ̄= 3.09 IQR= 2.00 P=0.049 1- Strongly Agree 2- Agree 3- Don’t Know 4- Disagree 5- Strongly disagree 56 Insufficiency of basic EBR skill. X2 (df= 4, n=55) =2.729 , p= 0.604 Md= 3.00 x ̄= 2.98 IQR= 2.00 P=0.161 1- Strongly agree 2- Agree 3- Don’t Know 4- Disagree 5- Strongly disagree 57 Skepticism over the concept of EBR. X2 (df= 4, n=55) =7.288 , p= 0.121 Md= 3.00 x ̄= 3.24 IQR= 2.00 P=0.076 1- Strongly agree 2- Agree 3- Don’t know 4- Disagree 5- Strongly disagree 7209 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 7195-7214, 2024 DOI: 10.55214/25768484.v8i6.3551 © 2024 by the authors; licensee Learning Gate 4.2. Opinion and Attitudes Towards Evidence-Based Practice (EBR) (Items 16-28) The results revealed that 95% (n=52) of FCHS educators believed that practicing Evidence-Based Practice (EBP) improves patient care, enhances outcomes, and aids in clinical decision-making. Additionally, 91% agreed that EBP should be incorporated into all FCHS programs. Furthermore, 80% (n=44) assumed that EBP facilitates quick knowledge updates. However, 27% (n=15) of participants were unaware of EBP's impact on healthcare costs, and 16% (n=9) were uncertain whether EBP emphasizes patient values. Educators’ attitudes varied regarding the challenges of applying EBP in daily practice: 47% (n=26) found it easy to implement EBP daily, 33% (n=18) considered it difficult, and 20% (n=11) were unsure. Overall, FCHS educators demonstrated positive opinions and attitudes toward Evidence-Based Practice (EBP). Additionally, the Kruskal-Wallis test for independence showed no significant differences in attitudes across various departments and specialities (Table 2). 4.3. Familiarity and Use of Electronic Evidence-Based Practice (EBR) Sources (Items 27-31) To evaluate the differences between the educators from different allied health professional programs for familiarity and use of electronic evidence-based practice (EBR) sources, the post hoc Mann-Whitney U test was used. The test revealed significant differences in the familiarity of using the Cochrane database of systematic review (part of the Cochrane library) between the groups (item 28, Md = 3.00, x = 2.87, IQR = 2.00, P = 0.05) because the groups with the greatest familiarity were the physiotherapy and nursing educators, while the RMI and emergency departments had the least (Table. 2). Even though the PubMed/Medline journal was the most common electronic EBP source read and used by FCHS educators (87%, n = 48), the same test showed a significant difference in using the PubMed/Medline journal between the groups (item 31, Md = 3.00, x = 3.35, IQR = 1.00, P = 0.03). The nursing educator’s department was the most common group using the PubMed for making clinical decisions (Table. 2). However, 29% (n = 16) of participants were unaware of evidence-based healthcare (from the Publishing Group). While 71% (n = 39) were aware of and read from the journal club, only 11% (n = 6) used it to help in clinical decisions. Almost half of the educators (49%, n = 27) were reading clinical evidence (from your major publishing group), but only 29% (n = 16) were using it in clinical practice. FCHS educators showed a good familiarity with major electronic EBP sources but no variety in using these sources regarding making clinical decisions. 4.4. Knowledge of Methodological Terminology (Items 32-42) The majority of FCHS educators who participated in this study (96%) had a good understanding of and could explain the methodological terminology to others, such as relative risk, absolute risk, systematic review, clinical effectiveness, meta-analysis, sensitivity and specificity, confidence interval, publication bias, and sample bias. While 9% (n = 5) didn't understand some terms, such as publication bias, sample bias, meta-analysis, and clinical effectiveness, they expressed a willingness to learn and improve their knowledge. The term "relative risk" was the only methodological terminology unfamiliar to 4% (n=2) of participants, who also believed it was not essential for healthcare professional educators to understand. The participants were aware of and had good knowledge of the methodological terminology used in EBP, and the minority who were not aware showed a positive attitude towards learning it. 4.5. Self-Rated Confidence in Evidence-Based Practice (EBR) skills (Item 43-47) Over 90% of participants self-rated as very good or good and expressed confidence in their EBP skills. 15% of the sample (n = 8) was classified as having scarcely skills in extrapolating evidence to patients. Additionally, 5% (n=3) demonstrated limited skills in formulating clinical questions, literature search, critical assessment, and evaluation. Less than 5% of them were found to have inadequate knowledge of how to frame clinical questions, conduct literature searches, and critically assess, evaluate, and extrapolate findings to patients. Not a single participant thought of their skills as being very poor. FCHS educators in different departments showed high confidence in their EBR skills. 7210 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 7195-7214, 2024 DOI: 10.55214/25768484.v8i6.3551 © 2024 by the authors; licensee Learning Gate 4.6. Opinion about Barrier to Implement Evidence-Based Practice (EBR) (Items 48-57) The results of the Kruskal-Wallis independence test and the post hoc Mann-Whitney U test revealed significant differences (P <0.05) in the educators' replies to questions 48, 49, and 55 regarding their opinions of the barriers to implementing EBP in their various departments. The participants from different departments showed a significant difference in opinion about whether the RBP is a new concept in allied healthcare education; 68% (n=36) of them agreed it is a new concept, and 31%, (n=17) disagreed. The post-hoc Mann-Whitney U test revealed that nursing educators were the most aware of the EBP concept in allied healthcare education (item 48, Md = 4.00, x = 3.49, IQR = 2.00, P = 0.01) (Table 2), while RMI educators were the least. 71%, (n=39) didn’t think that the EBR practice devalues clinical experience and institutions, however, Kruskal–Wallis test for independence showed a significant difference (p=0.027) since the RMI educators showed that most departments believed that the EBR practice devalues clinical experience and institutions. A lack of EBP resources in the native language was identified as a barrier by 44% (n=24) of participants. This issue showed a significant difference based on the Kruskal-Wallis test for independence and the post hoc Mann-Whitney U test (p = 0.05), specifically for item 31 (Md = 3.00, x̄ = 3.09, IQR = 2.00, p = 0.049) (Table 2). Regarding the FCHS educators’ opinion, the biggest barriers to implementing EVB were lack of time to access EBR sources and insufficiency of basic EBR skills. However, one-third of the participants indicated that they did not know, indicating that they were unaware of the challenges associated with applying the EBP in allied healthcare. 5. Discussion To date, this is the first cross-sectional study to evaluate the allied healthcare professionals’ educators’ attitudes and barriers to evidence-based practice in the UAE. Moreover, this study showed the characteristics of male and female genders, different age groups, academic positions, education qualifications, experience, and departments. The nursing department was correlated with higher attitudes and knowledge of the concept of EBP and showed a significant positive association between higher levels of education and scores for the knowledge and attitudes of the EBP. Previous studies [10,11] established that nurses had extensive knowledge about EBP. Therefore, it is not surprising that this study found the nursing department to have higher attitude knowledge about the concept than other departments in the study. This result is consistent with earlier research that found electronic search engines to be the most reliable source of information about EBP [40-42]. It is essential to remember that the majority of real- world activities typically obtain their information from electronic databases and search engines. Additionally, RNMs’ were shown to have the highest mean in terms of their attitude towards EBP and this was followed by their knowledge and skills about EBP and lastly their practice of it. From the foregoing, RNMs can be said to have a much more positive attitude towards EBP, than their level of knowledge and practice of the concept. With a positive attitude, RNMs are more likely to acquire additional knowledge about EBP. It is therefore very important that they have the right attitude towards EBP. This finding is consistent with previous studies that established that RNMs had a favourable attitude toward EBP [10,11]. It is unclear why nurses have been shown to have a very positive attitude towards EBP, the profession may have been introduced to the concept much earlier than other professions. Furthermore, it was found that most participants showed a favourable attitude toward EBP. An overwhelming majority 95% (n=52) are convinced practicing EBP leads to improved patient care and outcomes and ensures improved clinical decision-making. The majority of participants (91%) felt that it is essential for EBP to be incorporated into the curriculum of all courses offered at FCHS. They (80%) also argued that EBP could lead to a quicker update of knowledge. The fact that an overwhelming majority indicated it was important to teach EBP in all courses at FCHS is indicative of how critical participants felt EBP was to effective healthcare practice. It is also noteworthy that this finding aligns with results from previous studies[43-45]. To underscore the importance of EBP, the Institute of Medicine in the USA set a goal that by the year 2020, 90% of all clinical decisions must be guided by accurate up to date and relevant evidence that will ensure the best possible patient outcomes [46]. It 7211 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 7195-7214, 2024 DOI: 10.55214/25768484.v8i6.3551 © 2024 by the authors; licensee Learning Gate was further argued that for this to happen it was imperative to ensure that healthcare professionals develop the requisite skills needed for introducing EBP in educational programs [47]. Improving patient care outcomes within the framework of intricate healthcare systems is the aim of evidence-based practice or EBP. It must, however, be stated that introducing EBP involves various stakeholders making commitments in various areas like providing the right infrastructure, and a show of support and commitment to organisations to enable them to deliver the competencies required to Implement EBP [48]. Initiatives such as a Sicily consensus outline core skills needed to practice with EBP and have also developed a curriculum that outlines the minimum body of knowledge required in educating healthcare professionals in EBP [48]. There are other initiatives targeted at supporting EBP within Europe [49]. There is no need to reinvent the wheel, some of these initiatives can be adopted and reviewed to meet the local needs of the UAE. Educators at FCHS found that the biggest obstacle to implementing EBP was a lack of time or resources. They indicated they simply didn't have enough free time to put it into practice. They argue that to apply EBP, time would be needed to obtain information from multiple sources, which they lacked. This finding aligns with previous studies that identified the major barriers to implementing EBP to include limited time[50, 51]. Healthcare training institutions must allocate dedicated time and resources for EBP to ensure that this barrier is eliminated It is worth noting that developing effective professional training to support EBP and implementing it remains a major challenge worldwide [48, 52-54]. The result showed that the nursing department was correlated with higher attitudes and knowledge of the concept of EBP and found a significant positive association between higher levels of education and scores for the knowledge and attitudes of EBP. This finding supported some previous studies [55,56]. It can be argued that with a positive attitude towards EBP, it will be easier to gain the support of staff in developing and implementing a professional program for the education of healthcare professionals given that the development and implementation of an effective professional program for healthcare professional on EBP has been a challenge in literature [48,52-54]. This finding can also be explained by the fact that the nursing department is one of the largest at FCHS, and most of the educators who responded to the survey were from this department. 6. Conclusions The educators of FCHS generally displayed a motivating attitude and sound knowledge towards evidence-based practice. However, one-third of educators who participated were not aware of the current barriers associated with the implementation of this concept. Furthermore, the results obtained from this study may be used by the executive management and program directors to encourage the implementation of evidence-based practice amongst educators and ultimately across all Health Science programs. Finally, time constraint was identified as the primary challenge in the implementing of the EBP. In summary, the study showed a positive attitude toward EBP among FCHS educators. However, there are numerous opportunities for FCHS educators to learn and share knowledge about EBP among the faculties. Time constraints were identified as the greatest challenge in utilizing EBP tools. This challenge can be addressed by leveraging the latest technology for EBP and organizing workshops and webinars within FCHS. 6.1. Limitations Although data for this study was collected from the educators of FCHS which is the largest college preparing 5 specialties in allied health, the sample size is still small and collected from one institute. As a result, in order for the study's findings can’t be generalized, care should be taken when using them as a baseline. Acknowledgments: We would like to thank all the FCHS Educators who took time off from their busy schedules during their duty to participate in this study. 7212 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 7195-7214, 2024 DOI: 10.55214/25768484.v8i6.3551 © 2024 by the authors; licensee Learning Gate Copyright: © 2024 by the authors. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). References [1] Pereira VC, Silva SN, Carvalho VKS, Zanghelini F, Barreto JOM. Strategies for the implementation of clinical practice guidelines in public health: an overview of systematic reviews. Health Research Policy and Systems. 2022;20(1). doi:10.1186/s12961-022-00815-4. [2] Thoonsen AC, Van Schoten SM, Merten H, et al. Stimulating implementation of clinical practice guidelines in hospital care from a central guideline organization perspective: A systematic review. Health Policy. 2024;148:105135. doi:10.1016/j.healthpol.2024.105135. [3] McGlynn EA, Asch SM, Adams J, Keesey J, Hicks J, DeCristofaro A, Kerr EA: The quality of health care delivered to adults in the United States. N Engl J Med. 2003, 348: 2635-2645. 10.1056/NEJMsa022615. [4] Leape LL, Weissman JS, Schneider EC, Piana RN, Gatsonis C, Epstein AM: Adherence to practice guidelines: the role of specialty society guidelines. Am Heart J. 2003, 145: 19-26. 10.1067/mhj.2003.35. [5] Yeheyis T, Hoyiso D, Borie YA, Tagesse N. Implementation of evidence-based clinical practice and its associated factors among health care workers at public hospitals in Sidama regional state, southern Ethiopia. PLoS ONE. 2024;19(3):e0299452. doi:10.1371/journal.pone.0299452. [6] Cook D. Evidence-based critical care medicine: a potential tool for change. New Horiz. 1998;6(1):20–5. [7] Jennings BM, Loan LA. Misconceptions among nurses about evidence-based practice. J Nurs Scholarsh. 2001;33(2):121–7. [8] Sackett DL, Straus SE, Richardson WS, et al. Evidence-based medicine: how to practice and teach EBM. London: Churchill-Livingstone; 2000. [9] Titler MG. Developing an evidence-based practice. 6th ed. St. Louis, MO: Mosby; 2006. [10] Hadley J, Hassan I, Khan KS. Knowledge and beliefs concerning evidence-based practice amongst complementary and alternative medicine health care practitioners and allied health care professionals: A questionnaire survey. BMC Complementary and Alternative Medicine. 2008;8(1). doi:10.1186/1472-6882-8-45 [11] McEvoy MP, Williams MT, Olds TS. Evidence-based practice profiles: Differences among allied health professions. BMC Medical Education. 2010;10(1). doi:10.1186/1472-6920-10-69 [12] Weng YH, Kuo KN, Yang CY, Lo HL, Chen C, Chiu YW. Implementation of evidence-based practice across medical, nursing, pharmacological and allied healthcare professionals: a questionnaire survey in nationwide hospital settings. Implementation Science. 2013;8(1). doi:10.1186/1748-5908-8-112 [13] Lienesch J, Murphy KA, Parnell TE, Miles A. Regional and rural allied health professionals in Australia need better information services training and support for evidence‐based practice. Health Information & Libraries Journal. 2021;38(4):281-294. doi:10.1111/hir.12368 [14] Titler MG, Kleiber C, Steelman VJ, et al. The Iowa model of evidence-based practice to promote quality care. Crit Care Nurs Clin North Am. 2001;13(4):497–509. [15] DiCenso A, Ciliska D, Cullum N, et al. Evidence-based nursing: a guide to clinical practice. St Louis, MO: Mosby; 2005. [16] Dufault MA. A program of research evaluating the effects of collaborative research utilization model. Online J Knowl Synth Nurs. 2001;8(3):7. [17] Dufault M. Testing a collaborative research utilization model to translate best practices in pain management. Worldviews Evid Based Nurs. 2004;1(S1):S26–32. [18] Estabrooks CA, Winther C, Derksen L. Mapping the field: a bibliometric analysis of the research utilization literature in nursing. Nurs Res. 2004;53(5):293–303. [19] Goode CJ, Piedalue F. Evidence-based clinical practice. J Nurs Admin. 1999;29(6):15–21. [20] Greenhalgh T, Robert G, Bate P, et al. Diffusion of innovations in health service organisations: a systematic literature review . Malden, MA: Blackwell; 2005. [21] Lavis JN, Robertson D, Woodside JM, et al. Knowledge transfer study group. How can research organizations more effectively transfer research knowledge to decision makers? Milbank Q. 2003;81(2):221–48. [PMC free article] [22] Logan J, Harrison MB, Graham ID, et al. Evidence-based pressure-ulcer practice: the Ottawa Model of research use. Can J Nurs Res. 1999;31(1):37–52. [23] Melnyk BM, Fineout-Overholt E. Evidence-based practice in nursing and healthcare: a guide to best practice . Hagerstown, MD: Lippincott Williams & Wilkins; 2004. [24] Hagedorn H, Hogan M, Smith JL, Bowman C, Curran GM, Espadas D, Kimmel B, Kochevar L, Legro MW, Sales AE. Lessons learned about implementing research evidence into clinical practice. Experiences from VA QUERI. J Gen Intern Med. 2006 Feb;21 Suppl 2(Suppl 2):S21-4. doi: 10.1111/j.1525-1497.2006.00358.x. PMID: 16637956; PMCID: PMC2557131. [25] Newhouse R, Dearholt S, Poe S, et al. Evidence-based practice: a practical approach to implementation. J Nurs Admin. 2005;35(1):35–40. [26] Olade RA. Evidence-based practice and research utilization activities among rural nurses. J Nurs Scholarsh. 2004;36(3):220–5. https://creativecommons.org/licenses/by/4.0/ 7213 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 7195-7214, 2024 DOI: 10.55214/25768484.v8i6.3551 © 2024 by the authors; licensee Learning Gate [27] 27.Hassona, Farida Mahmoud, Chris Winkelman, and Sahar Hamdy El-Sayed. "The effect of a workshop on Egyptian nurse educators' motivation and attitude toward evidence based teaching." Journal of Nursing Education and Practice 3.10 (2013): 64. Microsoft Word - 8.jnep.v3n10.docx (psu.edu) [28] 28.Chakhachiro A, Shahwan M, Hassan N. evidence-Based Practice among pharmacists in Northern Emirates and Fujairah: A Cross-sectional Survey. Journal of Pharmaceutical Sceinces and Reserach . 2019;11(2):331-338. https://www.researchgate.net/profile/Nageeb- Hassan/publication/335691666_EvidenceBased_Practice_among_pharmacists_in_Northern_Emirates_and_Fujaira_ A_Crosssectional_Survey/links/5d761d424585151ee4a8e1c1/Evidence-Based-Practice-among-pharmacists-in- Northern-Emirates-and-Fujairah-A-Cross-sectional-Survey.pdf [29] 29.AlKetbi H, Hegazy F, Alnaqbi A, Shousha T. Evidence-based practice by physiotherapists in UAE: Investigating behavior, attitudes, awareness, knowledge and barriers. Abdelbasset WK, ed. PLOS ONE. 2021;16(6):e0253215. doi:10.1371/journal.pone.0253215 [30] 30.Albarrak AI, Ali Abbdulrahim SA, Mohammed R. Evaluating factors affecting the implementation of evidence- based medicine in primary healthcare centers in Dubai. Saudi Pharmaceutical Journal. 2014;22(3):207-212. doi:10.1016/j.jsps.2013.05.003 [31] 31.Alaparthi GK, Bairapareddy KC, Hegazy FA, et al. Evidence-based physiotherapy practice in cardiopulmonary subdiscipline: A survey in the United Arab Emirates. Heliyon. 2021;7(9):e08098. doi:10.1016/j.heliyon.2021.e08098 [32] 32.AlKetbi H, Hegazy F, Alnaqbi A, Shousha T. Evidence-based practice by physiotherapists in UAE: Investigating behavior, attitudes, awareness, knowledge and barriers. PLoS One. 2021 Jun 18;16(6):e0253215. doi: 10.1371/journal.pone.0253215. PMID: 34143835; PMCID: PMC8213175. [33] 33. Mohammed Alblooshi , S., H. R. Hijji , F., Abdul Razzak , H., Ahmad Mohammad Wishah , M., Alkarbi, M., & Zaid Harbi , A. (2023). Examining the knowledge, attitudes, and implementation of evidence-based practice among nurses in the United Arab Emirates: a national cross-sectional descriptive study. International Journal Of Community Medicine And Public Health, 10(8), 2661–2668. https://doi.org/10.18203/2394-6040.ijcmph20232350 [34] 34. Hakam, A. M., & Al-Ahmad, M. M. (2024). Evidence-Based Medicine as Perceived by Healthcare Professionals: A Cross-Sectional Study in the United Arab Emirates. Hospital Topics, 1–11. https://doi.org/10.1080/00185868.2024.2422118 [35] 35. Stichler, Jaynelle F., et al. "Faculty knowledge, attitudes, and perceived barriers to teaching evidence-based nursing." Journal of professional Nursing 27.2 (2011): 92-100. https://doi.org/10.1016/j.profnurs.2010.09.012 [36] 36. Kalb, Kathleen A., et al. "Evidence-based teaching practice in nursing education: Faculty perspectives and practices." Nursing education perspectives 36.4 (2015): 212-219. DOI: 10.5480/14-1472. [37] 37.D’Souza, Preethy, et al. "Effectiveness of an Evidence‐Based Practice Training Program for Nurse Educators: A Cluster‐Randomized Controlled Trial." Worldviews on Evidence‐Based Nursing 18.4 (2021): 261-271. DOI: 10.1111/wvn.12521 [38] 38.Zeleníková, Renáta, et al. "Faculty perception of the effectiveness of EBP courses for graduate nursing students." Worldviews on Evidence‐Based Nursing 11.6 (2014): 401-413. https://doi.org/10.1111/wvn.12068 [39] 39.Risahmawati, R.R., Emura, S.S., Nishi, T.T. et al. Japanese Resident Physicians' Attitudes, knowledge, and Perceived Barriers on the Practice of Evidence Based Medicine: a Survey. BMC Res Notes 4, 374 (2011). https://doi.org/10.1186/1756-0500-4-374 [40] 40.Hassona, Farida Mahmoud, Chris Winkelman, and Sahar Hamdy El-Sayed. "The effect of a workshop on Egyptian nurse educators' motivation and attitude toward evidence based teaching." Journal of Nursing Education and Practice 3.10 (2013): 64. Microsoft Word - 8.jnep.v3n10.docx (psu.edu) [41] 41.Chakhachiro A, Shahwan M, Hassan N. evidence-Based Practice among pharmacists in Northern Emirates and Fujairah: A Cross-sectional Survey. Journal of Pharmaceutical Sceinces and Reserach . 2019;11(2):331-338. https://www.researchgate.net/profile/Nageeb- Hassan/publication/335691666_EvidenceBased_Practice_among_pharmacists_in_Northern_Emirates_and_Fujairah _A_Crosssectional_Survey/links/5d761d424585151ee4a8e1c1/Evidence-Based-Practice-among-pharmacists-in- Northern-Emirates-and-Fujairah-A-Cross-sectional-Survey.pdf [42] 42.AlKetbi H, Hegazy F, Alnaqbi A, Shousha T. Evidence-based practice by physiotherapists in UAE: Investigating behavior, attitudes, awareness, knowledge and barriers. Abdelbasset WK, ed. PLOS ONE. 2021;16(6):e0253215. doi:10.1371/journal.pone.0253215 [43] 43.Upton, Penney, et al. "The adoption and implementation of evidence-based practice (EBP) among allied health professions." International Journal of Therapy and Rehabilitation 19.9 (2012): 497-503. The adoption and implementation of evidence-based practice (EBP) among allied health professions — University of Canberra Research Portal [44] 44.Mthiyane, Gloria N., and Debbie S. Habedi. "The experiences of nurse educators in implementing evidence-based practice in teaching and learning." Health SA gesondheid 23.1 (2018): 1-9. doi: 10.4102/hsag.v23i0.1177 [45] 45.Abdelhakam, Essam Ahmed, et al. "Clinical Instructors’ Beliefs About and Implementation of Evidence-Based Practice." " noveltyjournals 6.3 (2019): 908-917. Vol. 6, Issue 3, pp: (908-917), Month: September - December 2019, Available at: www.noveltyjournals.com [46] 46.Lehane E, Leahy-Warren P, O’Riordan C, et alEvidence-based practice education for healthcare professions: an expert viewBMJ Evidence-Based Medicine 2019;24:103-108. https://doi.org/10.1136/bmjebm-2018-111019 https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=d673886ac963126311e17baa60d54afd03e33a56 https://www.researchgate.net/profile/Nageeb-Hassan/publication/335691666_EvidenceBased_Practice_among_pharmacists_in_Northern_Emirates_and_Fujaira_A_Crosssectional_Survey/links/5d761d424585151ee4a8e1c1/Evidence-Based-Practice-among-pharmacists-in-Northern-Emirates-and-Fujairah-A-Cross-sectional-Survey.pdf https://www.researchgate.net/profile/Nageeb-Hassan/publication/335691666_EvidenceBased_Practice_among_pharmacists_in_Northern_Emirates_and_Fujaira_A_Crosssectional_Survey/links/5d761d424585151ee4a8e1c1/Evidence-Based-Practice-among-pharmacists-in-Northern-Emirates-and-Fujairah-A-Cross-sectional-Survey.pdf https://www.researchgate.net/profile/Nageeb-Hassan/publication/335691666_EvidenceBased_Practice_among_pharmacists_in_Northern_Emirates_and_Fujaira_A_Crosssectional_Survey/links/5d761d424585151ee4a8e1c1/Evidence-Based-Practice-among-pharmacists-in-Northern-Emirates-and-Fujairah-A-Cross-sectional-Survey.pdf https://www.researchgate.net/profile/Nageeb-Hassan/publication/335691666_EvidenceBased_Practice_among_pharmacists_in_Northern_Emirates_and_Fujaira_A_Crosssectional_Survey/links/5d761d424585151ee4a8e1c1/Evidence-Based-Practice-among-pharmacists-in-Northern-Emirates-and-Fujairah-A-Cross-sectional-Survey.pdf https://doi.org/10.18203/2394-6040.ijcmph20232350 https://doi.org/10.1016/j.profnurs.2010.09.012 https://doi.org/10.5480/14-1472 https://doi.org/10.1111/wvn.12068 https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=d673886ac963126311e17baa60d54afd03e33a56 https://www.researchgate.net/profile/Nageeb-Hassan/publication/335691666_EvidenceBased_Practice_among_pharmacists_in_Northern_Emirates_and_Fujairah_A_Crosssectional_Survey/links/5d761d424585151ee4a8e1c1/Evidence-Based-Practice-among-pharmacists-in-Northern-Emirates-and-Fujairah-A-Cross-sectional-Survey.pdf https://www.researchgate.net/profile/Nageeb-Hassan/publication/335691666_EvidenceBased_Practice_among_pharmacists_in_Northern_Emirates_and_Fujairah_A_Crosssectional_Survey/links/5d761d424585151ee4a8e1c1/Evidence-Based-Practice-among-pharmacists-in-Northern-Emirates-and-Fujairah-A-Cross-sectional-Survey.pdf https://www.researchgate.net/profile/Nageeb-Hassan/publication/335691666_EvidenceBased_Practice_among_pharmacists_in_Northern_Emirates_and_Fujairah_A_Crosssectional_Survey/links/5d761d424585151ee4a8e1c1/Evidence-Based-Practice-among-pharmacists-in-Northern-Emirates-and-Fujairah-A-Cross-sectional-Survey.pdf https://www.researchgate.net/profile/Nageeb-Hassan/publication/335691666_EvidenceBased_Practice_among_pharmacists_in_Northern_Emirates_and_Fujairah_A_Crosssectional_Survey/links/5d761d424585151ee4a8e1c1/Evidence-Based-Practice-among-pharmacists-in-Northern-Emirates-and-Fujairah-A-Cross-sectional-Survey.pdf https://researchprofiles.canberra.edu.au/en/publications/the-adoption-and-implementation-of-evidence-based-practice-ebp-am https://researchprofiles.canberra.edu.au/en/publications/the-adoption-and-implementation-of-evidence-based-practice-ebp-am https://researchprofiles.canberra.edu.au/en/publications/the-adoption-and-implementation-of-evidence-based-practice-ebp-am https://doi.org/10.4102%2Fhsag.v23i0.1177 https://doi.org/10.1136/bmjebm-2018-111019 7214 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 7195-7214, 2024 DOI: 10.55214/25768484.v8i6.3551 © 2024 by the authors; licensee Learning Gate [47] Institute of Medicine (IOM) (US) Roundtable on Evidence-Based Medicine. Leadership Commitments to Improve Value in Healthcare: Finding Common Ground: Workshop Summary. Washington (DC: National Academies Press (US), 2009 [48] Lehane, E., Leahy-Warren, P., O’Riordan, C., Savage, E., Drennan, J., O’Tuathaigh, C., O’Connor, M., Corrigan, M., Burke, F., Hayes, M. and Lynch, H., 2018. Evidence-based practice education for healthcare professions: an expert view. BMJ evidence-based medicine. [49] Dawes M, Summerskill W, Glasziou P, et al. Sicily statement on evidencebased practice. BMC Med Educ 2005;5:1–5 [50] Thangaratinam S, Barnfield G, Weinbrenner S, et al. Teaching trainers to incorporate evidence-based medicine (EBM) teaching in clinical practice: the EU-EBM project. BMC Med Educ 2009;9:1–8. [51] ShahAli, Shabnam, et al. "Barriers and facilitators of evidence‐based physiotherapy practice in Iran: A qualitative study." Musculoskeletal Care 21.4 (2023): 1507-1528. https://doi.org/10.1002/msc.1831 [52] Sadeghi‐Bazargani, Homayoun, Jafar Sadegh Tabrizi, and Saber Azami‐Aghdash. "Barriers to evidence‐based medicine: a systematic review." Journal of evaluation in clinical practice 20.6 (2014): 793-802. https://doi.org/10.1111/jep.12222. [53] Thomas A, Saroyan A, Dauphinee WD. Evidence-based practice: a review of theoretical assumptions and effectiveness of teaching and assessment interventions in health professions. Adv Health Sci Educ Theory Pract 2011;16:253–76. [54] Hitch D, Nicola-Richmond K. Instructional practices for evidencebased practice with pre-registration allied health students: a review of recent research and developments. Adv Health Sci Educ Theory Pract 2017;22:1031–45. [55] Aglen B. Pedagogical strategies to teach bachelor students evidence-based practice: A systematic review. Nurse Educ Today 2016;36:255–63. https://doi.org/10.1002/msc.1831 https://doi.org/10.1111/jep.12222