Background: Despite the emergence and development of evidence-based practice (EBP) in recent years, its adoption continues to be limited. This study used Rogers's diffusion of innovation theory to identify the factors that advance EBP adoption, determine the process by which such adoption occurs, and develop an EBP adoption model. Methods: This descriptive correlational study with model testing design conducted in 2015.Data were collected from 482 individuals (322 nurses and 160 nursing students) applying a demographic information questionnaire, a standard scale for the perception EBP attributes, an EBP scale, and an individual innovation inventory. The relationships between variables we reexamined by path analysis. Results: The results showed that EBP adoption had a significant positive relationship with individual innovation (r = 0.578, P < 0.001), knowledge (r = 0.657, P < 0.001), attitude (r = 0.623,P < 0.001), and age (r = 0.357, P < 0.001). The findings of path analysis indicated that the goodness of fit indices such as goodness of fit index (GFI) = 0.999, comparative fit index (CFI)= 0.999, root mean square error of approximation (RMSEA) = 0.036 were in the ideal ranges.Knowledge (total effect=0.309, P < 0.001), attitude (total effect = 0.372, P = 0.002), and work experience (total effect=0.321, P = 0.003) had the highest coefficient in the model. Conclusion: The results suggested that EBP adoption was influenced by various factors, such as individual innovation, attitude, knowledge, and the perception of EBP attributes. Among these factors, attitude had the greatest effect on EBP adoption. The findings can serve as a guide for the identification of factors that effectively influence EBP adoption. They can also be used as bases for the design of training programs intended to enhance the adoption of EBP.

https://hpp.tbzmed.ac.ir/PDF/hpp-8-25.pdf

Evaluating the adoption of evidence-based practice using Rogers's diffusion of innovation theory: a model testing study.

Evidence-based management means using unique knowledge which derived from researchers scientific researches and show a new way for knowledge management. The aim of this research is the feasibility study for establishment of evidence-based management in departments of education in Kermanshah city. The statistical population contains all the managers of departments of education in Kermanshah which were 130 people. The sample size estimated 87 people by simple random sampling method based on the Cochran formula. The data collection tool was a questionnaire which its validity was confirmed in previous studies and its reliability calculated 0.83 by Cronbach's alpha coefficient. For analyzing the data the descriptive statistic, one-sample t-test, ANOVA and Friedman test was used. The results showed that from manager’s point of view the possibility for establishment of evidence-based management, based on the component of practice skill, practice, cultural readiness, costeffectiveness, and efficiency and Simultaneous use of other form of management was statistically significant (P<0.05). But for equipment and necessary facilities and accessing to the required resources, there wasn’t any possibility. For prioritizing the component, practice skill was in the first rank and accessing to the required resources was in the last rank (P=0.001). It have been suggested that the authors provide the possibility for the establishment of evidence-based management in departments of education by preparing infrastructure and accessibility of required resources. © 2016, International Journal of Pharmacy and Technology. All rights reserved.

The feasibility study for establishment of evidence-based management in departments of education in Kermanshah city

Purpose




The purpose of this paper is to examine faculty members’ views about the assessment of world-class university components in Iran’s comprehensive universities.




Design/methodology/approach




This study adopted a descriptive methodology by using a survey method. The statistical population consisted of 8,548 faculty members of comprehensive universities all over Iran. Considering the large size of the population, the comprehensive universities were categorized into five clusters (North, South, East, West and Center). The authors selected the faculty members from different clusters using Cochran’s formula. A total of 367 faculty members were selected from five clusters. For data gathering, a researcher-designed questionnaire was used. In data analysis, statistical procedures including the Confirmatory Factor Analysis, Kolmogrov-Smirnov test, one-sample t-test, and Friedman test were performed.




Findings




The findings of the research showed that except for academic freedom, other components of world-class university in Iran’s comprehensive universities were lower than the mean.




Practical implications




The case study showed how Iran’s comprehensive universities can become world-class universities. The methods of this case study can also be used in other fields.




Originality/value




This study adds to the knowledge of a world-class universities. Therefore to reach a desired level in comprehensive universities’ preparation for converting to a world-class university, it is essential that the policy makers and organizers of Iran’s higher education system pay greater attention to items such as research motivation, research innovation, research budget increase, authority reduction on various university departments, internet bandwidth increase and laboratory facilities increase.

In search of a world-class university in Iran

Retention is the most important process of human resource management. If an organization fails to retain staff, efforts, and costs related to the recruitment and development of human resources will be wasted. The average faculty members’ turnover rate in medical schools is 38%. Regarding the importance of retention, we decided to implement a review study about the retention policies and factors that affect the faculty members’ retention. The current study was a review, conducted in 2021. According to keywords, an extensive search was conducted. 275 articles and texts were obtained. The articles were screened in three stages. Finally, 61 cases were carefully assessed and entered into the research. Factors affecting faculty members’ retention were: effective development programs, promotion opportunities, academic freedom, organizational culture, work climate, flexibility, peer support, financial support for research, physical resources and equipment, geographic location, college reputation, salaries and benefits, facilities, workload, recruitment, appointment, evaluation, and promotion system. Faculty retention policies included monitoring welfare and health, transparency in recruitment, evaluation, promotion, and compensation services, creating an appropriate climate, providing mentoring, recruitment of couples, extending pre-tenure probationary time, reducing workload for parents, leave for family members' illness, dual-career hiring, control of biases, and salary increases equivalent with present market tendencies. Regarding the permanent changes in the environment and needs, faculty retention requires systematic research to examine the factors influencing the retention and updating of retention policies based on the faculty members’ needs and preferences. Universities will achieve their missions in light of the desired retention of faculty members.

Investigating policies and factors affecting the faculty members’ retention

BACKGROUND: The issue of academic autonomy along with the reduced authority of the government for handling the service-providing section is considered an urgent demand for most of the organizations including hospitals. METHODS: The method of research was a combination of quantitative and qualitative methods from sequential exploratory studies type. In qualitative part, descriptive-phenomenological method using seven-step Colaizzi method and in quantitative part, survey method was used. Statistical population of research of the first part included key experts of the academic autonomy field who were selected purposefully and based on the criterion. With 8 persons, data were saturated. Data collection tool of this part was semi-structured and deep interview. Validation of data was performed by outsider auditors as well as through returning to the interviewees. In quantitative part, a 60-question questionnaire made by the authors was used for data collection which was distributed among officials including hospital managers and key stakeholders of the academic autonomy process in a heart hospital who were 98 persons. Superficial and content validity of the questionnaire was estimated as much as 0.70 for all items. Modeling analysis in inferential level was done through Akaike scale regression. RESULTS: Academic autonomy is in three dimensions: economic, scientific, and organizational and inter-organizational, intra-organizational, and extra-organizational factors contribute to it from which scientific autonomy is more important compared to other factors. Moreover, intra-organizational factors have more contribution to the academic autonomy of these centers. CONCLUSION: The results of this study will be a good guide for academic autonomy of medical centers. In order to achieve academic autonomy, it is more important to pay attention to factors such as autonomy culture capacity, independent signing treaties and international documents, and science-centered society.

http://arya.mui.ac.ir/index.php/arya/article/download/2070/1699

Factors influencing academic autonomy and its dimensions in Isfahan Cardiovascular Medical and Research Center, Iran: A mixed-method study.

/pdf/higher-education-administration-and-accountability-the-4iskibyxhz.pdf

Higher Education Administration and Accountability the Necessity of Autonomy and Academic Freedom from Faculties’ Viewpoint

Evidence-based Medicine is a new approach for physicians to integrate their clinical experiences. It can provide the best evidence to apply such experiences to the right and precise diagnostic and treatment decisions. There have been a lot of studies concerning teaching methods in and efficiency of evidence-based medicine in recent years. As such, the present study, with an analytic view, aims to deal with diverse teaching methods and the levels of efficiency in evidence-based medicine. This research, with an analytical-theoretical view, is a library-based study, seeking data from articles in scientific data-bases. Primarily, 42 articles were reviewed. Out of them, 21 articles with more data on teaching methods and level of efficiency were included in the study. The review revealed that evidence-based medical education would usually start in the early years of medical education. Although lecturing was the dominant teaching method, other methods as integrated approaches, interaction, and group discussion were also common. In addition the studies on the level of efficacy were more concerned with assessing the students’ satisfaction and knowledge but not the application of evidence-based medicine. Therefore, in medical education more attention should be paid to interactive and integrated methods with an interdisciplinary approach. Evidence-based medical education should be presented step by step, based on the students’ educational needs in basic sciences and clinical levels. It is necessary to have more studies on the efficiency of evidence-based medicine in practice and students’ behavioral change.

https://ijvlms.sums.ac.ir/article_46139_a5c3f79e3bf0d8788b1c15bf442730d8.pdf

Kojouri Javad

Papers

Higher Education Administration and Accountability the Necessity of Autonomy and Academic Freedom from Faculties’ Viewpoint

A review of evidenced-based medical education at universities in and outside iran