Evidence-Based Instructional Practices: A Case Study

The Transtheoretical is a theoretical model of behavior change that integrates model of key concepts from other theories. This model is widely used by professionals to effectively promote health behavior change. This model describes how an individual modifies a certain behavior – such as smoking. TTM uses the stages of change as the central concept that integrates the most powerful principles and processes of change from leading theories of counseling and behavior change. The stages of change are pre-contemplation, contemplation, preparation, action, maintenance, and termination. Studies related to change have found that individuals go through series of stages when modifying behavior. Processes of change work

I did not always know I wanted to be a teacher. For me, the profession that I would ultimately choose to spend the rest of my life doing did not come as easily to me as it did to some of my peers. I did, however, know from a very young age that I have always wanted to help others. I also knew that I really enjoyed being around two types of people: the elderly and the young. It was not until my senior year of high school when I became a teaching assistant to a kindergarten class that I realized I wanted to become a teacher and help the lives of many. I have experienced and witnessed many different kinds of teaching philosophies, some that have worked increasingly better than others. The unstated philosophies of teaching I have encountered through kindergarten to this point thus far have shaped my personal philosophy on teaching. As a teacher, I will strive to spark enthusiasm for positive learning, acknowledge and support learning differences and needs, provide students with a strong foundation for lifelong learning, and make a difference in the lives of my students.

The change models are change agents that could explain the ways of implementing a change process. These models explain the reason for the change, what to expect during the process and the way a change occurs. Thus, these models help one understand the various aspects of the change process (Agriculture & Life Sciences: Texas A & M University, n.d.). The transtheoretical model of health behavior change could explain my evidence-based practice (EBP) project implementation plan.

Educators need to be knowledgeable of a wide range of evidence-based assessments in order to develop an understanding of the condition(s) impacting the child’s success in schools. Understanding the different types and severity of conditions will help guide appropriate intervention, and ongoing assessment is important to determine treatment efficacy. The focus within this paper will look at behavioral inhibition, conduct disorders, and strategies for treatment.

Butts and Rich (2018) introduced us to Behavior Health Theories (BHT) and emphasized how advanced practice nurses utilize these theories to evoke change in their patients (p. 244). There are many BHT but these few are the most popular: Behavioral Health Model, Social Cognitive Theory and Theory of Reasoned Action and Theory of Planned Behavior (Butts and Rich, 2018, p. 242). Although, we will not go into depth discussing the difference in the theories; it’s important

While many studies have examined the attitudes and barriers in implementing evidence-based practice (EBP), not many have examined which variables lead to increased practice, knowledge, and attitudes. In a study described in the article “Use, Knowledge, and Attitudes Toward Evidence-Based Practice Among Nursing Staff,” by White-Williams et al. in 2013, these aspects were examined at a large Magnet hospital. A questionnaire divided among three subscales (use, knowledge, and attitudes) was used as the method. The results of this study demonstrated how these aspects of EBP were positively impacted by several variables among the staff and how awareness of EBP and implementation of educational programs is necessary in the hospital’s culture. These results can be used by hospitals to look at ways to improve evidence-based practices in the clinical setting.

Evidence-based teaching is becoming more and more popular as educators are figuring out how students learn best. “In evidence-based teaching, nurse educators use knowledge about how students learn, how best to promote their learning and performance, effective teaching and assessment methods, and other practices to guide what they do as educators.” (Oremann, 2015, p.305). By educators examining how teaching is most effective assists them in helping the students achieve their maximum potential. Many theories and ideas guide educators in effective teaching including lecture, flipped classroom and practical applications.

Researchers determined long ago the importance of creating a model that promotes health, health literacy, and positive changes. The Health Belief Model (HBM) was created in the 1950’s to explore preventative measures for disease (Pender, Murdaugh, & Parsons, 2015, p. 29). At the time, officials were concerned about the spread of communicable disease and certain cancers. The theory assumed that individual behaviors were based off negative and positive sources regarding a specific change (Pender et al., 2015, p. 29). This means that patients have a degree of perceived susceptibility that causes them to evaluate the positive or negative effects of changing the behavior. If the threat is low,

Rosswurm, M. A. and Larrabee, J. H. (1999), A Model for Change to Evidence-Based Practice. The Journal of Nursing Scholarship, 31: 317–322.

As the teacher I would respond to the data by having the students in the classroom practice sounding out their letters and identifying them in pairs together or as a class. If students are in a pair they can test one another and it would be enjoyable for them too. As the teacher I would respond in ways such as working with students one on one in a rotation to make sure that all students in the class were close to the same level. With one on one attention students will develop an understanding that they cannot just go through the motions and this will help them succeed with sound and letter dinftiation caplaltilies.

However, in reality, many of these efforts do not result in the intended aims and do not foster sustained and positive change. Throughout the literature, it is cited that many factors contribute to the effectiveness within which such changes are implemented. One such factor is readiness for change (Armenakis et al., 1993; Tomblin Murphy et al., 2013; Strype et al., 2014; Van et al., 2014). Being ready for a change such as moving from siloed practice to interprofessional practice may improve the successful outcome of the

The school I am currently at has an IEP incident rate of 74. Knowing that many students in my school have IEP’s as well as many students in my classroom, It will be beneficial to these students to use a variety of instructional strategies. From what I have seen already being implemented in my classroom, these students learn best when they can have more one on one instruction. This would be done through small groups. One way I would be able to implement this is by using small group instruction during reading and vocabulary lessons. At my school, this is called pathways to reading. This would allow me to give students who have IEP’s more one on one learning

Self-efficacy is at the heart of change theory. We as health care professionals educate, teach, provide resources and encourage patients to take care of their health but at the center of this is the patients’ belief that they can do so. This intrinsic motivation that comes from within is what spurs them to attempt to begin to take action. Diabetes brings with it a multitude of challenges and often, patients are either too detached or complacent about the need for change or are not knowledgeable about the detrimental effects of their behavior until it is too late; Often, the individuals that deal with diabetes as you educate will admit to knowing some of the things that they do that is detrimental to their health and well-being, but more

I just had a few questions in regard to this week’s discussion on evidence statements/writing assessments. As the week is going on and seeing different post, I am just trying to clarify some things.

The Social Cognitive Theory proposes that behavior change is influenced by the environment, personal factors, and aspects of the behavior itself. The theory explains ways individuals gain and maintain attention, specifically addressing the processes of attention, retention, reproduction and motivation. Individuals experience an education process consisting of reinforcement, self-efficacy, behavioral capacity (learning what to do and how), expectations, and outcome expectancy. Social Cognitive theory helps a health educator understand the complex relationships between the individual and his or her environment, how actions and conditions reinforce or discourage change, and the importance of believing in and knowing how to change (Health Behavior Models, 1998.)