In this assignment as detailed in the module eleven handbook (South Trent School of Operating Department Practice, 2012) the author will aim to explore and describe the principles and methods of scientific enquiry that underpin Evidence Based Practice (EBP). Research and evaluate the choice of the various methods that can be used within the healthcare and theatre based setting and relate these practices to the Operating Department Practitioners (ODP’s) Standards of Proficiency (Health Professions Council. 2008).
The author will also look at an existing piece of research that is related to operating department practice and will critically analyse and evaluate it using the Critical Appraisal Skills Programme (CASP) appraisal tool and reflect on the critical skills that have been developed whilst writing and researching this assignment and the time that has been spent within theatre.
Evidence Based Practice
Evidence-Based Practice (EBP) can be defined in two ways. Sackett (1996) explains about evidence based medicine (EBM) and that by using the best clinical expertise alongside the best available external clinical evidence from systematic research then the patient would receive the best treatment available. Although one issue with this approach is that the only point that the patient is involved is when the decision has already been reached. The author feels that on occasions the final decision may not be the best one. An alternative approach comes from Gray (2001) who discusses that using the best evidence available, in consultation with the patient would aid both parties in deciding the best option which will suit the patient. As a patient in the past the author knows which approach has been taken when discussing the treatment and also which approach would be preferred. The author agrees with a comment discussed by Morton and Morton (2003) and feels that by involving the patient in the decision making it can only make the process smoother and the patient more compliant.
Aveyard and Sharp (2013) discuss an interesting concept of evidenced based practice from a student’s point of view and it throws up what could be a topical debate. When the author first started out on the course his practice was based around that of his mentors. This practice was carried out because he was told to do it. Not coming from a health care background the author had no evidence to suggest that this practice was right or wrong although if a patient would have asked why or what he was doing the author may not have fully understood or even able to ask the right questions to the right person in order to get the right answer. The author is still a student but now much further into the course and now if a similar question was to be put to him. The author could explain what was happening and why from the wide range of evidence that he has obtained whilst working with a wide range of staff, completing various exams and assignments and the wider...