Nonetheless, research in the area of evidence‐informed practice educational interventions has been limited. Heye and Stevens (2009) indicated that the students who participated in the educational program gained research appraisal skills and knowledge in evidence‐based practice. Ashtorab et al. (2014) developed an evidence‐based practice educational intervention for nursing students and assessed its effectiveness, based on Rogers’ diffusion of innovation model (Rogers, 2003).

Challenges facing evidence-based practice

The success of diffusion of evidence into policy and practice rests largely with the characteristics at play at each stage of the adoption process 3,4. The pathway to “evidence-informed” policy and practice involves three active stages of progression, influenced by the policy context. In this article, we propose that an “evidence-informed policy and practice pathway” can help both researchers and policy actors navigate the use of evidence (Figure 1).

To facilitate the move fromresearch to practice, lessons that we and our colleagues have learned in over twodecades of advocating for the importance of providing developmentally-informed andempirically-supported treatments to children and families in the child welfaresystem have been highlighted. This goal isan instantiation of Irv Sigel’s commitment to ensuring that developmentaltheory informs prevention and intervention and that, ultimately, suchempirically-supported treatments will be more easily accessible to practitioners andnot relegated to the annals of scientific journals. Administrators andresearchers alike should be aware that implementation may fail because ofinsufficient resources and that this will only hinder the adoption of futureevidence-based programs.

2.3. Incomplete outcome data (attrition bias)

Moreover, further studies National Academies report on mental health should examine the available tools and on‐the‐job education opportunities to support the use of digital resources in healthcare settings. Thus, this review aimed to describe the information sources used by registered nurses to inform clinical practice. The past decade has witnessed developments in digital support for nursing practice in many high‐income countries, which could enhance the use of evidence to guide clinical decisions (Clarke et al., 2013). Several studies have identified the sources of information used by registered nurses to inform their clinical decision‐making and clinical practice (Clarke et al., 2013; Ebenezer, 2015; Spenceley et al., 2008).

• This would have been supplemented by the χ2 test, where a p value τ2 along with its CIs, as an estimate of the magnitude of variation between studies.
• What further support, capacity, and conditions are needed for that evidence to gain traction on classroom and school improvement?
• In fact, the availability of interventions that have beenrigorously evaluated and that are supported by empirical evidence has burgeoned(e.g., Fonagy, Target, Cottrell, Phillips &Kurtz, 2002).
• Most researchers (examples include Epstein, 2009; Epstein, 2011; Nevo & Slonim‐Nevo, 2011) have consistently called for a change of term from “evidence‐based practice” to “evidence‐informed practice,” arguing that practice founded on the concept of evidence‐informed practice results in better patient outcomes.
• The concept of research-informed practice has evolved significantly over the years.
• Evidence‐based practice is expected to improve patient outcomes, give job satisfaction, and provide cost‐effective care (Melnyk et al., 2010).

Change history

For example, there is little point conducting trials of a new intervention in hospital practice if virtually all of the treatments for a particular disorder are carried out in primary care settings. There is increasing interest in implementing research findings in practice both because of a growing awareness of the gap between clinical practice and the findings of research and also because of the need to show that public investment in research results in benefits for patients. Ultimately, methods must be found to evaluate the impact of evidence on policy and practice change, and on populations—including unintended or unwanted consequences (Lorenc and Oliver, 2013; Oliver et al., 2019, 2019a). We need to bring together examples of the policy and practice lifecycles, and examine the roles of different types of evidence throughout those processes (Boaz et al., 2011, 2016). This would include empirical examination of individual strategies to influence decision-making, as well as more institutional infrastructures and roles; case studies of different types of policymaking and the evidence diets consumed in these contexts; and how different people embody different imperatives of the evidence/policy nexus. How might policies on data sharing and open science influence innovation and knowledge mobilisation practices?