Additionally, comparisons of results between studies atMHFC suggest that whereas multiple intervention approaches lead tosignificant improvements for families with infants, the developmental needsof older children may require different types of interventions to impactspecific areas of need. In the absence ofa base of normative data in developmental psychology, it is particularlychallenging to develop culturally informed interventions. A particularly challenging issue in the provision of evidence-basedinterventions in community contexts pertains to the dearth of empiricalsupport with respect to clients from diverse cultures. Even when treatments have been supported by empirical evidence anddisseminated to broader clinical contexts, the developmental appropriatenessof the modality must be considered if the intervention is to be optimallyeffective. Althoughempirically supported treatments are one component of evidence-based practice,it is important to underscore that evidence-based practice also requires theutilization of clinical skills and expertise in order to apply efficacioustreatments appropriately (Huppert, Fabbro, &Barlow, 2006). Evidence-based practice refers to the integration of clinical expertiseand patient values with the best available empirical research (Institute of Medicine, 2001).

3. Reflexivity: Reflective practices for objectivity in interpreting results

We would have categorized studies as having a high risk of bias if the authors used a nonrandom sequence generation process, for example, the sequence generated by the preference of the study participants, even or odd date of birth, or availability of the intervention. Supporting Information Appendix 2 presents the data extraction form we planned to use for this review. Third, we exported search results from Endnote into Covidence (a web‐based software platform that streamlines the production of systematic reviews) for the screening of the search results. We planned to assess patient outcome indicators such as user experience, length of hospital stays, absence of nosocomial infections, patient and health practitioner satisfaction, mortality, and morbidity rates.

We planned to assess studies for reporting bias to determine whether there were inconsistencies between measured outcomes and reported outcomes. 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. We intended to assess heterogeneity through the comparison of factors such as participant demographics, type of intervention, type of control comparators, and outcome measures. We planned to do this only if such studies have not been properly adjusted for clustering (e.g., by the use of multi‐level modeling or robust standard errors).

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• Evidence-informed practice (EIP) has been mooted as an alternative to EBP, prompting debate as to which approach better enables the transfer of evidence into practice.
• We would have used the JBI‐MAStARI checklist for case‐control studies, the checklist for case reports, the checklist for cohort studies, the checklist for quasi‐experimental, the checklist for RCTs, and the checklist for analytical cross‐sectional studies.
• Following that, the introduction typically explains the purpose and significance of the research—often through a theoretical framework and literature review.
• Scholarship is predicated on a mindset of asking questions about why nurses do things the way they do.
• For example, the transmission of information from research to single practitioners or small groups of health professionals through educational outreach has a strong educational component but might also include aspects of social influence interventions19 in pointing out the use of a particular treatment by local colleagues.
• Reflective practices have a unique contribution to forming the unique art and science of nursing as a practice-based discipline.

While there are challenges to implementing research-informed practice, these can be overcome through strategies such as providing training and support, improving access to research evidence, and encouraging a culture of research-informed practice. Research-informed practice is a critical component of effective social work, particularly when working with vulnerable populations such as children and families. This involves critically appraising the research studies to determine their validity, reliability, and relevance to the practice question or issue. This involves searching for research studies that are relevant to the practice question or issue.

4 Explain why competence includes using own behaviour to model person-centred values and practice

Reflective practice provides a systematic way for nurses to ask questions about their practice that leads to better understanding and sense-making as they sift evidence for situated practice contexts . Research questions derive from practice; clinicians become partners with nurse educators in preparing nurses with the myriad skills critical for developing and cultivating knowledge guiding practice . Knowledge development is a key foundation for guiding the science underpinning evidence-informed nursing practice. By developing a growth mindset for continuous improvement of their practice, nurses engage in the ongoing search for evidence informed practice. Technical, objective knowledge development is more dominant than knowledge development for delivering holistic, person-centered care.

This means better understanding the roles of professional and local cultures of evidence use, governance arrangements, and roles of public dialogues so that we can we start to investigate empirically-informed strategies to increase impact (Locock and Boaz, 2004; Oliver et al., 2014). Finally, we need to understand how research and researchers can support decision-making given what we know about the decision-making context or culture, and how this influences evidence use (Lin, 2008). We are also interested in the tension between scientific and politician consensus, and how differences in interpretations of knowledge can be leveraged to influence political consensus (Beem, 2012; Montana, 2017; Pearce et al., 2017). Russell and Greenhalgh have shown how competing rationalities affect the reasoning and argumentation deployed in decision-making contexts (Greenhalgh and Russell, 2006; Russell and Greenhalgh, 2014); how can we interpret local meanings and sense-making in order to better communicate about evidence? However, it is not clear how existing studies can help individuals navigate these complex and normative choices. Should individual academics engage in advocacy for policy issues (Cairney, 2016a; Smith et al., 2015), using emotive stories or messaging to best communicate (Jones and Crow, 2017; Yanovitzky and Weber, 2018), or National Academies report on mental health rather be ‘honest brokers’ representing without favour a body of work (Pielke, 2007)?