Evidenced Based Practice: Classroom to Clinical Laboratory

Cecelia W. Landin

doi:10.29074/ascls.26.4.212

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Cecelia W. Landin, Ed.D, MLS(ASCP)^CM⇑
1. Marquette University, Schroeder Health Complex, Milwaukee, WI

Address for Correspondence: Cecelia W. Landin, Ed.D, MLS(ASCP)^CM, Clinical Assistant Professor, Marquette University, Schroeder Health Complex, 264D, 561 N. 15^th Street, Milwaukee, WI 53233, 414-288-7589, Cecelia.W.Landin{at}Marquette.edu

Discuss the application of Evidence Based Practice (EBP) in each phase of laboratory testing: preanalytic, analytic, post analytic.
Describe and distinguish between EBP in MLS student curriculum and clinical laboratories.
Describe the efficacy of clinical research for quality improvement in clinical laboratories.
Evaluate quality assurance problems and projects encountered in the clinical laboratory for classroom teaching and adaptation to clinical research projects

Abstract

Evidence based practice (EBP) can be incorporated into the curriculum of Medical Laboratory Science (MLS) Programs. Current components of curriculum can include EBP in pre-analytic, analytic, and post-analytic topics. Discussion of EBP topics in the classroom using practices assessed through the Laboratory Medicine Best Practices Initiative (LMBP™) of the U.S. Centers for Disease Control and Prevention will give students a clear understanding of EBP and how it is used in the clinical laboratory for improved health care quality. Student involvement in Quality Improvement projects to improve laboratory performance and patient outcomes can be developed through capstone projects. Examples of clinical projects and application of EBP into the MLS curriculum are discussed.

ABBREVIATIONS: CLS - Clinical Laboratory Science; EBP - Evidence Based Practice; LMBP™ - Laboratory Medicine Best Practices; MLS - Medical Laboratory Science; NAACLS - National Accrediting Agency for Clinical Laboratory Science.