Background:Translating research findings into healthcare practice remains a major challenge worldwide. The Best Practice Spotlight Organization® (BPSO) initiative, created by the Registered Nurses' Association of Ontario (RNAO), has been broadly adopted in healthcare organizations to promote the systematic implementation of evidence-based practice (EBP) guidelines. In contrast, the use of BPSO principles in nursing education to improve the workforce's readiness for evidence-based healthcare has not been widely studied. Objective:This study outlines the implementation of an Academic BPSO initiative within a nursing education program in the Philippines. Methods:We used a descriptive case study to examine how the Academic BPSO framework was integrated into a nursing school. Data were obtained from diverse sources, including institutional documents, curricular resources, program evaluations, and records on faculty development and student participation. Results:Findings indicate that the Academic BPSO initiative's implementation fostered the incorporation of Evidence-Based Practice (EBP) principles within the nursing curriculum. The initiative succeeded due to institutional support, champion training, and its integration into the curriculum. At the same time, faculty-student interactions promoted learning grounded in guidelines and the practical application of evidence-based care. Conclusions:Academic BPSO initiatives demonstrate how nursing education programs can contribute to building workforce capacity for evidence-based healthcare by preparing graduates to participate in EBP implementation within healthcare systems.
Background:The Mountain West Clinical and Translational Research Infrastructure Network (MW-CTR-IN) promotes junior investigators' careers via robust mentorship and faculty development. A key success indicator is the diversity and volume of scholarly publications. We employed scientometric methods to evaluate both database and non-database outputs-including academic works not traditionally indexed in bibliographic databases-over ten years, examining publication types, thematic focuses, and factors such as gender and discipline. Methods:We analyzed 1,554 peer-reviewed publications (1,141 from databases and 413 from non-database sources) published between 2014 and 2024. Publications were categorized by type and translational research stage using predefined criteria. Two independent coders classified the manuscripts. Gender and discipline differences were assessed. Results:From 2014 to 2024, 1,554 peer-reviewed publications were documented-1,141 database articles (68%) and 413 (31%) non-database outputs. Notably, publication numbers nearly doubled between 2020 and 2022 compared to previous years. Early database publications primarily focused on T0 and T1 levels (preclinical and basic research). In contrast, later years (2020, 2022, and 2023) saw significant growth in T3 and T4 research, indicating a shift toward advanced translational efforts. Males predominated in basic science (28% vs. 14%, p < .001). Conclusions:Rising publication trends underscore MW-CTR-IN's success in building junior research capacity and reveal the remarkable impact of both traditional and non-traditional scholarly outputs in guiding equitable, interdisciplinary training. The inclusion of non-database publications-such as guidelines, protocols, and technical innovations-offers a more comprehensive evaluation of academic productivity and translational impact.
