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Team formulation, used to understand patient problems and plan care, is a growing practice in adult mental health and learning disability services. The purpose of this paper is to explore definitions applied to team formulation (as distinct to therapy formulation), its underpinning theories, and the inter-relationship between the team and the process of formulation.

A database search (main search term of team formulation) of peer-reviewed studies was conducted using PRISMA guidelines. A main and second reviewer conducted quality appraisals and thematic analysis. Data were analysed by convergent qualitative synthesis design using thematic analysis to transform evidence from quantitative and qualitative studies into qualitative findings.

Initial searching produced 4,532 papers, 10 of which were eligible for inclusion. Team formulation has no distinct definition. Theories underpinning the practice of therapy formulation emanating from general psychological theory underpin team formulation. Seven studies applied psychological theories to the examination of team formulation. No studies examined the impact of the team on the formulation. Six themes were generated regarding the impact of team formulation on the team; “increased knowledge and understanding”, “altered perceptions, leading to altered relationships, feelings and behaviours”, “space to reflect”, “useful when stuck or challenged”, “perceived increase in effectiveness” and “improved team working”.

Limited evidence and variable quality compromised the availability of review evidence.

This is the first review to examine team formulation through the context of the team. The authors argue that a conceptual framework to encompass team inputs, processes and outputs in team formulation practice should guide future research.

In recent years public libraries have increasingly been required to collect data for the assessment of their performance and to inform service developments. The purpose of this paper is to describe an initiative to promote an evidence‐based approach to library management in a UK county library service.

The paper gives a definition of evidence‐based librarianship and describes how a three‐year study put evidence‐based management (EBM) principles into practice, and the implications for the staff and service as a whole.

An evidence‐based approach to library management yields considerable benefits in terms of service delivery and staff attitudes to data handling. When staff understand the purpose and benefits of collecting data and have the skills to handle evidence, they are more inclined to take ownership of these processes.

This research is limited to one public library authority in the UK. A key priority for future work is the exploration of how the experience gained in this initiative may be transferred to other library services and domains.

The practical implications of this work are widespread across the service. Staff at all levels seem to have greater awareness of the data collection process and how evidence can be used to inform decisions, both in the day‐to‐day running of the service and in the strategic planning process. The project culminated in the formulation of a performance management resource; a single point of reference for all staff involved in data handling and decision making.

A practical study of evidence‐based librarianship has never before been undertaken on this scale in the UK.

The purpose of this paper, using an evidence‐based management theoretical lens, is to examine research impact to provide guidance to supply chain management academics in evidencing and exploiting the outputs, outcomes and impact of their research.

Evidence‐based management theory is examined and applied to types of academic research impact. The distinction between academic and non‐academic impact is developed into a supply chain framework of research outputs, transfer, outcomes, impact and national/international benefits. Impact of supply chain management research is explored through a case study in the English National Health Service. Future opportunities and challenges for supply chain management researchers arising from increasing demand for and supply of evidence are discussed.

Author academic impact and citations are found to be increasingly important building blocks of evidence‐based evaluations of individual academics, journals, research quality assessments of groups and universities, and global rankings of universities. Supply chain management researchers can compare their impact with other areas of academia. Non‐academic impact of research has been assessed by funders of research projects and has spread to research quality assessments of universities.

Bibliometrics provide evidence of author and journal impact that can be used in human resource decisions, research quality assessments and global rankings of universities; this availability enables a debate on appropriate use of academic impact evidence. Supply chain management academics evidencing non‐academic research impact on business, society and economy will enable governments and funders of research to evaluate value for money return on their investment.

This perspective of evidence‐based evaluation of research impact and its implications might encourage debate on academic and non‐academic impact and encourage supply chain researchers to consider evidencing impact in their research design and methodology.

The purpose of this paper is to explore and assess barriers and opportunities for evidence-based management (EBMgt) and decision-making in healthcare systems of the small island developing states (SIDSs) of English-speaking Caribbean.

The study utilized grounded theory to collect and analyze data on experiences and perceptions of 20 senior managers/leaders from seven Ministries of health in the region. It used semi-structured, in-depth interviews comprising open-ended questions. Data analysis comprised open, focused and theoretical coding.

EBMgt and decision-making is not a prominent approach taken by top officials of health systems because of internal and external barriers to its use. Indeed the absence of a culture of decision-making based on evidence pervades the public services of Caribbean island states. Notwithstanding, there are opportunities for meaningful application of this management/leadership strategy.

To the author’s knowledge, this is the first assessment of the application of EBMgt to health systems of SIDSs of the Caribbean. This paper is concerned with the approach to decision-making in health systems across island states and lends support to the use of evidence in decision-making and policy development. It provides useful direction for policy makers, and senior managers/leaders of these systems.

Risk assessment is a fundamental part of clinical practice in mental health and learning disability services in the UK. Most services use a tool or framework to structure their clinical judgments, but there does not appear to be a consensus on which risk assessment tool should be used. This paper aims to describe the development, implementation and evaluation of an evidence-based formulation informed risk management (FIRM) framework in mental health and LD services.

The development of FIRM and evaluation was based on the model for improvement, with an emphasis on co-production broken down into three distinct yet interdependent phases of co-production: co-design, co-create and co-deliver. Following the implementation of the FIRM framework, a post-implementation survey was distributed to a sample of clinical staff to capture experiences in the first three months post-implementation.

The three co-production stages were pivotal for successful implementation in clinical practice. The key ingredients for success seemed to be acknowledging human factors and varied responses to change, communication, engagement and involvement of stakeholders. Early evaluation post-implementation demonstrated the benefits in terms of confidence in use, formulation of risk, risk management and communication. Further quality improvement initiatives are underway to evaluate impact up to 12 months post-implementation and to improve the quality of FIRM in practice. Future research is planned to look at enhancing personalised risk assessment and management.

This paper describes and demonstrates the value of co-production with clinicians and stakeholders in service development. The FIRM has improved the clinical practice of risk assessment, formulation and management and use of digital technology.

Multidisciplinary team (MDT) clinical supervision is being used in many mental health services but at present has not received adequate attention by researchers in order to generate evidence-based approaches. The purpose of this paper is to explore the utility and staff perspectives of an MDT model of clinical supervision in the form of a “Clinical Discussion Group” (CDG) on an acute inpatient mental health ward within the context of the current literature on the components of effective supervision in order to make recommendations for practice.

In total, 12 members of staff working on the ward were interviewed to gather their perspective on attendance, helpful aspects, outcomes, unhelpful aspects, and changes. Interview transcripts were analysed using thematic analysis.

In total, 11 themes were identified, three within “The Group and how it operates” (attendance, discussion topics and facilitation), five within “Impact and Usefulness” (valued by staff, understanding a case, emotional benefit, learning and working together as a team) and three within “Changes to the Group” (organisation, discussion topic and group outcomes).

This paper explores the benefits and challenges of a CDG from the perspective of the staff who attend. It presents some recommendations for good practice which should be of use to managers and supervisors who wish to use team supervision to improve patient outcomes and also makes suggestions for future research in this field.

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This audit was conducted on acute psychiatric in‐patient wards with the aim of establishing if valproate prescribing in acute mania followed evidence‐based guidelines with particular emphasis on formulations used and whether accelerated valproate dosing was employed.

Case notes from 43 (42 percent male) patients admitted with mania and subsequently discharged on valproate were reviewed. Valproate formulation, weight measurement (necessary for dose‐calculation in accelerated dosing), initial valproate dose and increments, serum valproate monitoring and other prescribed psychotropic agents were noted.

Most (95 percent) patients received sodium valproate (epilim chrono/generic), the remaining received valproate semi‐sodium (depakote). All but one patient received antipsychotic medication in combination. Weight was recorded in only four (9 percent) patients. The mean valproate daily dose after the first week was 1,027 mg (sd=408). It took 29 (sd=42) days to reach the maximum daily dose (1,426 mg sd=467) from valproate initiation. Serum levels were monitored in 34 (79 percent) cases, but the mean period between valproate initiation to the first serum level test was 38 (sd=47) days. A significant positive correlation was found between days taken to reach maximum dose and hospital stay (Spearman's rho=0.41, n=43, p=0.006, two‐tailed).

Accelerated valproate dosing was not common practice, which may have resulted in suboptimal efficacy, probably leading to combination treatment.

This study highlights the need for adequate initial dosing and dose increments when treating manic patients and suggests current practice is not evidence‐based. Local prescribing policy and national guidelines' influence on practice are discussed.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to consider how library education can best incorporate the profession's emerging interest in evidence‐based practice (EBP) whilst ensuring that the educational experience is meaningful to the contemporary library student.

A learning and teaching model developed by the Queensland University of Technology will be presented as a case study on how the library education curriculum can be developed to incorporate a focus on EBP whilst catering to the unique learning style of the millennial student.

To effectively meet the needs of the millennial student, library educators must develop their curriculum to include a real world activities and perspective, be customisable and flexible, incorporate regular feedback, use technology, provide trusted guidance, include the opportunity for social and interactive learning, be visual and kinaesthetic, and include communication that is real, raw, relevant and relational.

This paper contributes to the current discussion on how EBP can be integrated effectively into the contemporary library curriculum in general, and meet the learning needs of the millennial student in particular.