China 
Africa 
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Patients Rate Hotel-Like Hospitals Better than State and National Average in Patient Satisfaction
Published in Frederick J. DeMicco, Ali A. Poorani, Medical Travel Brand Management, 2023
As related to the healthcare, until early 2000s, the role of the health care physical or tangible environment, including the facility, was essentially an unstudied area (Hutton and Richardson, 1995). Swan, Richardson, and Hutton (2003), in an experimental study, concluded that patients in well-decorated and well-appointed hotel-like rooms rated their attending physicians, housekeeping, and food-service staff, the food, and the hospital better than patients in standard rooms in the same hospital. Also, they had stronger intentions to use the hospital again and would recommend the hospital to others. Douglas and Douglas (2004) highlighted that the need for personal space, a homey welcoming atmosphere, areas for visitors, access to external surroundings, and the provision of facilities for recreation and leisure were important. Ulrich and Zimring (2004), based on the study of literature found strong evidence for the link between the physical environment and patient and staff outcomes in four areas: (i) Reduced staff stress and fatigue and increased effectiveness in delivering care; (ii) improved patient safety; (iii) reduced stress and improved outcomes; and (iv) improved overall healthcare quality. This and similar studies (Nelson, West, and Goodman, 2005) led to the popularity of evidence-based design (EBD), denoting that healthcare organizations out to acknowledge the critical role that the healthcare facility plays in improved patient and staff outcomes.
The future
Published in Emmanuel Tsekleves, John Keady, Design for People Living with Dementia, 2021
Emmanuel Tsekleves, John Keady
To increase the rigour and robustness of qualitative methods we should, as a design research community, develop and share validated evaluation frameworks and wherever possible employ evidence-based design. An increasing base of research suggests that evidence-based design can be used in parallel with evidence-based medicine to create healthcare systems and processes that support patient care and safety (Ulrich et al., 2008). Healthcare design is increasingly guided by rigorous research linking hospitals’ physical environments to healthcare outcomes (Ulrich et al., 2008; Shoemaker et al., 2010; Van Hoof et al., 2015). Evidence-based design, derived from evidence-based medicine, requires full-bodied research efforts and a large amount of valid information, resulting from systematic reviews of research literature that can be applied in practice (Zimring and Bosch, 2008). It is therefore imperative that we develop a repertoire of strategies that can be used with different individuals participating in research (Hubbard et al., 2003). This forms an opportunity for design researchers to adapt existing design research methods and/or develop new ones.
Architecture
Published in Emmanuel Tsekleves, Rachel Cooper, Design for Health, 2017
To do that, this section discusses evidence-based design and its development into evidence-informed design in the context of acute healthcare settings. It covers trends in healthcare design as well as the challenges and opportunities, and how it is developing. For this purpose, the chapter is divided into three sections covering theory, practice and an example of acute care design solutions. In this way, the chapter should provide valuable information for planners, designers, healthcare providers and the general public interested in this theme whilst also addressing current debate in this area.
Analysis of physical learning spaces in a university hospital: A case study
Published in Medical Teacher, 2022
Andrea R. Flores-Sánchez, Carlos Gutiérrez-Cirlos, Melchor Sánchez-Mendiola
Health professions education and practice have undergone substantial changes in the past half-century, including competency-based medical education, simulation-based teaching, curricular integration, use of technology and artificial intelligence, interprofessional education, among many others (Han et al. 2019). One of the basic premises of higher education is that it should be student-centered, promoting active and collaborative learning, so universities and academic health centers need to provide physical and virtual spaces that help achieve these goals (Oblinger and Lippincott 2006; Finkelstein et al. 2016; Nordquist et al. 2016). Recently there has been an increased emphasis on evidence-based design in healthcare, centered mostly on the clinical aspects of patient outcomes, perceptions of healthcare provision and readiness for team collaboration (Pati 2011; Lamb and Shraiky 2013; Alfonsi et al, 2014). In parallel, there has been an increase in emphasis of physical spaces and their educational implications, creating a solid base of pedagogical principles and conceptual models in this area (Oblinger and Lippincott 2006; Nordenström et al. 2013; Nordquist et al. 2016, 2019; Cooper et al. 2020).
“OMG, Yes!”: Feasibility, Acceptability, and Preliminary Efficacy of an Online Intervention for Female Sexual Pleasure
Published in The Journal of Sex Research, 2022
Devon J. Hensel, Christiana D. Von Hippel, Rebecca Sandidge, Charles C. Lapage, Nicole S. Zelin, Robert H. Perkins
The purpose of the current study was to establish proof-of-concept in using this resource to positively impact key aspects of sexual enjoyment and sexual pleasure knowledge in a cohort of new OMGyes.com users. We leveraged evidence-based design principles from the first author’s feasibility work (Hensel et al., 2012, 2015; Roth et al., 2014) and examined three areas of viability: 1) feasibility, including participant recruitment and retention; participant compliance, and resource usage; 2) acceptability, including participant perceptions of resource usefulness, resource impact and ratings of study participation; and 3) preliminary efficacy, including effect size and changes in sexual agency, sexual knowledge confidence and positivity, sexual pleasure self-knowledge, and experience of sexual pleasure in partnered and solo sex.
How Intervention Research Designs May Broaden the Research-to-Practice Gap in Sport Psychology
Published in Journal of Sport Psychology in Action, 2021
Frank O. Ely, Jenny O., Krista J. Munroe-Chandler
In an attempt to contribute to the narrowing of the research-to-practice gap, we will critically analyze one of our own recent publications (O et al., 2020), using it as an exemplar to highlight aspects of research-based interventions that, perhaps, fall short with respect to facilitating real-world implementation. Having conducted, published, and then, critically reexamined this intervention through an applied lens, we have concluded that it would be very difficult for most practitioners to implement our intervention design (exactly as-is) in the real-world. In an attempt to salvage some applied impact from this work, we have adjusted some of its methodological designs. In doing so, we have maintained an evidence-based design approach to each methodological element discussed, but have modified its structure so as to make it more appropriate for real world use. Our hope is that these recommendations may inspire creativity and curiosity for practitioners and offer an intervention structure that can be more readily adopted into real world practice. As such, in the subsequent sections we provide a brief background of the intervention, highlight methodological information that was either under-reported or overly complex, provide practical recommendations, and briefly explore some future considerations for narrowing the research-to-practice gap.