Building Research Evidence and Collaborative Partnerships in Uganda to Prevent and Protect Children Against Violence: Concerns and Priorities for Action

2017 ◽  
pp. 11-31 ◽  
Author(s):  
Eddy Joshua Walakira ◽  
Daniel Kikulwe ◽  
Ronald Luwangula ◽  
David Kaawa-Mafigiri ◽  
Badru Bukenya
Keyword(s):  
Research Evidence ◽  
Collaborative Partnerships ◽  
Building Research

scholarly journals The Parent’s Role in Adolescent Care-Seeking: Building Research Evidence to Mobilize This Untapped Resource

2022 ◽  
Vol 70 (1) ◽  
pp. 5-6
Author(s):  
Nicole F. Kahn ◽  
Carolyn A. McCarty ◽  
Yolanda N. Evans ◽  
Laura P. Richardson
Keyword(s):  
Research Evidence ◽  
Care Seeking ◽  
Building Research ◽  
Untapped Resource

scholarly journals Partnerships in mathematics and science teacher preparation in Zimbabwe

2020 ◽  
Vol 2 (2) ◽  
pp. 39
Author(s):  
Alois Matorevhu
Keyword(s):  
Teacher Preparation ◽  
Research Evidence ◽  
Teaching Practice ◽  
Education Programme ◽  
Mentor Teachers ◽  
Collaborative Partnerships ◽  
Programme Implementation ◽  
Teachers College ◽  
The University ◽  
University Of Zimbabwe

<p class="ABS-C">Research evidence indicates that collaborative partnerships among stakeholders develop strong sense of ownership, interest and commitment, which promotes successful programme implementation. Research evidence also supports that loose partnerships adversely affect programme implementation.  This study sought to explore the nature of partnerships among teacher education stakeholders in the pre–service Diploma in Education programme, offered at Teachers’ College S which is an associate of the University of Zimbabwe. Interviews with mentor teachers, pre-service teachers on attachment teaching practice/practicum, and head teachers were used to generate and collect data. Findings revealed existence of collaborative partnerships among Teachers’ College S, schools and the University of Zimbabwe. However, most mentor teachers expressed concern on absence of a policy guiding their operations. Recommendations to strengthen collaborative partnerships in pre–service teacher preparation were made.</p>

Collaborative partnerships: bridging the knowledge practice gap in client-centred care in mental health

2015 ◽  
Vol 10 (1) ◽  
pp. 51-60 ◽  
Author(s):  
Elizabeth McCay ◽  
Kristin Cleverley ◽  
Audrey Danaher ◽  
Naomi Mudachi
Keyword(s):  
Mental Health ◽  
Research Evidence ◽  
Interprofessional Collaboration ◽  
Tertiary Care ◽  
Knowledge Exchange ◽  
Collaborative Partnerships ◽  
Content Type ◽  
Knowledge Practice ◽  
Practice Gap ◽  
Evidenced Based

Purpose – The purpose of this paper is to describe a partnership, the Ryerson-Centre for Addiction and Mental Health Collaborative for Client-Centred and Family Sensitive Care Collaborative, between an urban university and tertiary care mental health facility to build capacity in using research evidence to support client-centred care. A cornerstone of the partnership was a study exploring the connection between effective interprofessional collaboration and the capacity to provide exemplary client-centred care in mental health. Design/methodology/approach – The Collaborative brings together organizations with shared values and a commitment to client-centred interprofessional care. It is a strategic approach in amplifying opportunities for the uptake of research evidence and knowledge transfer. One of the principal deliverables for the Collaborative was a multi-phased study exploring the relationship between team collaboration and client-centred care. Findings – Research findings identified a significant association between the level of team effectiveness and collaboration and the staffs’ perceived capacity to deliver client-centred care. Client and family member perspectives highlighted the importance of interprofessional team functioning and collaboration. The work of the Collaborative helped narrow the knowledge practice gap through: a research practicum to mentor graduate students; knowledge exchange and dissemination; and working with advanced practice staff to support change within the organization. Originality/value – Inter-organizational relationships, such as the Collaborative, support initiatives that accelerate the use of clinically relevant research and bridge the knowledge practice gap. A university/tertiary care teaching facility partnership represents a promising model for advancing and disseminating evidenced-based knowledge.

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

Daily Fluctuations in Work Engagement

2014 ◽  
Vol 19 (4) ◽  
pp. 227-236 ◽  
Author(s):  
Arnold B. Bakker
Keyword(s):  
Job Performance ◽  
Work Engagement ◽  
Research Evidence ◽  
Organizational Outcomes ◽  
Reciprocal Relationship ◽  
Proactive Behavior ◽  
Negative Events ◽  
Daily Work ◽  
Work Pressure ◽  
Diary Research

This article presents an overview of the literature on daily fluctuations in work engagement. Daily work engagement is a state of vigor, dedication, and absorption that is predictive of important organizational outcomes, including job performance. After briefly discussing enduring work engagement, the advantages of diary research are discussed, as well as the concept and measurement of daily work engagement. The research evidence shows that fluctuations in work engagement are a function of the changes in daily job and personal resources. Particularly on the days that employees have access to many resources, they are able to cope well with their daily job demands (e.g., work pressure, negative events), and likely interpret these demands as challenges. Furthermore, the literature review shows that on the days employees have sufficient levels of job control, they proactively try to optimize their work environment in order to stay engaged. This proactive behavior is called job crafting and predicts momentary and daily work engagement. An important additional finding is that daily engagement has a reciprocal relationship with daily recovery. On the days employees recover well, they feel more engaged; and engagement during the day is predictive of subsequent recovery. Finding the daily balance between engagement while at work and detachment while at home seems the key to enduring work engagement.

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