Embedding Evidence-Based Practice into a Remote Indigenous Early Learning and Parenting Program: A Systematic Approach

2019 ◽  
pp. 185-201
Author(s):  
Louise Cooke ◽  
Averill Piers-Blundell
Keyword(s):  
Systematic Approach ◽  
Evidence Based Practice ◽  
Early Learning ◽  
Parenting Program ◽  
Evidence Based

Practical Steps for Evidence-Based Practice

2008 ◽  
Vol 19 (3) ◽  
pp. 314-324
Author(s):  
Bradi B. Granger
Keyword(s):  
Professional Development ◽  
Patient Care ◽  
Patient Outcomes ◽  
Systematic Approach ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Nursing Research ◽  
Clinical Area ◽  
Clinical Questions

Evidence-based practice is a goal for all institutions and often an accreditation requirement. However, moving forward to “just do it” poses a problem for nurses in most patient care units. In spite of increased focus on evidence-based practice initiatives, creation of a systematic approach that effectively integrates the evidence for our practice into the minute-by-minute activities of patient care is still needed. In this article, the steps for accomplishing evidence-based practice in the clinical area are described, beginning with establishing a system to identify, evaluate, and prioritize clinical questions and existing research. Although conducting new, unit-based nursing research may seem a distant goal, beginning with initiatives to increase the use of existing evidence in practice is a first step to this goal, one that contributes to professional development and improved patient outcomes.

scholarly journals Nurses’ Perception of Pain in People With Dementia: A Philosophical Overview

2018 ◽  
Vol 10 (7) ◽  
pp. 160
Author(s):  
Mohammad Rababa ◽  
Baker M. Bani-Khair
Keyword(s):  
Pain Perception ◽  
Systematic Approach ◽  
Evidence Based Practice ◽  
Sensory Experience ◽  
Dementia Care ◽  
Knowledge Development ◽  
Evidence Based ◽  
Comprehensive Understanding ◽  
People With Dementia

Pain perception is a very complicated phenomenon in dementia care. Both rationalists and empiricists strived to reach to an understanding of pain perception. Rationalists such as Plato, Aristotle, and Descartes made some contributions in knowledge development of the concept of pain perception. Empiricists discussed how sensory experience, evidence based practice, tradition, and systematic approach of thinking could affect the knowledge attainment of pain perception. Nurse researchers would investigate both philosophical traditions in order to have comprehensive understanding of pain perception and facilitate nurses’ decisions to treat pain in people with dementia.

Using Single Subject Methodology To Improve Decision-Making in Stuttering Treatment

2012 ◽  
Vol 22 (1) ◽  
pp. 16-21
Author(s):  
Sheryl R. Gottwald ◽  
Bryan Ness
Keyword(s):  
Decision Making ◽  
Down Syndrome ◽  
Systematic Approach ◽  
Evidence Based Practice ◽  
Single Subject ◽  
Evidence Based ◽  
Speech Language Pathologists ◽  
Fluent Speech ◽  
The Subject

With the proliferation of evidence-based practice and the need to quantify therapy effects, it is imperative for speech-language pathologists to adapt a systematic approach when planning therapy. In this tutorial, we describe a 5-step decision making sequence that permitted us to systematically assess our clinical assumptions about the most effective treatments for eliciting perceptually fluent speech for a client with Down syndrome. We used single subject methodology to compare the effects of 3 intervention protocols—scripting, pacing board, and intonation training—on the fluency of an adult client with Down syndrome. This case study demonstrated that scripting allowed the subject to produce the largest number of normally fluent sentences with the least amount of clinician prompting.

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.

Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe
Keyword(s):  
Clinical Education ◽  
Real World ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
University Faculty ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Basic Principles ◽  
The Real ◽  
Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

Training Methods With Clinicians and Students—A Personal Story and Change: Narrative Therapy for Stuttering

2008 ◽  
Vol 18 (1) ◽  
pp. 37-42 ◽  
Author(s):  
Margaret Leahy
Keyword(s):  
Narrative Therapy ◽  
Evidence Based Practice ◽  
Theoretical Background ◽  
Evidence Based ◽  
Training Methods ◽  
Sense Of Control ◽  
Case Description ◽  
General Outline ◽  
Personal Story ◽  
Fluency Disorders

Abstract Educating students and informing clinicians regarding developments in therapy approaches and in evidence-based practice are important elements of the responsibility of specialist academic posts in universities. In this article, the development of narrative therapy and its theoretical background are outlined (preceded by a general outline of how the topic of fluency disorders is introduced to students at an Irish university). An example of implementing narrative therapy with a 12-year-old boy is presented. The brief case description demonstrates how narrative therapy facilitated this 12-year-old make sense of his dysfluency and his phonological disorder, leading to his improved understanding and management of the problems, fostering a sense of control that led ultimately to their resolution.

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