Linking Research and Practice in Midwifery a Guide to evidence-Based Practice

2000 ◽  
Vol 13 (4) ◽  
pp. 22
Author(s):  
Heather James
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Research And Practice

Evidence-Based Education: Critical Analysis of Current Discussions

2021 ◽  
Vol 13 (4) ◽  
pp. 162-176
Author(s):  
N.P. Busygina ◽  
T.G. Podushkina ◽  
V.V. Stanilevsky
Keyword(s):  
Critical Analysis ◽  
Evidence Based Practice ◽  
Linear Process ◽  
Research Use ◽  
Evidence Based ◽  
Top Down ◽  
Research And Practice ◽  
Frequent Use ◽  
Theoretical Reasoning ◽  
The Relationship

The article analyzes the current discussions on how to define evidence and implement evidence-based practice in education. Despite their frequent use, the terms “evidence-based practice”, “evidence-based education” etc. remain something like “empty signs” the meaning of which still needs to be defined. The authors highlight several discussion topics regarding research for evidence-based practice and evidence-based process: hierarchical versus pluralistic conception of evidence; theoretical reasoning as evidence; top-down evidence-based practice versus bottom-up evidence-informed practitioner judgment; conception of research use as linear process of uptake or dissemination versus as bidirectional process by which research and practice mutually inform each other. It is presumed that although historically evidence-based approach was associated with an appeal to science primarily as an institution of prescription, in its actual versions the relationship between science and practice is much more complex.

Translating science into practice in clinical psychology: A reformulation of the evidence-based practice inquiry model

2021 ◽  
pp. 095935432110598
Author(s):  
Tony Ward ◽  
Brian D. Haig ◽  
Max McDonald
Keyword(s):  
Research Evidence ◽  
Information Overload ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Research And Practice ◽  
Conflicting Evidence ◽  
Assessment And Treatment ◽  
Social And Cultural Factors

The model of evidence-based practice (EBP) directs clinicians to integrate the best available research evidence, clinical expertise, client preferences and values, and social and cultural factors in the assessment and treatment of psychological problems. Despite its many strengths, the five-step inquiry component of the EBP model suffers from several conceptual and practical problems that make it difficult to implement in practice. In this article, we first outline the transdisciplinary EBP model. Second, several criticisms of the overall EBP model are outlined and briefly discussed. Third, five pressing problems in the inquiry component of the EBP model are identified: (a) information overload, (b) a focus on questions rather than tasks, (c) neglect of theory, (d) difficulty dealing with conflicting evidence, and (e) an oversimplified view of the role of values in research and practice. Fourth, we suggest ways of modifying the inquiry part of the model to address these problems.

Critical Thinking and the Evidence-Based Practice of Sport Psychology

2007 ◽  
Vol 1 (1) ◽  
pp. 9-22 ◽  
Author(s):  
Zella E. Moore
Keyword(s):  
Sport Psychology ◽  
Evidence Based Practice ◽  
Well Being ◽  
Theory Building ◽  
Evidence Based ◽  
Scientific Database ◽  
Research And Practice ◽  
Clinical Thinking ◽  
Scientific Standards

The primary purpose of this article is to expand the discussion about the role of science, clinical thinking, the state of the discipline, and the manner in which evidence-based practice may aid in the development of the field of sport psychology. Rejecting pseudoscientific principles and embracing sound scientific standards of research and practice will result in an increasingly fresh and vibrant field from which greater innovation and evolution can occur. This innovation will inevitably lead to a renewed commitment to theory building, as the evolving scientific database will drive new ways of thinking about the myriad of issues presented by athletic clientele. By embracing the evidence-based practice philosophy, not only will sound scientific advancements emerge, but most importantly, the overall well-being of our athletic clientele will be enhanced.

Evidence-Based Marketing: A Perspective on the ‘Practice - Theory Divide’

2012 ◽  
Vol 54 (4) ◽  
pp. 521-541 ◽  
Author(s):  
Jennifer Rowley
Keyword(s):  
Knowledge Production ◽  
Evidence Based Practice ◽  
Practice Theory ◽  
Marketing Research ◽  
Evidence Based ◽  
Research And Practice ◽  
Mode 2 ◽  
Mode 2 Knowledge Production ◽  
The Relationship

This article seeks to explore some dimensions of the relationship between marketing research and theory, including the relationship between researchers and practitioners, using the lens on the debate around evidence-based management, with a view to stimulating debate within the marketing community. The article commences by introducing the concepts of evidence-based practice and management, and reviewing some of the challenges associated with integrating management and marketing research and practice. The following section visits the notion of ‘evidence’, including its link to mode 1 and mode 2 knowledge production. Finally, ten proposals for advancing evidence-based marketing and blurring the ‘practice–theory divide’ are proposed. These include peoplebased strategies, knowledge and inquiry-based strategies, and dissemination, communication and publication-based strategies.

scholarly journals The Challenges of Collaborative Working: Bridging the Gap between Research and Practice

IUSCA Journal ◽  
2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Steve W. Thompson
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Strength And Conditioning ◽  
Research And Practice ◽  
Sport Science ◽  
Practice Models ◽  
Conference Presentations ◽  
Academic Publications ◽  
Collaborative Working

‘Evidence-based practice’, ‘applied sport science’ and ‘bridging the gap’: notions that frequent academic publications, underpin practice models and theme conference presentations. Conceptually similar, these terms both highlight and redress the estrangement between research and practice. No more apparent is this than within the field of Strength and Conditioning (S&C), where practices and methods are often developed by practitioners within clubs and organisations out of necessity that are later investigated and published within academia.

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.

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