EVIDENCE‐BASED PRACTICE: A NEW APPROACH TO TEACHING THE INTEGRATION OF RESEARCH AND PRACTICE IN GERONTOLOGY

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.

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

Theory & Psychology ◽

10.1177/09593543211059816 ◽

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.

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Critical Thinking and the Evidence-Based Practice of Sport Psychology

Journal of Clinical Sport Psychology ◽

10.1123/jcsp.1.1.9 ◽

2007 ◽

Vol 1 (1) ◽

pp. 9-22 ◽

Cited By ~ 11

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.

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