The STROBE Statement and Neuropsychology: Lighting the Way Toward Evidence-Based Practice

2013 ◽  
Vol 28 (4) ◽  
pp. 556-574 ◽  
Author(s):  
David W. Loring ◽  
Stephen C. Bowden
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Strobe Statement ◽  
The Way

scholarly journals Finding the way to evidence-based practice

2013 ◽  
Vol 44 (5) ◽  
pp. 15-19 ◽  
Author(s):  
Susan Ahrens ◽  
Carol Susan Johnson
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
The Way

Upping the Ante: How Does the Need for Evidence-Based Practice Influence Neonatal Network® Articles?

2007 ◽  
Vol 26 (3) ◽  
pp. 139-141
Author(s):  
Debbie Fraser Askin
Keyword(s):  
Evidence Based Practice ◽  
Meta Analysis ◽  
Evidence Based ◽  
The Way

WE DON’T PRACTICE IN THE SAME WAY WE DID 25 YEARS ago. Then, we did a lot of things because that was the way we always did them, or because the unit policy said we must, or because someone just came back from a conference and that’s how they were doing it down there (up there, over there…). Today we implement practice changes based on a review of the existing evidence, based on the results of a meta-analysis, or as a result of multicentered benchmarking work.

Philosophical pragmatism, pragmatic agency, and the treatment of evidence in social work

2021 ◽  
pp. 147332502110191
Author(s):  
Pablo Garces
Keyword(s):  
Social Work ◽  
Philosophy Of Science ◽  
Practical Reason ◽  
Evidence Based Practice ◽  
Scientific Evidence ◽  
The Self ◽  
Evidence Based ◽  
Philosophical Pragmatism ◽  
The Way

From the influential evidence-based practice (EBP), to the increasingly persuasive evidence-informed practice (EIP), in the last decades, the field has sought to adequately allocate scientific evidence within social work’s practice. While this development suggests a move away from positivism, it is less clear towards where. Thus, this article advances classical pragmatism as a plausible philosophy of science for the treatment of evidence to account for this transition and the way forward. Pragmatism regards humans and their contexts as part of a continuity, constantly changing each other, always becoming. As such, it challenges what counts as ‘evidence’ and demands healthy awareness and criticism of preferences and biases, whether personal or contextual, in the self and in the subjects of interest. This opens up the door to plurality, to harness practical reason to solve practical problems, turning indeterminate situations into determinate ones, thereby generating warranted assertions.

scholarly journals Acupuncture in prevention, treatment of injuries and improvement of performance in athletes: Literature review

2019 ◽  
pp. 59-98
Author(s):  
Julio Cesar Dias Junior
Keyword(s):  
Literature Review ◽  
Physical Performance ◽  
Athletic Performance ◽  
Evidence Based Practice ◽  
Sports Injuries ◽  
Professional Athletes ◽  
Evidence Based ◽  
The Subject ◽  
The Way

Studies have shown that acupuncture improves physical performance in professional athletes, but the big problem is sports injuries, which can leave them away from activities for long periods. The study conducted a literature review, seeking the efficacy of the technique in the prevention, improvement of performance and in the treatment of lesions. Some authors exemplify and clarify the process of pain neurophysiology and the way in which acupuncture can intervene in this problem, others, develop and apply protocols to achieve an improvement in performance, treatment of diseases and prevention of Injury. Among the results were found eighty-nine articles on the subject, where: twenty two reported the treatment of lesions and thirty-seven the prevention and improvement of athletic performance, directing the application once in the week, of 20 – 30 minutes, presenting satisfactory results for the analyzed data. Based on this literature and evidence-based practice it can be concluded that acupuncture is a great intervention to achieve these goals within the area of sport.

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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