Evidence-Based Practice Patterns Among Speech-Language Pathologists and Audiologists in Saudi Arabia

2019 ◽  
Vol 41 (4) ◽  
pp. 242-249 ◽  
Author(s):  
Abdulsalam Alhaidary
Keyword(s):  
Saudi Arabia ◽  
Clinical Decision Making ◽  
Practice Patterns ◽  
Evidence Based Practice ◽  
Clinical Decision ◽  
Limited Resources ◽  
Evidence Based ◽  
Speech Language Pathologists ◽  
Insufficient Time ◽  
Ebp Implementation

The goal of this study was to explore the evidence-based practice (EBP) pattern among speech-language pathologists (SLPs) and audiologists in Saudi Arabia. A total of 48 clinicians working in Saudi Arabia completed a questionnaire that investigated patterns, attitudes, skills, and time and resources at the workplace related to EBP. The results showed that SLPs and audiologists held favorable attitudes toward EBP, and the use of research studies to guide clinical decision making was increased among the participants with previous EBP training. Also, the study found that skills and knowledge related to EBP need to be enhanced, but they were not major barriers to EBP implementation. Limited resources appeared to impose some hindrances, whereas insufficient time at the workplace was found to be a major challenge for EBP implementation. Overall, the findings from this study highlight the importance of increasing the continuing education and professional time for EBP activities in the workplace.

Attitudes, Knowledge, and Skills Toward Adopting Evidence-Based Practice in Clinical Decision-Making of Registered Nurses in Saudi Arabia

2021 ◽  
pp. RTNP-D-20-00119
Author(s):  
Alia Almoajel
Keyword(s):  
Saudi Arabia ◽  
Nursing Education ◽  
Registered Nurses ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Daily Practice ◽  
Clinical Decision ◽  
Evidence Based ◽  
Convenience Sample ◽  
Knowledge And Skills

Background and PurposeEvidence-based practice (EBP) is generally recognized as a fundamental tenet of cost-effective and high-quality patient care. Nurses must be engaged with the appropriate attitude and educated with essential competencies to implement EBP systematically into their daily practice. This study assessed the attitudes, knowledge, and skills of registered nurses toward the adoption of EBP in making clinical decisions in their practice.MethodsThis quantitative, crosssectional study surveyed a convenience sample of 312 nurses from five regions in Saudi Arabia from October 2019 to December 2019.ResultsThe majority of nurses were unknowledgeable about the acceptable definition of EBP. The highest overall mean score was reported in the motivation subscale, followed by the skill and barrier subscales. The attitude subscale received the lowest overall mean score, which denotes a positive attitude. The nationality, level of nursing education, and years of experience had significant multivariate effects on nurses' EBP skills. Consequently, designation and EBP training had significant multivariate effects on nurses' perceived barriers to EBP adoption.Implications for PracticeNurses lack EBP knowledge. Nonetheless, they are motivated with positive attitudes to implement EBP in their professional practice if they are given adequate training and resources, sufficient time and managerial support, and mentoring from nurses with adequate EBP experience. Heightening the understanding and utilization of the best available scientific resources about EBP into nurses' daily clinical decision and practice is essential.

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.

Debates in Dysphagia Management: How Do You Use Evidence-Based Practice in Your Dysphagia Patient Care?

2011 ◽  
Vol 20 (4) ◽  
pp. 121-123
Author(s):  
Jeri A. Logemann
Keyword(s):  
Decision Making ◽  
Patient Care ◽  
Clinical Outcomes ◽  
Clinical Judgment ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Clinical Decision ◽  
Evidence Based ◽  
Clinical Method ◽  
Do So

Evidence-based practice requires astute clinicians to blend our best clinical judgment with the best available external evidence and the patient's own values and expectations. Sometimes, we value one more than another during clinical decision-making, though it is never wise to do so, and sometimes other factors that we are unaware of produce unanticipated clinical outcomes. Sometimes, we feel very strongly about one clinical method or another, and hopefully that belief is founded in evidence. Some beliefs, however, are not founded in evidence. The sound use of evidence is the best way to navigate the debates within our field of practice.

scholarly journals The PICO strategy for the research question construction and evidence search

2007 ◽  
Vol 15 (3) ◽  
pp. 508-511 ◽  
Author(s):  
Cristina Mamédio da Costa Santos ◽  
Cibele Andrucioli de Mattos Pimenta ◽  
Moacyr Roberto Cuce Nobre
Keyword(s):  
Decision Making ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Scientific Evidence ◽  
Research Question ◽  
Clinical Decision ◽  
Evidence Based ◽  
Review Of The Literature

Evidence based practice is the use of the best scientific evidence to support the clinical decision making. The identification of the best evidence requires the construction of an appropriate research question and review of the literature. This article describes the use of the PICO strategy for the construction of the research question and bibliographical search.

scholarly journals Outcomes of an Online Post Professional Doctorate Degree in Occupational Therapy

2012 ◽  
Author(s):  
Joyce Salls ◽  
Ingrid Provident ◽  
Cathy Dolhi
Keyword(s):  
Occupational Therapy ◽  
Online Survey ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Clinical Decision ◽  
Evidence Based ◽  
Doctorate Degree ◽  
One Year ◽  
Evidence Based Programs ◽  
Practice Skills

Purpose: The purpose of this study was to determine outcomes of a post professional Occupational Therapy Doctorate (OTD) program on graduates’ engagement in evidence-based practice, leadership, and scholarly activities one year post graduation. Method: Thirty graduates of a post professional OTD program completed an online survey addressing evidence-based practice skills, implementation of occupation and evidence-based programs, and participation in leadership and scholarly endeavors. Results: The majority of graduates reported confidence in their evidence-based practice skills and using evidence in clinical decision making. Over half of the respondents reported designing or revising occupation based programs, and all indicated that their OTD education improved their practice skills. Fifty-three percent reported assuming new leadership positions, with one third reporting engagement in scholarly activities since graduation.Conclusion: This research suggests post professional OTD programs have potential to develop practitioners grounded in occupation centered and evidence-based practice who can serve as professional leaders and mentors. Additionally, the results have implications for other allied health disciplines with post professional doctoral programs.

scholarly journals Student’s Perception On Implementation Of Evidence Based Practice In Clinical Practice

2021 ◽  
pp. 96-109
Author(s):  
Hafidz Triantoro Aji Pratomo
Keyword(s):  
Clinical Practice ◽  
Clinical Setting ◽  
Scientific Literacy ◽  
Speech Therapy ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Survey Method ◽  
Evidence Based ◽  
Speech Therapist ◽  
Ebp Implementation

Background: Evidence Based Practice (EBP) is an important component in clinical practice of a Speech Therapist. Students can develop critical thinking pattern using credible literature. The sustainable implementation of EBP can improve practical quality of Speech Therapist, particularly in clinical decision making. EBP use in speech therapy clinical setting has been unknown in Indonesia. This research aims to identify the implementation of EBP by speech therapy students in clinical setting. Methods: The respondents employed in this study consisted of 35 students. The research was conducted using survey method. Survey was distributed online using Google form application. Sample comprised last-year students of Speech and Language Therapy Applied Bachelor Study Program. The students were those who have undertaken clinical practice in hospital, clinical, or other healthcare service facilities. Analysis was conducted descriptively with correlational analysis technique. Results: Descriptive analysis shows that students’ perceptions are varying. Inter-variable cororelation was analyzed using correlation test. The result of analysis shows coefficient of correlation (r) > 0.2, meaning that there is a correlation between case experience, EBP level knowledge, knowledge on EBP, speech therapist’s attitude and role, and EBP implementation Conclusion: Survey informs that scientific literacy culture is still weak. This study found the correlation between experience, knowledge, attitude, and EBP implementation. In-depth investigation is required on the different data appearing.

Evidence-based Practice in Clinical Psychology

2014 ◽  
pp. 127-149
Author(s):  
Bonnie Spring ◽  
Kelly Neville
Keyword(s):  
Clinical Psychology ◽  
Health Professionals ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Clinical Decision ◽  
Evidence Based ◽  
Institute Of Medicine ◽  
Client Characteristics ◽  
Clinical Psychology Training ◽  
Century Health

The Institute of Medicine identifies evidence-based practice (EBP) as a core competence for all 21st century health professionals (Greiner & Knebel, 2003). Psychology is a relative newcomer to the evidence-based movement, having just adopted EBP as policy in 2005 (www2.apa.org/practice/ebpstatement.pdf). Evidence-based practice is both a conceptual model and a process for basing clinical decision-making on the integration of research, client characteristics, and resource considerations. We describe the evolution of models of EBP across the health disciplines and discuss how the concepts and methods of EBP apply in clinical psychology. Psychologists’ roles in relation to EBP are as creators, synthesizers, and consumers of evidence. We consider implications of EBP’s adoption for clinical psychology training, and describe learning resources that support clinical psychologists in mastering EBP.

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