A Delphi Study: How, Can, and Should Individual Psychology Demonstrate Efficacy and Effectiveness Given Evidence-Based Practice Evaluation Standards?

2021 ◽  
Vol 77 (1) ◽  
pp. 4-23
Author(s):  
Sterling P. Travis
Keyword(s):  
Delphi Study ◽  
Evidence Based Practice ◽  
Individual Psychology ◽  
Evidence Based ◽  
Evaluation Standards

Endorsement and Validation of the Essential Evidence‐Based Practice Competencies for Practicing Nurses in Finland: An Argument Delphi Study

2019 ◽  
Vol 16 (4) ◽  
pp. 281-288 ◽  
Author(s):  
Hannele Saunders ◽  
Lynn Gallagher‐Ford ◽  
Katri Vehviläinen‐Julkunen
Keyword(s):  
Delphi Study ◽  
Evidence Based Practice ◽  
Evidence Based

The Development of Evidence-Based Practice (EBP) Competencies in OT: A Modified Delphi Study

2019 ◽  
Vol 73 (4_Supplement_1) ◽  
pp. 7311510238p1
Author(s):  
Christine Myers ◽  
Samantha DeMaria ◽  
Jamie Pomeranz
Keyword(s):  
Delphi Study ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Modified Delphi

Construction of evidence-based practice competencies for nurses in China: A modified Delphi study

2021 ◽  
Vol 102 ◽  
pp. 104927
Author(s):  
Liling Chen ◽  
Yanni Wu ◽  
Siqi Wang ◽  
Huihui Zhao ◽  
Chunlan Zhou
Keyword(s):  
Delphi Study ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Modified Delphi

scholarly journals A framework of evidence-based practice for digital support, co-developed with and for the autism community

Autism ◽  
2020 ◽  
Vol 24 (6) ◽  
pp. 1411-1422 ◽  
Author(s):  
Vanessa Zervogianni ◽  
Sue Fletcher-Watson ◽  
Gerardo Herrera ◽  
Matthew Goodwin ◽  
Patricia Pérez-Fuster ◽  
...  
Keyword(s):  
Delphi Study ◽  
Evidence Based Practice ◽  
Informed Choice ◽  
Online Reviews ◽  
Good Evidence ◽  
Evidence Based ◽  
Level Of Evidence ◽  
Autistic People ◽  
Hands On ◽  
Study Methodology

A wide array of digital supports (such as apps) have been developed for the autism community, many of which have little or no evidence to support their effectiveness. A Delphi study methodology was used to develop a consensus on what constitutes good evidence for digital supports among the broader autism community, including autistic people and their families, as well as autism-related professionals and researchers. A four-phase Delphi study consultation with 27 panel members resulted in agreement on three categories for which evidence is required: reliability, engagement and effectiveness of the technology. Consensus was also reached on four key sources of evidence for these three categories: hands-on experience, academic sources, expert views and online reviews. These were differentially weighted as sources of evidence within these three categories. Lay abstract Digital supports are any type of technologies that have been intentionally developed to improve daily living in some way. A wide array of digital supports (such as apps) have been developed for the autism community specifically, but there is little or no evidence of whether they work or not. This study sought to identify what types of evidence the autistic community valued and wanted to see provided to enable an informed choice to be made regarding digital supports. A consensus was developed between autistic people and their families, practitioners (such as therapists and teachers) as well as researchers, to identify the core aspects of evidence that everyone agreed were useful. In all, 27 people reached agreement on three categories for which evidence is required: reliability, engagement and the effectiveness of the technology. Consensus was also reached on four key sources of evidence for these three categories: hands-on experience, academic sources, expert views and online reviews. The resulting framework allows for any technology to be evaluated for the level of evidence identifying how effective it is. The framework can be used by autistic people, their families, practitioners and researchers to ensure that decisions concerning the provision of support for autistic people is informed by evidence, that is, ‘evidence-based practice’.

scholarly journals Evidence-based Nursing Practice in New York State: A Delphi Study

2021 ◽  
Keyword(s):  
New York ◽  
Delphi Study ◽  
Delphi Technique ◽  
Nursing Practice ◽  
Evidence Based Practice ◽  
New York State ◽  
The State ◽  
Evidence Based ◽  
York State ◽  
Geographical Regions

Background. Today’s landscape of population health, economics, and educational delivery methods have influenced the progress and implementation of nursing practice built on the best evidence. International literature has documented barriers to implementing and sustaining evidence-based practice (EBP). Purpose. The purposes of this study were to (a) identify barriers to implementing evidence into clinical practice in New York State (NYS), (b) prioritize resources needed to address these barriers, and (c) determine how the Cathryne A. Welch Center for Nursing (CNR) of the Foundation of NYS Nurses might provide support to address the identified barriers. Methodology. Using a modified Delphi technique, a sample of nurse leaders completed two online survey rounds. The first Round provided qualitative feedback, which was categorized via content analysis, with a second Round that asked respondents to rank the categories from Round I. Results. Organizational culture, productivity demands, and time were ranked as the top three barriers to implementing EBP in NYS. Time, leader support, and guidance/mentoring were identified as top resources needed to employ EBP. Respondents reported the CNR could facilitate EBP through financial support, communication, and mentoring. Data stratification revealed differences between rural and urban respondents, academic and clinical respondents, and geographical regions of the State, and differences in resources and support needed. Conclusion. Findings confirm barriers for NYS nurses mirror those described in the literature. Resources and support needed, however, may be demographically specific. Awareness of these differences will enable the CNR to best support NYS nurses’ implementation of EBP across the State. MeSH Keywords: Nursing, Delphi Technique, Evidence-Based Practice, Barriers to EBP, Resources for EBP

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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