Establishing a Collaboration Contract to Facilitate Team Performance

Effective collaboration is essential for team projects whether related to research, evidence-based practice, or quality improvement efforts and is especially relevant to the doctor of nursing practice (DNP)-prepared nurse (American Association of Colleges of Nursing [AACN], 2006). High-quality projects are accomplished through planning and organization and cannot be left to chance (Yonge, Skillen, & Henderson, 1996). A collaboration contract negates the “left to chance” philosophy by promoting clarity of roles, responsibilities, and team processes. Seven “Cs” of collaboration (contribution, communication, commitment, compatibility, consensus, credit, and cohesion) provide a guiding format for essential components of a contract (Govoni & Pierce, 1997; Lancaster, 1985). This article describes these components and the process for establishing a collaboration contract. An example of a contract is provided that can serve as a template for team projects. Approaches to adapting the contract for use with teams of varied composition are shared. A collaborative contract, along with professional conduct standards, supports achievement of the team goal.

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What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-19-00171 ◽

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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Relationship Between Interaction Anxiety and Team Performance Through Team Processes

PsycEXTRA Dataset ◽

10.1037/e518332013-137 ◽

2012 ◽

Author(s):

Andrew M. Naber ◽

Jennifer N. McDonald ◽

Winfred Arthur

Keyword(s):

Team Performance ◽

Team Processes ◽

Interaction Anxiety

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Faculty Opinions recommendation of Evidence-based guideline: Treatment of painful diabetic neuropathy: report of the American Academy of Neurology, the American Association of Neuromuscular and Electrodiagnostic Medicine, and the American Academy of Physical Medicine and Rehabilitation.

Faculty Opinions – Post-Publication Peer Review of the Biomedical Literature ◽

10.3410/f.11408956.12429054 ◽

2011 ◽

Author(s):

Amanda Peltier ◽

Elias Abou-Zeid

Keyword(s):

Diabetic Neuropathy ◽

American Academy ◽

American Association ◽

Evidence Based ◽

Painful Diabetic Neuropathy ◽

Physical Medicine ◽

Physical Medicine And Rehabilitation ◽

Evidence Based Guideline ◽

American Academy Of Neurology

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Can children with autism spectrum disorder recover? Research evidence based on “optimal outcomes” and residual deficits of individuals in spectrum

Advances in Psychological Science ◽

10.3724/sp.j.1042.2018.01465 ◽

2018 ◽

Vol 26 (8) ◽

pp. 1465

Author(s):

Yunqiang LIN ◽

Huimin ZHU ◽

Fuxin LIAN

Keyword(s):

Autism Spectrum Disorder ◽

Research Evidence ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Evidence Based ◽

Optimal Outcomes

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Transferability of Research Findings: Lessons From the BCURE (Building Capacity for the Use of Research Evidence) Program for Implementing EBPM (Evidence-Based Policy Making) in Non-Western Countries

SSRN Electronic Journal ◽

10.2139/ssrn.3296169 ◽

2018 ◽

Author(s):

Joseph Tham

Keyword(s):

Policy Making ◽

Research Evidence ◽

Evidence Based ◽

Building Capacity ◽

Western Countries ◽

Evidence Based Policy ◽

Research Findings ◽

Use Of Research

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Relevance of Evidence-Based Policy Making (EBPM) for Governance (Public Administration) in Non-Western Countries: Lessons From the BCURE (Building Capacity to Use Research Evidence) Program

SSRN Electronic Journal ◽

10.2139/ssrn.3296167 ◽

2018 ◽

Author(s):

Joseph Tham

Keyword(s):

Public Administration ◽

Policy Making ◽

Research Evidence ◽

Evidence Based ◽

Building Capacity ◽

Western Countries ◽

Evidence Based Policy

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Stuttering mHealth Applications: A Qualitative Rubric Assessment (Preprint)

10.2196/preprints.25914 ◽

2020 ◽

Author(s):

Fazwa M. Fadzilah ◽

Noreen Izza Arshad ◽

Izuddin Zainal-Abidin ◽

Hui Min Low ◽

Ahmad Kamil Mahmood ◽

...

Keyword(s):

Research Evidence ◽

Mobile Apps ◽

Group Discussion ◽

Standard Form ◽

Mobile App ◽

Evidence Based ◽

Evaluation Instrument ◽

Collective Effort ◽

Speech Therapists

BACKGROUND Mobile applications (apps) that offer a variety of techniques to improve stuttering have been flourishing in the digital marketplace. In evidence-based clinical practice, speech therapists will recommend audio-enriched mobile apps to individuals with stuttering problems based on empirical research evidence. Unfortunately, many stuttering mobile apps available in the market are developed without a substantial research base. Hence, speech therapists necessitate a guideline which they could use to assess the quality of a stuttering mobile app before recommending the app to stutterers. OBJECTIVE The objective of this study is to develop a rubric for assessing the quality of the stuttering mobile app in assisting speech therapists to make informed recommendations METHODS The rubric was initially developed based on a set of criteria reviewed from the literature. Online surveys and focused group discussion were then conducted for results verification. RESULTS The outcome of this study is a rubric designed with four categories and 18-evaluative dimensions tailored to analyze the quality of stuttering mobile apps. The stuttering mobile app assessment rubric presented in the serve multiple purposes, including an evaluation instrument, providing guidelines for developing stuttering mobile apps and for creating a standard form that can be shared with professionals to facilitate a collective effort. CONCLUSIONS This rubric also offers a guidance to steer drive the future development of stuttering mobile apps that are evidence-based, and theoretically grounded

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Doctor of Nursing Practice: Integrating Theory, Research, and Evidence-Based Practice

Clinical Scholars Review ◽

10.1891/1939-2095.6.1.4 ◽

2013 ◽

Vol 6 (1) ◽

pp. 4-8 ◽

Cited By ~ 3

Author(s):

Bridget R. Roberts

Keyword(s):

Nursing Practice ◽

Evidence Based Practice ◽

Strong Relationship ◽

The Body ◽

Evidence Based ◽

Advanced Practice ◽

Nursing Knowledge ◽

Doctor Of Nursing Practice ◽

Practice Nurses ◽

Theory Research

A strong relationship exists between theory, research, and evidence-based practice; and these three entities are necessary to guide practice and contribute to the body of nursing knowledge. Doctor of nursing practice graduates can serve as leaders as they enter into their respective clinical practice areas. Through education of peers, along with translation and evaluation of current theoretical literature and empirical data, these advanced practice nurses can positively influence nursing practice and patient care.

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