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.

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.

The Clinical Practice Model for Persons with Dementia: Application to Music Therapy

2021 ◽  
Author(s):  
Alaine E Reschke-Hernández
Keyword(s):  
Clinical Practice ◽  
Music Therapy ◽  
Behavioral Interventions ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Intervention Development ◽  
Well Being ◽  
Future Research ◽  
Evidence Based ◽  
Practice Model

Abstract Currently, no drug can cure or effectively mitigate symptoms for the growing number of individuals who live with Alzheimer’s disease and related dementias. As they experience declines in memory, communication, and thinking—symptoms that undermine social initiative, autonomy, and well-being—these individuals become increasingly dependent on others. Evidence regarding the benefits of music therapy for persons with dementia is growing. Nonetheless, limitations in existing research have hindered knowledge regarding the use and appropriate application of music as a form of treatment with this population. This article describes the development of The Clinical Practice Model for Persons with Dementia, which provides a theoretical framework to inform evidence-based practice, illustrated here in application to music therapy. Specifically, the model is intended to prompt purposeful application of strategies documented within a broad literature base within 6 thematic areas (Cognition, Attention, Familiarity, Audibility, Structure, and Autonomy); facilitate clinical decision-making and intervention development, including music interventions; and encourage discourse regarding relationships between characteristics of the intervention, the therapist, the person with dementia, and their response to intervention. The model comprises a set of testable assumptions to provide direction for future research and to facilitate the description and investigation of mechanisms underlying behavioral interventions with this population. Although the model is likely to evolve as knowledge is gained, it offers a foundation for holistically considering an individual’s needs and strengths, guidance for applying music and nonmusic strategies in evidence-based practice, and direction for future research.

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.

scholarly journals Approved Clinical Instructors' Perspectives on Implementation Strategies in Evidence-Based Practice for Athletic Training Students

2011 ◽  
Vol 46 (6) ◽  
pp. 655-664 ◽  
Author(s):  
Dorice A. Hankemeier ◽  
Bonnie L. Van Lunen
Keyword(s):  
Critical Thinking ◽  
Clinical Practice ◽  
Athletic Training ◽  
Evidence Based Practice ◽  
Implementation Strategies ◽  
Athletic Training Education ◽  
Evidence Based ◽  
Clinical Instructors ◽  
Approved Clinical Instructors ◽  
Ebp Implementation

Context: Understanding implementation strategies of Approved Clinical Instructors (ACIs) who use evidence-based practice (EBP) in clinical instruction will help promote the use of EBP in clinical practice. Objective: To examine the perspectives and experiences of ACIs using EBP concepts in undergraduate athletic training education programs to determine the importance of using these concepts in clinical practice, clinical EBP implementation strategies for students, and challenges of implementing EBP into clinical practice while mentoring and teaching their students. Design: Qualitative study. Setting: Telephone interviews. Patients or Other Participants: Sixteen ACIs (11 men, 5 women; experience as a certified athletic trainer = 10 ± 4.7 years, experience as an ACI = 6.8 ± 3.9 years) were interviewed. Data Collection and Analysis: We interviewed each participant by telephone. Interview transcripts were analyzed and coded for common themes and subthemes regarding implementation strategies. Established themes were triangulated through peer review and member checking to verify the data. Results: The ACIs identified EBP implementation as important for validation of the profession, changing paradigm shift, improving patient care, and improving student educational experiences. They promoted 3 methods of implementing EBP concepts with their students: self-discovery, promoting critical thinking, and sharing information. They assisted students with the steps of EBP and often faced challenges in implementation of the first 3 steps of EBP: defining a clinical question, literature searching, and literature appraisal. Finally, ACIs indicated that modeling the behavior of making clinical decisions based on evidence was the best way to encourage students to continue using EBP. Conclusions: Athletic training education program directors should encourage and recommend specific techniques for EBP implementation in the clinical setting. The ACIs believed that role modeling is a strategy that can be used to promote the use of EBP with students. Training of ACIs should include methods by which to address the steps of the EBP process while still promoting critical thinking.

scholarly journals Blackboard facilitation: Reflection as a tool used to explore students experiences on Evidence-based Practice

2017 ◽  
Vol 1 (2) ◽  
pp. 1-7
Author(s):  
Yolinda Uys
Keyword(s):  
Nursing Students ◽  
Clinical Setting ◽  
Evidence Based Practice ◽  
Research Utilization ◽  
Clinical Situation ◽  
Evidence Based ◽  
Undergraduate Nursing Students ◽  
Reflective Journals ◽  
Undergraduate Nursing ◽  
Ebp Implementation

Introduction: Limited resources require EBP management that meets patients’ needs and preferences using newest research and expertise. Seeking out the best practices will lead to decreased length of stay and costs [1]. An evidence-based curriculum embedded across courses and years in the academic and clinical setting fosters the best method of facilitation of evidence-based decision-making [2]. EBP is not fully integrated into the curriculum of undergraduate nursing students. The undergraduate nursing curriculum is where nursing students must be introduced to EBP thus making the need for EBP in the curriculum an essential priority. Methods: The study was qualitative in nature. An EBP module was facilitated on Blackboard. Census sampling was used to select participants to ensure valuable information applicable to the research [3]. Informed consent were obtained from all final year undergraduate nursing students that agreed to participate. To ensure anonymity no student identifiers were used. Reflective journals served as qualitative data and were collected via Blackboard. Data were analyzed by using Tech’s six steps of content analysis. The researcher did the coding of the data which was verified by an independent external expert. Text that reflects a specific theme can be adjoined to represent certain experiences. Results: Reflective journals consist of memory and indicate opinions, perceptions, patterns and trends. Students could utilize Blackboard in a positive and safe environment. Timely feedback on a regular basis is a motivating experience and assists students to work through distressful clinical events, should any occur. There was a significant change in the students’ beliefs on the significance of EBP. EBP implementation took place concluding that EBP in the curriculum will contribute to the use of research utilization in practice. Students experienced the teaching strategies useful and reflected professional development. Conclusion: The reflective journals on Blackboard included self-assessment that involved organizing behavior. The knowledge gained from the EBP process motivated the students to implement EBP in the clinical setting. The students were facilitated to skilfully reflect and learn from each clinical situation. If a student is guided during the reflective process, it can lead to lifelong learning. Key words: Evidence-Based Practice, Curriculum, Reflection.

scholarly journals Systematic and integrative reviews: synthesising evidence for community nursing practice

2020 ◽  
Vol 25 (1) ◽  
pp. 6-9
Author(s):  
Catriona Kennedy ◽  
Mokholelana Margaret Ramukumba
Keyword(s):  
Decision Making ◽  
Clinical Practice ◽  
Nursing Practice ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Evidence Synthesis ◽  
Clinical Decision ◽  
Evidence Based ◽  
The Status ◽  
Ease Of Access

Ease of access to vast amounts of information presents significant opportunities and challenges for nurses in the community as they seek to base their practice on the best available evidence. Growing expectations around evidence-based practice have developed alongside developments in evidence synthesis, which adopts robust approaches to identifying, appraising and synthesising key evidence for clinical decision-making. The context in which evidence-based practice occurs is key, and this article discusses the skills and knowledge needed for community nurses to discern how evidence and information should influence their decisions to review and change approaches to clinical practice. Importantly, if nurses understand the status of evidence underpinning areas of practice, they can ensure that the preferences and needs of patients and families are met.

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.

Optometric Vision Therapy for Visual Deficits and Dysfunctions: A Suggested Model for Evidence-Based Practice

2015 ◽  
pp. 290-339
Keyword(s):  
Speech Therapy ◽  
Evidence Based Practice ◽  
Behavioural Therapy ◽  
Evidence Based ◽  
Neural Pathways ◽  
Central Processing ◽  
Visual Deficits ◽  
Visual Spatial ◽  
Functional Vision ◽  
Vision Therapy

Evidence from neural science supports a neuroplasticity thesis where the development and rehabilitation of functional neural pathways can be facilitated by management of biological factors, central processing and environmental interactions. Healthy eyes and clear sight are not themselves sufficient for efficient functional vision. How a person uses vision determines their operational skill. Efficient functional vision requires dynamic interactions between and within visual receptive and reflexive biology, acquired neural networks that serve basic visual inspection processes and visuo-cognitive operational patterns driving top down visual – spatial analysis and problem solving. This presentation is a review and discussion of evidence-based practice (EBP) principles that we utilise in clinical neuro-developmental and rehabilitative optometric vision therapy (OVT) for selected visual deficits and dysfunctions. OVT services, like other collaborative therapies such as cognitive behavioural therapy, speech therapy and occupational therapy, must progressively adapt to new knowledge and advancing technology through EBP. Clinical services directed at treatable neuro-developmental and acquired dynamic functional vision problems require the application of an emerging set of principles resulting from systematic logic and EBP related to the art and science of case analysis, practice management and OVT delivery.

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.

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