From Establishing an Evidence-Based Practice to Implementation in Real-World Settings: IMPACT as a Case Study

2005 ◽  
Vol 28 (4) ◽  
pp. 1079-1092 ◽  
Author(s):  
Jürgen Unützer ◽  
Diane Powers ◽  
Wayne Katon ◽  
Christopher Langston
Keyword(s):  
Real World ◽  
Evidence Based Practice ◽  
Evidence Based

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.

Explicit professionalism. A cross-level study of institutional change in the wake of evidence-based practice

2019 ◽  
Vol 6 (2) ◽  
pp. 179-195 ◽  
Author(s):  
Anne M Møller
Keyword(s):  
Institutional Change ◽  
Evidence Based Practice ◽  
Child Protective Services ◽  
Evidence Based ◽  
Ethnographic Case Study ◽  
Protective Services ◽  
New Ideas ◽  
Normative Standard ◽  
Professional Fields

Abstract This article shows how a new normative standard for public professionalism has evolved from the introduction of evidence-based practice in Danish child protective services. The concept of ‘theorization’ from institutional theory is discussed and applied as the main analytical lens to explore how new ideas are introduced, interpreted, and negotiated in the organizational field. Based on a cross-level ethnographic case study, the study traces the process of theorization and shows how actors are informed by local translations and theorizations as they challenge, negotiate and develop collective understandings in the field. Theorization is therefore conceptualized as a continuous multidirectional process of recursive intertwinement between field-level and organizational developments, which may or may not entail institutional change. The study also contributes to our understanding of changing forms of professionalism by proposing the concept ‘explicit professionalism’ as a way of capturing the new normative standard for public professional work that has evolved from the process of theorizing evidence-based practice. Explicit professionalism is both a descriptive concept and a normative ideal and, it is suggested, an important dimension of new forms of organizational and organizing professionalism, which can aid our understanding of related developments in different professional fields.

Evidence-Based Practice in Schools

2003 ◽  
Vol 34 (4) ◽  
pp. 273-283 ◽  
Author(s):  
Timothy Meline ◽  
Teri Paradiso
Keyword(s):  
Research Collaboration ◽  
Evidence Based Practice ◽  
Contemporary Literature ◽  
Practical Significance ◽  
Evidence Based ◽  
Speech Language Pathologists ◽  
Work Settings ◽  
Active Involvement ◽  
Step Model

This article examines the clinician/researcher relationship, suggests directions for improving the relationship, and discusses avenues for transferring information from research to clinical practice. An eight-step model for transferring research studies to practice is adopted, and three of the eight steps are targeted for discussion and illustration. To illustrate the use and interpretation of effect size measures for practical significance, as well as the transfer of research results to practice (evidence-based practice [EBP]), a case study from the contemporary literature is presented. Speech-language pathologists in schools and other work settings were surveyed to evaluate barriers to EBP. The survey suggested several possible barriers to EBP. For example, the speech-language pathologists surveyed agreed that there is not enough time on the job for research and other EBP activities. Collaborations between clinicians and researchers are recommended as a good avenue for applied research. The methods illustrated for critically evaluating research are useful for engaging EBPs. Further, clinicians in schools are encouraged to adopt EBPs with active involvement in research collaboration whenever possible.

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