scholarly journals Evidence based practice in population health: a regional survey to inform workforce development and organisational change

2004 ◽  
Vol 58 (6) ◽  
pp. 455-460 ◽  
Author(s):  
A Adily
Keyword(s):  
Population Health ◽  
Workforce Development ◽  
Evidence Based Practice ◽  
Organisational Change ◽  
Evidence Based ◽  
Regional Survey

scholarly journals Promoting evidence-based practice in population health at the local level: a case study in workforce capacity development

2007 ◽  
Vol 31 (3) ◽  
pp. 422 ◽  
Author(s):  
Michelle L Maxwell ◽  
Armita Adily ◽  
Jeanette E Ward
Keyword(s):  
Population Health ◽  
Workforce Development ◽  
Evidence Based Practice ◽  
Local Level ◽  
Evidence Based ◽  
Innovative Strategies ◽  
Department Of Health ◽  
South Wales ◽  
Development Resource ◽  
Evidence Of Impact

This paper describes a service-based initiative to enhance capacity for evidence-based practice (EBP) in the South Western Sydney Area Health Service Division of Population Health. A working group planned an organisational response to a customised EBP needs assessment using the New South Wales Department of Health?s framework for capacity building focussing on five key action areas; organisational development, workforce development, resource allocation, leadership and partnerships. Innovative strategies to promote EBP were developed and implemented and on-site training programs that targeted specific groups of staff were conducted. Because there was commitment and leadership from senior staff for the initiative, a comprehensive approach to building capacity for EBP in population health was possible. Evidence of impact needs to be collected in the future.

scholarly journals Enhancing evidence-based practice in population health: staff views, barriers and strategies for change

2005 ◽  
Vol 29 (4) ◽  
pp. 469 ◽  
Author(s):  
Armita Adily ◽  
Jeanette E Ward
Keyword(s):  
Population Health ◽  
Response Rate ◽  
Evidence Based Practice ◽  
Health Workers ◽  
Professional Staff ◽  
Health Staff ◽  
Evidence Based ◽  
Study Objective ◽  
Strategies For Change ◽  
Area Health

Study objective: To determine barriers and enablers for evidence-based practice (EBP) in population health and potential strategies for change. Design: Self-administered survey of 104 professional staff (response rate, 73%) in the Division of Population Health, South Western Sydney Area Health Service in NSW serving a disadvantaged urban population. Main results: Most respondents (80%) ?strongly agreed? or ?agreed? that EBP would improve the effectiveness of their efforts in a disadvantaged region. However, more than half of respondents (56%) ?strongly agreed? or ?agreed? that there is lack of evidence for interventions in population health. Eighty two per cent of respondents ?strongly agreed? or ?agreed? that training in EBP is important for all population health workers. Those who used evidence also needed a greater capacity to discriminate ?good? from ?bad? research (85% in agreement). Contradictory policy was cited by one third of respondents as acting against EBP.

Developing evidence-based practice in population health at the local level: Qualitative insights can complement quantitative needs assessment.

2005 ◽  
Vol 11 (2) ◽  
pp. 96
Author(s):  
Armita Adily ◽  
Wendell Peacock ◽  
Jeanette Ward
Keyword(s):  
Needs Assessment ◽  
Population Health ◽  
Evidence Based Practice ◽  
Core Competencies ◽  
Local Level ◽  
Evidence Based ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Regional Population ◽  
Change Culture

In Australia, momentum has been steadily increasing to strengthen evidence-based policy and practice in population health, yet very little research has been reported that helps managers of population health services to change culture and reward an evidence-based approach. We had previously conducted a quantitative needs assessment with a regional population health workforce in Sydney. We then designed a complementary qualitative study to ensure that we understood underlying dimensions and perceptions. We analysed textual material and also conducted semi-structured interviews with 12 staff who were purposefully sampled. Not only was the value of qualitative enquiry recognised by staff as a complement to the previous quantitative needs assessment, we also discovered positive and negative views about the current promotion of evidence-based practice (EBP) and novel ways to overcome barriers and build capacity, including the development of core competencies, that has subsequently occurred. Furthermore, our contextualised assessment of local constructions of EBP also revealed underpinning tensions that will likely confront others who seek to build greater capacity for EBP in primary care.

scholarly journals A regional survey of chest drains: evidence-based practice?

1999 ◽  
Vol 75 (886) ◽  
pp. 471-474 ◽  
Author(s):  
A. Tang ◽  
T. Hooper ◽  
R. Hasan
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Regional Survey

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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