scholarly journals Divergent Perspectives on Pediatric Communication Disorders in Extremely Preterm Birth: A Case Study and Considerations for Evidence Based Practice

2018 ◽  
Vol 3 (1) ◽  
pp. 67-75
Author(s):  
Melissa Randazzo
Keyword(s):  
Preterm Birth ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
Evidence Based ◽  
Extremely Preterm ◽  
Extremely Preterm Birth

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.

Adult Consequences of Extremely Preterm Birth

2017 ◽  
Vol 44 (2) ◽  
pp. 315-332 ◽  
Author(s):  
Anne Monique Nuyt ◽  
Jean-Claude Lavoie ◽  
Ibrahim Mohamed ◽  
Katryn Paquette ◽  
Thuy Mai Luu
Keyword(s):  
Preterm Birth ◽  
Extremely Preterm ◽  
Extremely Preterm Birth

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

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.

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