scholarly journals Facilitating a Mentoring Programme for Doctoral Students: Insights from Evidence-Based Practice

10.28945/4594 ◽  
2020 ◽  
Vol 15 ◽  
pp. 415-431
Author(s):  
Joanna Szen-Ziemianska
Keyword(s):  
Doctoral Students ◽  
Evidence Based Practice ◽  
Meaning Making ◽  
Evaluation Studies ◽  
Economic Benefits ◽  
Future Research ◽  
Evidence Based ◽  
Psychosocial Needs ◽  
Case Study Methodology ◽  
Method Approach

Aim/Purpose: One approach to helping doctoral students deal with the many challenges they face is the provision of a structured mentoring programme to complement the more traditional doctoral curriculum and supervisor relationship. This paper reports a mentoring programme containing such activities as individual consultations and peer-mentoring workshops, introduced at one of the non-public universities in Poland and discusses the development of a model of support. In developing the model, two evaluation studies were conducted seeking to discover how participants perceived the mentoring programme, what needs the mentoring programme addressed, and what benefits it provided for doctoral students. Background: With reference to a new paradigm proposed by Kram and Higgins, mentoring emerges in the context of many developmental networks, where the more junior mentors and peer-mentors together discover new roles involved in doctoral education. Methodology: Case study methodology is utilized to gather perceptions of a doctoral mentoring programme. The conceptual framework for a two-part programme is presented and the results of two evaluation studies conducted on-line using a mix-method approach are reported. In total, 42 doctoral students participated in the studies, representing social sciences and the humanities disciplines. Contribution: This paper discusses a novel doctoral mentoring programme which finds its basis in evidence-based practice. This research goes beyond previous studies by undertaking an analysis of doctoral students’ needs, then considering relationships between those needs and structuring a programme to meet them. Findings: Findings showed three main areas of need for doctoral students: the need for social interaction at university; the need for structure in the doctoral journey, and the need for psychological support. Participants distinguished two perspectives that influenced the assessment of programme activities: (a) the meaningfulness of the mentoring programme to the individual; (b) the mentor’s attitude including the general atmosphere of collegiality during meetings. Results presented are supported by a proposed intervention model. Recommendations for Practitioners: The model presented may inspire other universities to implement similar approaches for supporting their own doctoral students. Researcher enablers are also offered as strategies relating to workshop topics, meeting schedules, and programme organization. The main recommendation for practitioners is to be sensitive to the psychosocial needs of students. Recommendation for Researchers: Researchers interested in doctoral students’ needs and ways of supporting them can utilize the proposed model for strategically planning such support. It is recommended that further research into the area of mentoring doctoral students makes use of the mixed-method approach. Such an approach takes cognizance of phenomenological exigencies as they pertain to individual meaning-making. Impact on Society: Supporting the effectiveness of doctoral students is significant as failure comes at great professional and personal cost to the doctoral student. There are also potential costs in terms of faculty disillusionment and impacts on university reputation. Economic benefits to the nation may also be forfeited when doctoral students fail to graduate. Future Research: It would be valuable to corroborate the model presented and extend it through the development of a mentoring support scale which identifies more linearly specific doctoral students’ needs. Longitudinal studies are also required to verify long-term effects of the programme.

scholarly journals A Systematic Review of Evidence-Based Video Modeling for Students with Emotional and Behavioral Disorders

2018 ◽  
Vol 8 (4) ◽  
pp. 170 ◽  
Author(s):  
Soonhwa Seok ◽  
Boaventura DaCosta ◽  
Mikayla McHenry-Powell ◽  
Linda Heitzman-Powell ◽  
Katrina Ostmeyer
Keyword(s):  
Systematic Review ◽  
Quality Indicators ◽  
Behavioral Disorders ◽  
Video Modeling ◽  
Evidence Based Practice ◽  
Emotional And Behavioral Disorders ◽  
Future Research ◽  
Evidence Based ◽  
K 12 ◽  
Students With Ebd

This systematic review examined eight studies showing that video modeling (VM) can have a positive and significant effect for students with emotional and behavioral disorders (EBD). Building upon meta-analyses that sought evidence of video-based interventions decreasing problem behaviors of students with EBD in K-12 education, the review examined the standards of the Council for Exceptional Children (CEC) for evidence-based practice as well as additional quality indicators, neglected quality indicators, strategies combined with VM, the impact of the independent variables on the dependent variables, and common recommendations offered for future research. Findings revealed that the eight studies met the CEC standards for evidence-based practices as well as other quality indicators. For instance, all studies reported content and setting, participants, intervention agents, description of practice, as well as interobserver agreement and experimental control. According to the findings, fidelity index and effect size were the two most neglected quality indicators. Furthermore, instructions, reinforcement system, and feedback or discussion were the most common strategies used. Finally, generalizability—across settings, populations, treatment agents, target behaviors in the real world, and subject matter—was the most common recommendation for future research. While further investigation is warranted, these findings suggest that VM is an effective evidence-based practice for students with EBD when the CEC standards are met.

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.

Using a Critical Appraisal Assignment to Infuse Evidence-Based Practice into a Therapeutic Modality Course

2014 ◽  
Vol 9 (1) ◽  
pp. 22-28 ◽  
Author(s):  
Mary Beth Zwart ◽  
Bernadette Olson
Keyword(s):  
Clinical Practice ◽  
Athletic Training ◽  
Critical Appraisal ◽  
Evidence Based Practice ◽  
Clinical Findings ◽  
Therapeutic Modality ◽  
Future Research ◽  
Evidence Based ◽  
Clinical Question ◽  
Starting Point

Context It is the responsibility of athletic training educators, through curriculum and clinical experiences, to engage students towards adopting evidence-based practice (EBP) into their practice. The initial task of implementing EBP into a curriculum or course can seem like a large task for educators and students. As a way to start scaffolding EBP concepts across the curriculum, a modified critical appraisal assignment was developed to teach therapeutic modality concepts. Objective The purpose of this action research project was to demonstrate how a modified critical appraisal assignment can be used to introduce the process and aspects of critical appraisal and begin scaffolding the development of critical appraisal skills over time. The objectives of this study were to evaluate the students' ability to (1) successfully locate relevant research needed to answer clinical questions and (2) successfully appraise the literature according to basic EBP strategy. From a program perspective, the modified critical appraisal assignment was a starting point from which to include EBP principles into didactic coursework. Design Seventeen athletic training students completed 3 modified critical appraisal assignments pertaining to the use of therapeutic modalities. Each paper included 5 sections: (1) clinical question, (2) key clinical findings, (3) clinical applicability based on information from the appraisal and significance of results, (4) article comparison table, and (5) implications for clinical practice, patient education, and future research. The instructor evaluated the assignments blind. Conclusions Students were generally able to complete the critical appraisal assignment; however, students had difficulty locating research that answered the clinical question. Students struggled to relate the key clinical findings of the research articles and implications for clinical practice to the given clinical question. Findings from this study have informed faculty teaching, including introducing EBP skills earlier in the curriculum and inserting assignments that stress various aspects of the critical appraisal process.

The Psychology of CSR

2019 ◽  
pp. 17-47
Author(s):  
David A. Jones
Keyword(s):  
Boundary Conditions ◽  
Evidence Based Practice ◽  
Stakeholder Group ◽  
Future Research ◽  
Evidence Based ◽  
Psychological Processes ◽  
Job Seekers ◽  
Scholarly Research ◽  
Psychological Mechanisms ◽  
Stakeholder Groups

This chapter is about the psychological processes through which individuals evaluate and respond to an organization’s CSR practices. To advance scholarly research and evidence-based practice, directions are outlined for future inquiry informed by an integrated review of findings across three independent streams of “micro-CSR” research conducted among employees, job seekers, and consumers. In a section on CSR evaluations, it is described how individuals cognitively process information to form CSR perceptions and CSR appraisals, and the types of CSR initiatives and evaluative-constructs studied among each stakeholder group are summarized. In the next section, research is reviewed on responses to CSR, and recent findings about psychological mechanisms and boundary conditions are organized within three categories of care-based, self-protective, and relational-status (C-S-R) considerations. In a last section, research is described on stakeholders’ CSR awareness, the non-trivial implications that follow from evidence of low CSR awareness among all three stakeholder groups, and suggestions for future research.

Barriers to Psychologists’ Adherence to Evidence-Based Practice Guidelines for Treating Musculoskeletal Injuries Within the State Insurance Regulatory Authority Compensation Schemes

2019 ◽  
Vol 14 ◽  
Author(s):  
Tahira Haider ◽  
Debra A. Dunstan
Keyword(s):  
Regulatory Authority ◽  
Evidence Based Practice ◽  
The State ◽  
Musculoskeletal Injuries ◽  
Future Research ◽  
Evidence Based ◽  
Text Data ◽  
Face To Face ◽  
South Wales ◽  
Key Issues

AbstractObjectives:The use of evidence-based practice (EBP) guidelines by psychologists working within the State Insurance Regulatory Authority (SIRA) compensation schemes for treating musculoskeletal injuries has been found to vary. The aim of this study was to qualitatively explore psychologists’ perceived barriers to adhering with EBP guidelines implemented by the New South Wales (NSW) SIRA.Methods:Registered psychologists (n= 20) working within the NSW SIRA compensation schemes participated in four focus groups conducted face-to-face (F2F) and online. Participants’ responses were audiotaped, transcribed verbatim and entered into NVivo 11 software. Text data were analysed to identify recurrent themes within and across groups (metropolitan, regional and rural).Results:Thematic analysis revealed three key issues: (a) a lack of trust in the validity of the recommended EBP guidelines; (b) lack of knowledge of the psychologist’s role in this context and insufficient skills to fully apply the guidelines, protocols and procedures; and (c) a poor fit between EBP guidelines, client presentations and circumstances, and the SIRA compensation schemes.ConclusionThe findings showed that both individual practitioner variables and contextual barriers influenced adherence to EBP. Practical implications for future research include generating recommendations to overcome the identified barriers using a collaborative approach between policymakers, researchers and practitioners.

scholarly journals P056: The state of the evidence for emergency medical services (EMS) care of blunt spinal trauma: an analysis of appraised research from the Canadian Prehospital Evidence-based Practice (PEP) Project

CJEM ◽  
2016 ◽  
Vol 18 (S1) ◽  
pp. S97-S97
Author(s):  
A. Carter ◽  
J. Greene ◽  
J. Cook ◽  
J. Goldstein ◽  
J. Jensen
Keyword(s):  
Evidence Based Practice ◽  
Spinal Injury ◽  
Spinal Trauma ◽  
Future Research ◽  
Evidence Based ◽  
High Quality ◽  
Level Of Evidence ◽  
Spinal Motion ◽  
Moderate Quality ◽  
Point Level

Introduction: The Canadian Prehospital Evidence-based Practice (PEP) project is an online, freely accessible, continuously updated EMS evidence repository. The summary of research evidence for EMS interventions used to care for blunt spinal trauma is described. Methods: PubMed was systematically searched. One author reviewed titles and abstracts for relevance. Included studies were scored by trained appraisers on a three-point Level of Evidence (LOE) scale (based on study design and quality) and three-point Direction of Evidence (DOE) scale (supportive, neutral, or opposing results). Second party appraisal was conducted for included studies. Interventions were plotted on a 3x3 table (DOE × LOE) for the spinal injury condition based on appraisal scores. The primary outcome was identified for each study and categorized. Results: Seventy-seven studies were included. Evidence for adult and paediatric blunt spinal trauma interventions was: supportive-high quality (n=1, 7 %), supportive-moderate quality (n=3, 21.4%), supportive-low quality (n=1, 7%), neutral-high quality (n=1, 7%), neutral-moderate quality (n=5, 35.7%), neutral-low quality (n=1, 7%), opposing-high quality (n=0, 0%), opposing-moderate quality (n=0, 0%), opposing-low quality (n=1, 7%). One (7%) intervention had no evidence. Interventions with supportive evidence were: steroids, cervical-spine clearance, scoop stretcher, self-extrication and “leaving helmet in place”. The evidence weakly opposed use of short extrication devices. Leading study primary outcomes were spinal motion, diagnostic accuracy, and pressure/discomfort. Conclusion: EMS blunt spinal trauma interventions are informed by moderate quality supportive and neutral evidence. Future research should focus on high quality studies filling identified evidence gaps using patient-oriented outcomes to best inform EMS care of blunt spinal injury.

scholarly journals Provider Resistance to Evidence-Based Practice in Schools: Why It Happens and How to Plan for It in Evaluations

2019 ◽  
Author(s):  
Lissette M. Saavedra ◽  
Antonio A. Morgan-Lopez ◽  
Anna C. Yaros ◽  
Alex Buben ◽  
James V. Trudeau
Keyword(s):  
Mental Health ◽  
Evidence Based Practice ◽  
Service Providers ◽  
Evidence Base ◽  
Future Research ◽  
Evidence Based ◽  
Health Service Provision ◽  
Early Implementation ◽  
Evidence Based Treatments ◽  
Mental Health Service Provision

Evidence-based practice is often encouraged in most service delivery settings, yet a substantial body of research indicates that service providers often show resistance or limited adherence to such practices. Resistance to the uptake of evidence-based treatments and programs is well-documented in several fields, including nursing, dentistry, counseling, and other mental health services. This research brief discusses the reasons behind provider resistance, with a contextual focus on mental health service provision in school settings. Recommendations are to attend to resistance in the preplanning proposal stage, during early implementation training stages, and in cases in which insufficient adherence or low fidelity related to resistance leads to implementation failure. Directions for future research include not only attending to resistance but also moving toward client-centered approaches grounded in the evidence base.

scholarly journals Patient-Reported Outcomes and Evidence-Based Practice in Speech-Language Pathology

2020 ◽  
Vol 29 (1) ◽  
pp. 357-370
Author(s):  
Matthew L. Cohen ◽  
William D. Hula
Keyword(s):  
Psychosocial Functioning ◽  
Patient Reported Outcomes ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
Future Research ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Patient’S Perspective ◽  
Patient Reported ◽  
Language Pathology

Purpose The patient's perspective of their health is a core component of evidence-based practice (EBP) and person-centered care. Patient-reported outcomes (PROs), captured with PRO measures (PROMs), are the main way of formally soliciting and measuring the patient's perspective. Currently, however, PROs play a relatively small role in mainstream speech-language pathology practice. The purpose of this article is to raise important questions about how PROs could be applied to EBP in speech-language pathology for individuals with communication disorders and to propose preliminary approaches to address some of these questions. Method Based on a narrative review of the literature, this article introduces relevant terminology and broadly describes PRO applications in other health care fields. The article also raises questions related to PRO-informed clinical practice in speech-language pathology. To address some of these questions, the article explores previous research to provide suggestions for clinical administration, interpretation, and future research. Conclusion More routine measurement of subjective health constructs via PROMs—for example, constructs such as effort, participation, self-efficacy, and psychosocial functioning—may improve EBP. More routine use of PROMs could significantly expand the information that is available to clinicians about individual clients and add to the evidence base for the profession of speech-language pathology. However, careful consideration and more research are needed on how to capture and interpret PROs from individuals with cognitive and language disorders.

Improving the Implementation of Evidence-Based Practice and Information Systems in Healthcare

2013 ◽  
pp. 247-270
Author(s):  
Priscilla A. Arling ◽  
Bradley N. Doebbeling ◽  
Rebekah L. Fox
Keyword(s):  
Technology Implementation ◽  
Evidence Based Practice ◽  
Future Research ◽  
Systematic Research ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Related Information ◽  
Analytical Foundation ◽  
Mrsa Infection ◽  
Ebp Implementation

In healthcare, evidence-based practice (EBP) integrates clinical expertise with the best available external evidence from systematic research. Yet even with the aid of technology, implementation of EBP in many settings remains a challenge due in part to the complexity of the healthcare system and the lack of a strong theoretical and analytical foundation to guide implementation efforts. This paper combines research from the fields of healthcare implementation science and social networks to present a theoretically based, integrated framework for the study of EBP implementation. This study explores the application of the framework to a complex healthcare collaborative, the MRSA infection control project, a project intended to foster the implementation of EBP to reduce the spread of MRSA infections. The authors consider how the framework can also be used to inform future research into EBP-related information system implementations and innovations.

Affirmative Mental Health Practice with Bisexual Clients

2019 ◽  
pp. 149-172
Author(s):  
Andrew Young Choi ◽  
Tania Israel
Keyword(s):  
Mental Health ◽  
Sexual Minority ◽  
Evidence Based Practice ◽  
Minority Group ◽  
Future Research ◽  
Evidence Based ◽  
Case Conceptualization ◽  
Health Practice ◽  
Mental Health Practice ◽  
Quantitative Descriptive

Bisexuals represent the largest sexual minority group, and they experience disproportionate mental and behavioral health risks compared to monosexuals. There is a dearth of psychotherapy and intervention research focused specifically on bisexuals, although evidence-based practice for this population can draw on professional expertise, qualitative and analog research, quantitative descriptive studies, and randomized controlled trials that include bisexual participants. This chapter reviews these literatures and offers guidance for practice and future directions for research. Informed and reflective practice is recommended to develop a strong working alliance, enhance case conceptualization and collaboration, and adapt manualized treatments. Validation, social support, and attention to bisexual-specific mental health stressors may be especially important, given the pervasiveness of binegativity, bisexual stereotypes, and invisibility of bisexuality. Evidence-based practice with this population will be strengthened by future research that specifically investigates bisexuality in mental health practice.

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