By Hazel Roddam, Jemma Skeat
Like several overall healthiness pros, speech and language therapists (SLTs) have to preserve themselves updated with the examine proof base that's appropriate to their box of perform and be capable of express how this contributes to their scientific decision-making. besides the fact that, it isn't constantly transparent to practitioners how evidence-based perform (EBP) will be thoroughly embedded of their daily actions. during this worthy ebook, Hazel Roddam and Jemma Skeat current a wealth of instructive examples through SLT individuals from worldwide, displaying how clinicians, educators, and researchers have risen to the EBP problem.
Embedding evidence-based perform in speech and language therapy showcases the artistic ways in which SLTs are constructing wisdom and talents for EBP, growing contexts that help using proof in perform, and dealing in the direction of making proof simply obtainable and usable. It contains real-life examples of ways SLTs have encountered a medical challenge or state of affairs and feature accessed and used the proof inside of their daily perform. The participants come from quite a lot of paintings settings, from providers located inside of huge organisations to these in autonomous perform, and characterize quite a number scientific components, from paediatric to grownup and throughout speech, language, voice, fluency, Augmentative and replacement conversation (AAC), and dysphagia.
This ebook is written for an viewers of scientific practitioners, at any level in their profession, and can be a worthwhile source for SLT scholars and lecturers.Content:
Chapter 1 objective of this booklet (pages 1–8): Dr Hazel Roddam and Dr Jemma Skeat
Chapter 2 What does EBP suggest to Speech and Language Therapists? (pages 9–15): Dr Hazel Roddam and Dr Jemma Skeat
Chapter three What are the limitations to EBP in Speech and Language remedy? (pages 16–24): Dr Jemma Skeat and Dr Hazel Roddam
Chapter four instructing Undergraduates to turn into serious and powerful Clinicians (pages 25–35): Bea Spek
Chapter five selling scientific Effectiveness with Postgraduate scholars (pages 36–42): Paula Leslie and James L. Coyle
Chapter 6 scientific Effectiveness: not only a magazine membership (pages 43–50): Satty Boyes and Gina Sutcliffe
Chapter 7 utilizing Evidence?Based perform in Supervision (pages 51–58): Hannah Crawford
Chapter eight assembly ability Gaps and coaching wishes (Commentary on part ) (pages 59–62): Dr Hazel Roddam and Dr Jemma Skeat
Chapter nine The function of management in developing Evidence?Based prone (pages 63–71): Karen Davies
Chapter 10 assisting employees to stability Caseload calls for (pages 72–78): Sean Pert
Chapter eleven A version of Clinician?Researcher Collaboration in a neighborhood atmosphere (pages 79–86): Parimala Raghavendra
Chapter 12 Valuing Evidence?Based perform within the scientific environment – a show off occasion (pages 87–93): Sian E. Davies and Tracey C. Dean
Chapter thirteen Launching and maintaining an Evidence?Based hugely professional provider (pages 94–100): Sheena around and Sarah Beazley
Chapter 14 Strategic techniques to selling the worth of EBP (Commentary on part 3) (pages 101–104): Dr Hazel Roddam and Dr Jemma Skeat
Chapter 15 the significance of hearing the perspectives of consumers (pages 105–113): Pirkko Rautakoski
Chapter sixteen constructing Evidence?Based medical assets (pages 114–121): Russell Thomas Cross
Chapter 17 growing Evidence?Based coverage to Facilitate Evidence?Based perform (pages 122–128): Angie Dobbrick
Chapter 18 construction and assisting a Multi?Stream scientific Evidence?Based perform community (pages 129–138): Tracy Kelly, Rachel Miles Kingma and Rachelle Robinson
Chapter 19 Equipping Ourselves as Evidence?Based Practitioners: instruments and assets for EBP (Commentary on part 4) (pages 139–142): Dr Jemma Skeat and Dr Hazel Roddam
Chapter 20 A Community?based undertaking in Rural Sri Lanka (pages 143–150): Shalini Felicity Gomesz
Chapter 21 assisting Communicative Participation for kids with complicated conversation wishes: how the facts Contributes to the adventure (pages 151–156): Angela Guidera, Catherine Olsson and Parimala Raghavendra
Chapter 22 Evidence?Based analysis of Speech, Language and Swallowing following Paediatric Stroke (pages 157–162): Angela Morgan
Chapter 23 operating with a Dysfluent Three?Year?Old from a Bilingual relatives (pages 163–167): Patricia Oksenberg
Chapter 24 helping mom and dad and lecturers in handling Autism: an instance of an Evidence?Informed version for overview and Intervention (pages 168–173): Anneli Yliherva
Chapter 25 verbal exchange treatment at the Stroke Care Unit (pages 174–178): Daniel De Stefanis and Gracie Tomolo
Chapter 26 operating with Psychogenic Dysphonia (pages 179–183): Beth Higginbottom and Linda House
Chapter 27 Implementation of a unfastened Fluid Protocol in an elderly Care Facility (pages 184–188): Amanda Scott and Leora Benjamin
Chapter 28 Prosody Intervention for kids (pages 189–194): Christina Samuelsson
Chapter 29 helping Evidence?Based perform for college kids on Placement: Making administration judgements for consumers with down Syndrome (pages 195–200): Ruth Miller
Chapter 30 Bridging the Research–Clinical Divide via Postgraduate study education (pages 201–205): Georgia D. Bertou
Chapter 31 Many Roads bring about EBP (Commentary on part 5) (pages 206–210): Dr Jemma Skeat and Dr Hazel Roddam
Chapter 32 Wider session on Embedding EBP in SLT perform (pages 211–221): Dr Hazel Roddam and Dr Jemma Skeat
Chapter 33 The position of Reflective perform in assisting EBP (pages 222–229): Dr Jemma Skeat and Dr Hazel Roddam
Chapter 34 Embedding EBP: destiny instructions (pages 230–231): Dr Hazel Roddam and Dr Jemma Skeat
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Extra info for Embedding Evidence-Based Practice in Speech and Language Therapy: International Examples
These factors have been further reinforced for healthcare services by the conceptual frameworks developed by Kitson et al. (1998) and by Stetler (2003). Empirical work (Roddam, 2003) has also specifically highlighted the influence of SLT service managers in leading a positive research culture, by the way in which they authorize and value EBP activities and related initiatives. This further serves to reinforce the importance of a work context where there is explicit strategic use of research evidence (Stetler, 2003).
There is a need for medical SLTs and others interested in advanced clinical thinking skills to receive further education. This is a starting point to addressing the need of the expanding field of knowledge and skills required for the successful practice of the SLT profession. There is clearly broad international interest in furthering our profession’s clinical–academic education. The Pittsburgh programme is one such model to ensure that medical SLTs become highly skilled evidencebased practitioners.
This finding resonates with Kennedy’s (2002) distinction between the approaches to communication disorders of these two groups, where there continues to be a degree of conflict between a social model and a medical model of professional culture. Psychological theories also highlight the importance of our underlying beliefs in influencing attitudes (Ajzen, 1991, 2002). For example, if we believe that accessing, reading and applying the evidence to our practice will lead to tangible and important benefits for patients, then our attitudes to EBP are likely to be positive.