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Like all health professionals, speech and language therapists (SLTs) need to keep themselves up-to-date with the research evidence base that is relevant to their field of practice and be able to show how this contributes to their clinical decision-making. However, it is not always clear to practitioners how evidence-based practice (EBP) can be properly embedded in their day-to-day activities. In this valuable book, Hazel Roddam and Jemma Skeat present a wealth of instructive examples by SLT contributors from around the world, showing how clinicians, educators, and researchers have risen to the…mehr
Like all health professionals, speech and language therapists (SLTs) need to keep themselves up-to-date with the research evidence base that is relevant to their field of practice and be able to show how this contributes to their clinical decision-making. However, it is not always clear to practitioners how evidence-based practice (EBP) can be properly embedded in their day-to-day activities. In this valuable book, Hazel Roddam and Jemma Skeat present a wealth of instructive examples by SLT contributors from around the world, showing how clinicians, educators, and researchers have risen to the EBP challenge. Embedding evidence-based practice in speech and language therapy showcases the creative ways that SLTs are developing knowledge and skills for EBP, creating contexts that support the use of evidence in practice, and working towards making evidence easily accessible and usable. It includes real-life examples of how SLTs have encountered a clinical problem or situation and have accessed and used the evidence within their day-to-day practice. The contributors come from a wide range of work settings, from services situated within large organizations to those in independent practice, and represent a range of clinical areas, from paediatric to adult and across speech, language, voice, fluency, Augmentative and Alternative Communication (AAC), and dysphagia. This book is written for an audience of clinical practitioners, at any stage of their career, and is additionally a valuable resource for SLT students and lecturers.
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Autorenporträt
The Editors Dr. Hazel Roddam has over 25 years of clinical experience in speech and language therapy and is Principal Lecturer in the School of Public Health and Clinical Sciences at the University of Central Lancashire, UK. Dr Jemma Skeat is an experienced paediatric clinical speech pathologist and a Research Fellow at the Murdoch Childrens Research Institute in Melbourne, Australia.
Inhaltsangabe
List of contributors viii Forewords xi Professor Sheena Reilly, Australia Professor Pam Enderby, United Kingdom About the editors xiv Acknowledgements xv Section One: Understanding EBP 1 1 Purpose of this book 3 Hazel Roddam and Jemma Skeat 2 What does EBP mean to speech and language therapists? 9 Hazel Roddam and Jemma Skeat 3 What are the barriers to EBP in speech and language therapy? 16 Jemma Skeat and Hazel Roddam Section Two: Developing knowledge and skills for EBP 25 4 Teaching undergraduates to become critical and effective clinicians 27 Bea Spek, The Netherlands 5 Promoting clinical effectiveness with postgraduate students 36 Paula Leslie and James L. Coyle, United States 6 Clinical effectiveness: not just a journal club 43 Satty Boyes and Gina Sutcliffe, United Kingdom 7 Using evidence-based practice in supervision 51 Hannah Crawford, United Kingdom 8 Meeting skill gaps and training needs (commentary on Section Two) 59 Hazel Roddam and Jemma Skeat Section Three: Creating a supportive context for EBP 63 9 The role of leadership in creating evidence-based services 65 Karen Davies, United Kingdom 10 Supporting staff to balance caseload demands 72 Sean Pert, United Kingdom 11 A model of clinician-researcher collaboration in a community setting 79 Parimala Raghavendra, Australia 12 Valuing evidence-based practice in the clinical setting - a showcase event 87 Siân E. Davies and Tracey C. Dean, United Kingdom 13 Launching and sustaining an evidence-based highly specialist service 94 Sheena Round and Sarah Beazley, United Kingdom 14 Strategic approaches to promoting the value of EBP (commentary on Section Three) 101 Hazel Roddam and Jemma Skeat Section Four: Making the evidence work for us 105 15 The importance of listening to the views of clients 107 Pirkko Rautakoski, Finland 16 Developing evidence-based clinical resources 114 Russell Thomas Cross, United States 17 Creating evidence-based policy to facilitate evidence-based practice 122 Angie Dobbrick, Australia 18 Building and supporting a multi-stream clinical evidence-based practice Network 129 Tracy Kelly, Rachel Miles Kingma and Rachelle Robinson, Australia 19 Equipping ourselves as evidence-based practitioners: tools and resources for EBP (commentary on Section Four) 139 Jemma Skeat and Hazel Roddam Section Five: Applying evidence to meet clinical challenges 143 20 A community-based project in rural Sri Lanka 145 Shalini Felicity Gomesz, Sri Lanka 21 Supporting communicative participation for children with complex communication needs: how the evidence contributes to the journey 151 Angela Guidera, Catherine Olsson and Parimala Raghavendra, Australia 22 Evidence-based diagnosis of speech, language and swallowing following paediatric stroke 157 Angela Morgan, Australia 23 Working with a dysfluent three-year-old from a bilingual family 163 Patricia Oksenberg, France 24 Supporting parents and teachers in managing autism: an example of an evidence-informed model for assessment and intervention 168 Anneli Yliherva, Finland 25 Communication therapy on the Stroke Care Unit 174 Daniel De Stefanis and Gracie Tomolo, Australia 26 Working with psychogenic dysphonia 179 Beth Higginbottom and Linda House, United Kingdom 27 Implementation of a free fluid protocol in an aged care facility 184 Amanda Scott and Leora Benjamin, Australia 28 Prosody intervention for children 189 Christina Samuelsson, Sweden 29 Supporting evidence-based practice for students on placement: making management decisions for two clients with Down Syndrome 195 Ruth Miller, United Kingdom 30 Bridging the research-clinical divide through postgraduate research training 201 Georgia D. Bertou, Greece 31 Many roads lead to EBP (commentary on Section Five) 206 Jemma Skeat and Hazel Roddam Section Six: Future directions for EBP in speech and language therapy 211 32 Wider consultation on embedding EBP in SLT practice 213 Hazel Roddam and Jemma Skeat 33 The role of reflective practice in supporting EBP 222 Jemma Skeat and Hazel Roddam 34 Embedding EBP: future directions 230 Hazel Roddam and Jemma Skeat Index 232
List of contributors viii Forewords xi Professor Sheena Reilly, Australia Professor Pam Enderby, United Kingdom About the editors xiv Acknowledgements xv Section One: Understanding EBP 1 1 Purpose of this book 3 Hazel Roddam and Jemma Skeat 2 What does EBP mean to speech and language therapists? 9 Hazel Roddam and Jemma Skeat 3 What are the barriers to EBP in speech and language therapy? 16 Jemma Skeat and Hazel Roddam Section Two: Developing knowledge and skills for EBP 25 4 Teaching undergraduates to become critical and effective clinicians 27 Bea Spek, The Netherlands 5 Promoting clinical effectiveness with postgraduate students 36 Paula Leslie and James L. Coyle, United States 6 Clinical effectiveness: not just a journal club 43 Satty Boyes and Gina Sutcliffe, United Kingdom 7 Using evidence-based practice in supervision 51 Hannah Crawford, United Kingdom 8 Meeting skill gaps and training needs (commentary on Section Two) 59 Hazel Roddam and Jemma Skeat Section Three: Creating a supportive context for EBP 63 9 The role of leadership in creating evidence-based services 65 Karen Davies, United Kingdom 10 Supporting staff to balance caseload demands 72 Sean Pert, United Kingdom 11 A model of clinician-researcher collaboration in a community setting 79 Parimala Raghavendra, Australia 12 Valuing evidence-based practice in the clinical setting - a showcase event 87 Siân E. Davies and Tracey C. Dean, United Kingdom 13 Launching and sustaining an evidence-based highly specialist service 94 Sheena Round and Sarah Beazley, United Kingdom 14 Strategic approaches to promoting the value of EBP (commentary on Section Three) 101 Hazel Roddam and Jemma Skeat Section Four: Making the evidence work for us 105 15 The importance of listening to the views of clients 107 Pirkko Rautakoski, Finland 16 Developing evidence-based clinical resources 114 Russell Thomas Cross, United States 17 Creating evidence-based policy to facilitate evidence-based practice 122 Angie Dobbrick, Australia 18 Building and supporting a multi-stream clinical evidence-based practice Network 129 Tracy Kelly, Rachel Miles Kingma and Rachelle Robinson, Australia 19 Equipping ourselves as evidence-based practitioners: tools and resources for EBP (commentary on Section Four) 139 Jemma Skeat and Hazel Roddam Section Five: Applying evidence to meet clinical challenges 143 20 A community-based project in rural Sri Lanka 145 Shalini Felicity Gomesz, Sri Lanka 21 Supporting communicative participation for children with complex communication needs: how the evidence contributes to the journey 151 Angela Guidera, Catherine Olsson and Parimala Raghavendra, Australia 22 Evidence-based diagnosis of speech, language and swallowing following paediatric stroke 157 Angela Morgan, Australia 23 Working with a dysfluent three-year-old from a bilingual family 163 Patricia Oksenberg, France 24 Supporting parents and teachers in managing autism: an example of an evidence-informed model for assessment and intervention 168 Anneli Yliherva, Finland 25 Communication therapy on the Stroke Care Unit 174 Daniel De Stefanis and Gracie Tomolo, Australia 26 Working with psychogenic dysphonia 179 Beth Higginbottom and Linda House, United Kingdom 27 Implementation of a free fluid protocol in an aged care facility 184 Amanda Scott and Leora Benjamin, Australia 28 Prosody intervention for children 189 Christina Samuelsson, Sweden 29 Supporting evidence-based practice for students on placement: making management decisions for two clients with Down Syndrome 195 Ruth Miller, United Kingdom 30 Bridging the research-clinical divide through postgraduate research training 201 Georgia D. Bertou, Greece 31 Many roads lead to EBP (commentary on Section Five) 206 Jemma Skeat and Hazel Roddam Section Six: Future directions for EBP in speech and language therapy 211 32 Wider consultation on embedding EBP in SLT practice 213 Hazel Roddam and Jemma Skeat 33 The role of reflective practice in supporting EBP 222 Jemma Skeat and Hazel Roddam 34 Embedding EBP: future directions 230 Hazel Roddam and Jemma Skeat Index 232
Rezensionen
"Because of the importance and immediate reference of the topic to current clinical practice as well as the transferable methods described, this book would be a vaulable resource for a wide range of readers - students, newly qualified therapists, lecturers, experienced therapists and managers." (Speech & Language Therapy in Practice, 1 March 2011)
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