Embedding Evidence-Based Practice in Speech and Language Therapy
International Examples
1st Edition
Published on 19. March 2010
Book
Paperback/Softback
256 pages
978-0-470-74329-4 (ISBN)
Description
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.
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.
Reviews / Votes
"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)More details
Language
English
Place of publication
New York
United States
Target group
Professional and scholarly
Product notice
Paperback (trade)
sewn/stitched
Dimensions
Height: 245 mm
Width: 169 mm
Thickness: 20 mm
Weight
437 gr
ISBN-13
978-0-470-74329-4 (9780470743294)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Hazel Roddam | Jemma Skeat
Embedding Evidence-Based Practice in Speech and Language Therapy
International Examples
E-Book
01/2010
1st Edition
Wiley
€44.99
Available for download
Persons
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.
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.
Content
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
Sian 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
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
Sian 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