Embedding Evidence-Based Practice in Speech and Language Therapy: International Examples

• Year: 2010
• Tongue: English
• Leaves: 243
• Category: Library

✦ Synopsis

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.Content:
Chapter 1 Purpose of this Book (pages 1–8): Dr Hazel Roddam and Dr Jemma Skeat
Chapter 2 What does EBP mean to Speech and Language Therapists? (pages 9–15): Dr Hazel Roddam and Dr Jemma Skeat
Chapter 3 What are the Barriers to EBP in Speech and Language Therapy? (pages 16–24): Dr Jemma Skeat and Dr Hazel Roddam
Chapter 4 Teaching Undergraduates to become Critical and Effective Clinicians (pages 25–35): Bea Spek
Chapter 5 Promoting Clinical Effectiveness with Postgraduate Students (pages 36–42): Paula Leslie and James L. Coyle
Chapter 6 Clinical Effectiveness: not just a Journal Club (pages 43–50): Satty Boyes and Gina Sutcliffe
Chapter 7 Using Evidence?Based Practice in Supervision (pages 51–58): Hannah Crawford
Chapter 8 Meeting Skill Gaps and Training Needs (Commentary on Section Two) (pages 59–62): Dr Hazel Roddam and Dr Jemma Skeat
Chapter 9 The Role of Leadership in Creating Evidence?Based Services (pages 63–71): Karen Davies
Chapter 10 Supporting Staff to Balance Caseload Demands (pages 72–78): Sean Pert
Chapter 11 A Model of Clinician?Researcher Collaboration in a Community Setting (pages 79–86): Parimala Raghavendra
Chapter 12 Valuing Evidence?Based Practice in the Clinical Setting – a Showcase Event (pages 87–93): Sian E. Davies and Tracey C. Dean
Chapter 13 Launching and Sustaining an Evidence?Based Highly Specialist Service (pages 94–100): Sheena Round and Sarah Beazley
Chapter 14 Strategic Approaches to Promoting the Value of EBP (Commentary on Section Three) (pages 101–104): Dr Hazel Roddam and Dr Jemma Skeat
Chapter 15 The Importance of Listening to the Views of Clients (pages 105–113): Pirkko Rautakoski
Chapter 16 Developing Evidence?Based Clinical Resources (pages 114–121): Russell Thomas Cross
Chapter 17 Creating Evidence?Based Policy to Facilitate Evidence?Based Practice (pages 122–128): Angie Dobbrick
Chapter 18 Building and Supporting a Multi?Stream Clinical Evidence?Based Practice Network (pages 129–138): Tracy Kelly, Rachel Miles Kingma and Rachelle Robinson
Chapter 19 Equipping Ourselves as Evidence?Based Practitioners: Tools and Resources for EBP (Commentary on Section Four) (pages 139–142): Dr Jemma Skeat and Dr Hazel Roddam
Chapter 20 A Community?based Project in Rural Sri Lanka (pages 143–150): Shalini Felicity Gomesz
Chapter 21 Supporting Communicative Participation for Children with Complex Communication needs: how the Evidence Contributes to the Journey (pages 151–156): Angela Guidera, Catherine Olsson and Parimala Raghavendra
Chapter 22 Evidence?Based Diagnosis of Speech, Language and Swallowing following Paediatric Stroke (pages 157–162): Angela Morgan
Chapter 23 Working with a Dysfluent Three?Year?Old from a Bilingual Family (pages 163–167): Patricia Oksenberg
Chapter 24 Supporting Parents and Teachers in Managing Autism: an Example of an Evidence?Informed Model for Assessment and Intervention (pages 168–173): Anneli Yliherva
Chapter 25 Communication Therapy on the Stroke Care Unit (pages 174–178): Daniel De Stefanis and Gracie Tomolo
Chapter 26 Working with Psychogenic Dysphonia (pages 179–183): Beth Higginbottom and Linda House
Chapter 27 Implementation of a free Fluid Protocol in an Aged Care Facility (pages 184–188): Amanda Scott and Leora Benjamin
Chapter 28 Prosody Intervention for Children (pages 189–194): Christina Samuelsson
Chapter 29 Supporting Evidence?Based Practice for Students on Placement: Making Management Decisions for Clients with down Syndrome (pages 195–200): Ruth Miller
Chapter 30 Bridging the Research–Clinical Divide through Postgraduate Research Training (pages 201–205): Georgia D. Bertou
Chapter 31 Many Roads Lead to EBP (Commentary on Section Five) (pages 206–210): Dr Jemma Skeat and Dr Hazel Roddam
Chapter 32 Wider Consultation on Embedding EBP in SLT Practice (pages 211–221): Dr Hazel Roddam and Dr Jemma Skeat
Chapter 33 The Role of Reflective Practice in Supporting EBP (pages 222–229): Dr Jemma Skeat and Dr Hazel Roddam
Chapter 34 Embedding EBP: Future Directions (pages 230–231): Dr Hazel Roddam and Dr Jemma Skeat