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1 – 10 of 272Birgitta Schwartz and Karina Tilling
Research and experience show that evidence-based practice (EBP), i.e. using the best available knowledge in daily professional work, is difficult to achieve in social services…
Abstract
Purpose
Research and experience show that evidence-based practice (EBP), i.e. using the best available knowledge in daily professional work, is difficult to achieve in social services. The purpose of this study is to understand the development of organizational EBP learning processes in daily work through workplace education for staff and managers of supported homes for people with cognitive disabilities. The authors examine how the EBP model and new knowledge are understood and made actionable in the workplace, applying theories of organizational learning.
Design/methodology/approach
The authors used empirical material collected from an EBP workplace education pilot in Sweden, as well as documents on national EBP implementation in Swedish social services. Before the pilot, a focus group interview was conducted with regional senior managers. Participating managers and staff were individually interviewed two to three years after the pilot.
Findings
The study illustrates how knowledge-based action emerged from education where EBP was interpreted, understood, reflected on, and tested, supported by codified EBP tools in the work context. The participants, when supervised, and when observing and questioning their own behaviors in practice, contributed to double-loop learning (DLL) processes. Codification of EBP knowledge into useful tools and socialization processes during education and workplace meetings was crucial in developing individual and group DLL and knowledge-based actions.
Originality/value
The bottom-up approach to EBP development and the adaptive contextual learning at the workplace gave new insights into organizational learning in social service workplaces.
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Katerina Gonzalez and Christoph Winkler
The purpose of this paper is to provide a process view into moments of entrepreneurial crisis within the venture formation process caused by environmental stressors. A new…
Abstract
Purpose
The purpose of this paper is to provide a process view into moments of entrepreneurial crisis within the venture formation process caused by environmental stressors. A new construct is conceptualized, the entrepreneurial breaking point (EBP), as a critical and potentially insurmountable moment of crisis caused by an entrepreneur’s appraisal of environmental threats during a new venture’s formation.
Design/methodology/approach
To develop the EBP within a process model, this study builds upon previous environmental frameworks by expanding upon and infusing a situated social cognitive approach with a stress perspective.
Findings
The theoretical framework developed sheds light on the complex person-environment interaction that can create an EBP, the process of experiencing an EBP, how individuals vary in their activation of coping resources to respond to an EBP and how an EBP can ultimately result in new venture exit, sustained performance or growth.
Practical implications
The paper discusses implications for entrepreneurs during these moments of crises, including suggesting the use of trusted, impartial third-parties to overcome individual weaknesses, increasing awareness of the various environmental threats and finding a balance between goal-related commitment and adaptation.
Originality/value
This paper contributes to the existing literature by operationalizing and contextualizing a special case of socio-cognition under duress, filling an identified need for process work, exploring some reasons for EBP response variation across different entrepreneurs and elaborating on how the behavioral outcomes of an EBP may affect venture performance.
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Despite their documented benefits, evidence-based practices (EBPs) for early childhood social learning are not systematically implemented. Teachers are key players in the…
Abstract
Purpose
Despite their documented benefits, evidence-based practices (EBPs) for early childhood social learning are not systematically implemented. Teachers are key players in the implementation process of intervention programs and instructional practices. This is a viewpoint about teachers’ attitudes towards EBPs and their role in the successful implementation of EBPs for early childhood social learning.
Design/methodology/approach
The viewpoint draws on theoretical models of intervention implementation and innovation adoption to explore the importance of individual factors for EBPs implementation and to inform the understanding of the relationship between teachers’ attitudes and EBPs implementation in the context of early childhood social learning. Additionally, it is informed by the literature on research-informed teaching to identify novel opportunities of cultivating positive views towards EBPs for early childhood social learning.
Findings
According to implementation science, in addition to macro-level social and organisation factors, micro-level individual factors that pertain to professionals’ attitudes towards EBPs are related to successful adoption and implementation of EBPs in organisations. Hence, it is important that the investigation of the adoption and implementation of EBPs for early childhood social learning considers the role of teachers’ attitudes towards EBPs. A conceptual model is proposed to explain that research-informed teaching could contribute to fostering positive attitudes towards EBPs for early childhood social learning by raising awareness of the value and potential of research to transform pedagogy.
Originality/value
This viewpoint draws on EBPs implementation science to identify important factors of EBPs adoption and implementation for early childhood social learning that have not been considered extensively and offers a conceptual framework to help understand how research-informed teaching could be an innovative avenue of promoting EBPs implementation in education.
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Gregory A. Aarons, Rachel A. Askew, Amy E. Green, Alexis J. Yalon, Kendal Reeder and Lawrence A. Palinkas
The purpose of this paper is twofold: first, to identify the types of adaptations made by service providers (i.e. practitioners) during a large-scale US statewide implementation…
Abstract
Purpose
The purpose of this paper is twofold: first, to identify the types of adaptations made by service providers (i.e. practitioners) during a large-scale US statewide implementation of SafeCare®, an evidence-based intervention to reduce child neglect; and second, to place adaptations within a taxonomy of types of adaptations.
Design/methodology/approach
Semi-structured interviews and focus groups were conducted with 138 SafeCare providers and supervisors. Grounded theory methods were used to identify themes, specific types of adaptations and factors associated with adaptation.
Findings
Adaptations were made to both peripheral and core elements of the evidence-based practice (EBP). The taxonomy of adaptations included two broad categories of process and content. Process adaptations included presentation of materials, dosage/intensity of sessions, order of presentation, addressing urgent concerns before focusing on the EBP and supplementing information to model materials. Content adaptations included excluding parts of the EBP and overemphasizing certain aspects of the EBP. Adaptations were motivated by client factors such as the age of the target child, provider factors such as a providers’ level of self-efficacy with the EBP and concerns over client/provider rapport. Client factors were paramount in motivating adaptations of all kinds.
Research limitations/implications
The present findings highlight the need to examine ways in which adaptations affect EBP implementation and sustainment, client engagement in treatment, and client outcomes.
Practical implications
Implementers and EBP developers and trainers should build flexibility into their models while safeguarding core intervention elements that drive positive client outcomes.
Originality/value
This study is unique in examining and enumerating both process and content types of adaptations in a large-scale child neglect implementation study. In addition, such adaptations may be generalizable to other types of EBPs.
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Scott McNamara, Melissa Bittner and Sean Healy
Physical activity professionals often lack the experience and knowledge to implement the pedagogical and behavioral strategies required to successfully work with people with…
Abstract
Purpose
Physical activity professionals often lack the experience and knowledge to implement the pedagogical and behavioral strategies required to successfully work with people with autism spectrum disorder (ASD). To enable individuals with ASD to achieve the benefits of exercise, physical activity professionals must be knowledgeable and skilled in relation to delivering evidence-based practices (EBP). The recent worldwide coronavirus disease pandemic highlights the value and necessity of effective online learning. Recent research has suggested that online settings are a viable setting for professional learning. Therefore, the purpose of this paper is to assess an online course’s impact on physical activity professionals’ frequency of use and self-efficacy toward using EBPs with individuals with ASD.
Design/methodology/approach
The online program was developed to provide training for a wide-range of professionals interested in working with people with ASD. A survey was administered to participants prior to and after completion of the online course to collect data on sample demographics, and the participants’ perceived frequency and self‐efficacy in using EBPs. Eighty-six physical activity professionals participated in the study.
Findings
Overall, their self-efficacy toward EBPs and frequency at which participants reported to use EBPs increased significantly from pretest to posttest (p < 0.05). The participants also reported using three of the nine covered EBPs more frequently at post-course completion. In addition, participants’ self-efficacy toward eight of the EBPs was significantly higher post-intervention.
Originality/value
Findings from this study suggests that a well-structured online intervention has promise for preparing physical activity professionals to work with people with ASD.
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Tricia Jane Bingham, Josie Wirjapranata and Shirley-Ann Chinnery
This paper outlines a teaching and learning collaboration between information literacy (IL) professionals and a social work academic at The University of Auckland. The…
Abstract
Purpose
This paper outlines a teaching and learning collaboration between information literacy (IL) professionals and a social work academic at The University of Auckland. The collaboration was developed for the purpose of introducing evidence-based practice (EBP) and related IL skills to a third-year social work cohort preparing for their first practicum. Embedding the research–practice connection in the minds of students at this level of study is essential, as using evidence in practice is considered to be a fundamental professional objective. Despite this perspective, it is not uncommon for research to be viewed as an ancillary, if not discretionary skill in social work, with the research–practice gap well recognised in the social work literature. EBP offers students a clearly defined, systematic research framework imminently suited to the novice learner which emphasises the importance of research for practice. Research skills, in particular IL and the ability to find, evaluate and apply information, are essential to the development of effective EBP. Apart from the practical skills of being able to find evidence, critical thinking and reflective skills are key skills also inherent to IL processes and practice, and mastery of the evidence-based approach is impossible without mastery of these key IL competencies. Taking a solution-focused frame, theoretically underpinned by a constructivist teaching philosophy, we detail specific EBP and IL teaching practices, challenges and the remedies applied. The paper concludes with key lessons learned and future directions for teaching EBP and IL skills to social work students at The University of Auckland.
Design/methodology/approach
A solution-focused frame is theoretically underpinned by a constructivist teaching philosophy.
Findings
This paper offers insights derived from seven years of teaching EBP and IL skills to social work students and investigates specific teaching challenges and details the remedies applied.
Research limitations/implications
As a case study, this article deals with one instance of EBP and IL teaching. Focusing specifically on EBP in the social sciences, this may not be relevant for other disciplines.
Practical implications
This paper offers insights into methods for merging EBP and IL skills teaching in the social sciences, providing practical examples of activities which can be used in teaching, underpinned by relevant theory.
Social implications
To be effective practitioners, social workers must understand the importance of research to practice, in particular how this can improve their professional knowledge and practice. Forging the research–practice connection aids the development of competent practitioners and enhances the well-being of social work clients.
Originality/value
The authors outline constructivist–connectivist learning activities that can be used to advance students’ IL skills, develop research capacity and enhance the importance of the research-practice connection in social work practice. While much research has been done on EBP and IL connections in the medical and nursing literature, there is limited literature discussing EBP and IL integration in social work.
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Khalil Kalavani, Rafat Mohebbifar and Sima Rafiei
Nowadays health systems in most of the countries are trying to build their healthcare provision system based on scientific knowledge based evidence. Evidence-based practice (EBP…
Abstract
Purpose
Nowadays health systems in most of the countries are trying to build their healthcare provision system based on scientific knowledge based evidence. Evidence-based practice (EBP) is a crucial factor for quality improvement focusing on compliance with clinical standards. The purpose of this paper is to assess evidence-based knowledge and skills among healthcare providers in Qazvin hospitals in 2016.
Design/methodology/approach
This was a descriptive study conducted among 300 health professionals working in hospitals affiliated by Qazvin University of Medical Sciences in 2016. A self-administered questionnaire was used to gather data on health providers’ attitude, knowledge and skill regarding EBP. Descriptive statistics and multiple linear regressions were used to analyze data using SPSS 16 software.
Findings
A total of 254 participants (84.6 percent) completed the questionnaire in which their attitude, knowledge and skill toward EBP were assessed at a low level. Study results indicated that among different occupational groups, physicians and those with greater awareness toward EBP terminology had a more positive attitude compared with others. Furthermore, a higher level of knowledge and skill toward EBP was associated with being a physician and having a positive attitude toward the issue.
Practical implications
Given the importance of EBP and due to insufficient knowledge of healthcare providers about the issue, it is necessary to hold appropriate educational courses to empower health workforce in implementing EBP principles.
Originality/value
The authors applied a self-administered questionnaire to assess health workforce knowledge and skills toward EBP. The results obtaining from the analysis not only highlights weaknesses related to service providers’ knowledge and capabilities to implement EBP but also reveals facilities required for realization of the subject in hospital settings.
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The evidence‐based practice (EBP) model appears to have established itself as the principal change driver and discourse for the healthcare sector. This study sets out to identify…
Abstract
Purpose
The evidence‐based practice (EBP) model appears to have established itself as the principal change driver and discourse for the healthcare sector. This study sets out to identify the emergence of the term EBP in the professional literature to establish an empirical foundation for discussion. The understanding of and relevance to healthcare practitioners in a large South West London hospital are assessed and their views related to the perspective of library and information professionals to assess implications for practice.
Design/methodology/approach
An extensive literature search was carried out and the data generated used to produce a growth curve for the literature. A survey of health care professionals using e‐mail and follow‐up interviews was undertaken at the case hospital.
Findings
Between 1998 and 2004 the number of papers appearing to discuss the theme increased four‐fold. The first recorded reference was in 1991. The EBP model had strong official and political support in the field. On the user sample there is evidence of resistance to the orthodoxy.
Practical implications
The EBP model – variously adopted by several healthcare agencies – has placed information management at the centre of the care process. In spite of this, there are few definite implications for the role of library and information professionals, since the world of information and the UK NHS itself are continually in a state of flux, and the current EBP dominance may neither strengthen nor safeguard it.
Originality/value
The bibliometric study provides a baseline. The study of healthcare professionals is a case study to add to knowledge of practice.
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Esmir Maslesa and Per Anker Jensen
This paper aims to disclose the role and features of various IT systems for environmental building performance (EBP) in facilities management.
Abstract
Purpose
This paper aims to disclose the role and features of various IT systems for environmental building performance (EBP) in facilities management.
Design/methodology/approach
The study focuses on IT systems used for facilities management in four organisations. The study is based on a maximum variance case study in which the selected organisations have different organisation type and portfolio size. Three organisations are from Denmark and one is from the UK.
Findings
Several IT systems can be used for managing EBP. EBP in IT systems is primarily reflected through energy management, with specific focus on monitoring and reporting electricity, heating and water consumption. Furthermore, greenhouse gas emissions related to energy consumption can be calculated in some IT systems, while other environmental categories like building materials and recycling potentials are not adequately supported by the systems covered in this study. Some IT systems offer additional features relating to EBP, such as waste management and space management, but the study shows that these features are not demanded at the current point.
Practical implications
The results can be used to support decision-making in organisations to improve EBP in facilities management by IT systems.
Originality/value
This study contributes with new knowledge on how IT systems are used in different organisations for managing EBP. The paper also shows how various IT systems can add value to real estate organisations and facilities management departments and support their business processes relating to EBP.
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