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1 – 10 of over 14000Ambiguities in the term ‘evidence‐based practice’ (EBP) are often used to hide some of the tensions within the idea itself. This article seeks to clarify what EBP means…
Abstract
Ambiguities in the term ‘evidence‐based practice’ (EBP) are often used to hide some of the tensions within the idea itself. This article seeks to clarify what EBP means and how evidence and knowledge can contribute to the development of children's services. It acknowledges the ‘implementation gap’ between evidence‐based practice and evidence‐based practitioners, and discusses two contrasting perspectives on the problem and its solution. For ‘disseminators’ the primary issue is better translation of findings into practice, illustrated here by the work of the National Institute of Health and Clinical Excellence (NICE). ‘Revisionists’ look beyond obstacles and drivers to implementation and instead advocate looking again at the relationship between research and practice and propose a number of radical proposals for how this relationship can be re‐envisioned.
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The purpose of this article is to explore the understanding and interpretation of evidence‐based practice among Sure Start centre managers.
Abstract
Purpose
The purpose of this article is to explore the understanding and interpretation of evidence‐based practice among Sure Start centre managers.
Design/methodology/approach
Semi‐structured interviews were carried out with Children's Centre managers from one London borough.
Findings
The interviews highlighted the varied and, for some limited, view of evidence‐based practice. For many managers their understanding was confined to evidence generated locally rather than perceiving a role for externally‐generated evidence to support effective practice. Managers also highlighted the constraints they face in taking what some perceive to be an evidence‐based approach.
Originality/value
Although Sure Start Children's Centres are one of the main sites for delivering evidence‐based interventions to improve outcomes for young children and families in the UK, and despite Government announcements promoting the use of evidence‐based practice in these settings, little is known about the knowledge and interpretation of managers on this issue or the difficulties of translating ideas into practice on the ground. Thus, there is a danger that some of the potential benefits of evidence‐based practice may be lost if this disconnect between policy and practice is not addressed.
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Vishwanath V. Baba and Farimah HakemZadeh
The purpose of this paper is to integrate existing body of knowledge on evidence‐based management, develop a theory of evidence, and propose a model of evidence‐based…
Abstract
Purpose
The purpose of this paper is to integrate existing body of knowledge on evidence‐based management, develop a theory of evidence, and propose a model of evidence‐based decision making.
Design/methodology/approach
Following a literature review, the paper takes a conceptual approach toward developing a theory of evidence and a process model of decision making. Formal research propositions amplify both theory and model.
Findings
The paper suggests that decision making is at the heart of management practice. It underscores the importance of both research and experiential evidence for making professionally sound managerial decisions. It argues that the strength of evidence is a function of its rigor and relevance manifested by methodological fit, relevance to the context, transparency of its findings, replicability of the evidence, and the degree of consensus within the decision community. A multi‐stage mixed level model of evidence‐based decision making is proposed with suggestions for future research.
Practical implications
An explicit, formal, and systematic collaboration at the global level among the producers of evidence and its users akin to the Cochrane Collaboration will ensure sound evidence, contribute to decision quality, and enable professionalization of management practice.
Originality/value
The unique value contribution of this paper comes from a critical review of the evidence‐based management literature, the articulation of a formal theory of evidence, and the development of a model for decision making driven by the theory of evidence.
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Evidence‐based information practice is an important paradigm that is now emerging in mainstream information work from within healthcare information. This paper aims to…
Abstract
Evidence‐based information practice is an important paradigm that is now emerging in mainstream information work from within healthcare information. This paper aims to provide an introduction to the concept before considering the imperative for practitioners to use insights from research within their professional practice and day‐to‐day decision making. The importance of a focused question and a systematic approach to critical appraisal are rehearsed and similarities with the domain of information systems are briefly considered. The paper concludes with state‐of‐the‐art observations from a recent conference in Canada and recommendations for further development of the paradigm. The objective is to achieve the eventual extinction of the concept through complete integration as simply another tool for reflective practice.
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Helen Partridge and Gillian Hallam
The purpose of this paper is to consider how library education can best incorporate the profession's emerging interest in evidence‐based practice (EBP) whilst ensuring…
Abstract
Purpose
The purpose of this paper is to consider how library education can best incorporate the profession's emerging interest in evidence‐based practice (EBP) whilst ensuring that the educational experience is meaningful to the contemporary library student.
Design/methodology/appraoch
A learning and teaching model developed by the Queensland University of Technology will be presented as a case study on how the library education curriculum can be developed to incorporate a focus on EBP whilst catering to the unique learning style of the millennial student.
Findings
To effectively meet the needs of the millennial student, library educators must develop their curriculum to include a real world activities and perspective, be customisable and flexible, incorporate regular feedback, use technology, provide trusted guidance, include the opportunity for social and interactive learning, be visual and kinaesthetic, and include communication that is real, raw, relevant and relational.
Originality/value
This paper contributes to the current discussion on how EBP can be integrated effectively into the contemporary library curriculum in general, and meet the learning needs of the millennial student in particular.
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Laura Hill, Louise Parker, Jenifer McGuire and Rayna Sage
Over the past 30 years, researchers have documented effective, theory‐based programmes and practices that improve the health and well‐being of children. In order to…
Abstract
Over the past 30 years, researchers have documented effective, theory‐based programmes and practices that improve the health and well‐being of children. In order to produce measurable improvements in public health, such practices must be institutionalised; however, there are a number of barriers to translating what we know from science to what we do in practice. In the present article, we discuss a number of those barriers, including: cultural differences between those who espouse a public health, prevention science approach versus those who espouse a strengths‐building, health promotion approach; practical difficulties in documenting the evidence base for existing or newly developed programmes and practices; and inflexibility of standardised programmes and resulting insensitivity to local contexts. We discuss common ground between prevention and promotion perspectives and highlight emerging methods that facilitate the adoption of science‐based practice into community‐based services.
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This chapter reviews the intervention research literature – particularly interventions deemed evidence-based – for students with intellectual disability across academic…
Abstract
This chapter reviews the intervention research literature – particularly interventions deemed evidence-based – for students with intellectual disability across academic and life-skills instruction. Although the focus of this chapter is the spectrum of students covered under the term “intellectual disability,” the majority of research on evidence-based interventions for students with intellectual disability focus on students with more moderate and severe intellectual disability, rather than students with mild intellectual disability. The majority of the interventions determined to be evidence-based within the literature for students with intellectual disability – across both academic and life skills – tend to be those that fall within the purview of systematic instruction.
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The rise of evidence‐based medicine and more recently evidence‐based policy reflect the increasing importance of evidence as a basis for the organisation and delivery of…
Abstract
The rise of evidence‐based medicine and more recently evidence‐based policy reflect the increasing importance of evidence as a basis for the organisation and delivery of health care. Evidence‐based practice is central to the “modernisation” of health care in current UK policy. The latest manifestation of this process is the emergence of evidence‐based management in health care. This paper examines the development of evidence‐based approaches in health care and questions the appropriateness of such an approach to management. The problems inherent in applying the principles of EBP to management are explored and alternative apporoach based on the notion of craft is suggesteed as more practical and realistic.
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This article examines what has been learnt about practice‐academic partnership from two Research in Practice projects aimed at supporting the development of evidence‐based…
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This article examines what has been learnt about practice‐academic partnership from two Research in Practice projects aimed at supporting the development of evidence‐based practice in social care. Tangible support from organisations is needed to support both the partnership approach and the development of evidence‐based practice.
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The purpose of this paper is to explore conceptual and practical links between performance measurement and evidence‐based library and information practice (EBLIP) and to…
Abstract
Purpose
The purpose of this paper is to explore conceptual and practical links between performance measurement and evidence‐based library and information practice (EBLIP) and to identify lessons to be learned from evidence‐based healthcare.
Design/methodology/approach
The paper presents a selective review of key writings in EBLIP for reference to performance measurement.
Findings
The paper finds that performance measurement may variously be viewed as one small, but essential, stage of EBLIP or an overarching approach to utilisation of data of which research‐derived evidence is a single source
Research limitations/implications
Similarities and potential linkages between the two activities are currently underdeveloped and need to be explored through rigorous empirical research.
Practical implications
The stages of EBLIP are modelled in relation to a single case study of reference checking.
Originality/value
This is the first article to develop explicit links between these two areas of information practice, following in passim mentions at previous conferences.
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