Exploring Collaboration and Evidence-Based Practice in Speech-Language Pathology
Abstract
Evidence-based practice refers to an integration between one’s clinical expertise developed through professional development and previous experience, the most current and valid scientific evidence and the unique needs of a particular clinical setting. Recently, there has been a growing expectation of speech-language pathologists to engage in the evidence-based practice process despite awareness that real-world implementation is a complex task. Implementation strategies may be helpful in moving complicated research findings into clinical practice, but there is little research examining the practical use of these strategies. The current dissertation examines how four different implementation strategies, explored through two case studies, can be used to bolster clinical practice and aid in the evidence-based practice uptake process in the field of speech language pathology.
In chapter 2, collaborative relationships between speech-language pathologists and educators, in the implementation of an evidence-based language and literacy program for early-years students in an educational setting, were qualitatively examined. By investigating the complexities of this collaborative effort, barriers and facilitators to interprofessional collaboration were identified and explored. In chapter 3, the same language and literacy program allowed for the quantitative examination of changes in professional knowledge and confidence, and subsequent student language and literacy performance outcomes, following its implementation. This program involved investigating two approaches to moving evidence into practice: professional development sessions aimed at providing current evidence-based language and literacy education strategies and in-the-field coaching opportunities between speech-language pathologists and educators. In chapter 4, clinician readiness for real-world implementation of the evidence-based diagnostic label of developmental language disorder was investigated across practice settings. By examining current knowledge and practice, important future steps for adoption of this evidence-based practice could be acknowledged. Chapter 5 summarized the findings from these three empirical chapters, discussed the implications of this work, acknowledged the limitations of the current work and outlined considerations for future research regarding the use of implementation strategies in improving evidence-based practice in this field. Overall, this research will help to illuminate several ways in which implementation strategies can be used to improve current practice and contribute to the successful uptake of EBP in the clinical world of speech-language pathology.