Expanding on the evidence-based practice approach, this book incorporates diverse perspectives on best practices that include qualitative research, professional practice wisdom, and consumer values and experiences.

Health care systems worldwide are faced with the challenge of improving the quality of care. Providing evidence from health research is necessary but not sufficient for the provision of optimal care and so knowledge translation (KT), the scientific study of methods for closing the knowledge-to-action gap and of the barriers and facilitators inherent in the process, is gaining significance. Knowledge Translation in Health Care explains how to use research findings to improve health care in real life, everyday situations. The authors define and describe knowledge translation, and outline strategies for successful knowledge translation in practice and policy making. The book is full of examples of how knowledge translation models work in closing the gap between evidence and action. Written by a team of authors closely involved in the development of knowledge translation this unique book aims to extend understanding and implementation worldwide. It is an introductory guide to an emerging hot topic in evidence-based care and essential for health policy makers, researchers, managers, clinicians and trainees.

Evidence-based education is an attempt to find, critique and implement the highest quality research evidence that underpins the education provided to students.This comprehensive book presents concepts key to evidence-based education, learning and teaching, analysing a wide range of allied health professions in depth. It introduces unique, inspirati

Evidence and knowledge are fundamental in professional practice. A key skill for social workers is understanding how to use the range of sources available. This book recognizes and builds on the complex nature of social work practice.

"Cover" -- "Praise" -- "Title Page" -- "Copyright Page" -- "Acknowledgments" -- "About the Authors" -- "Table of Contents" -- "Foreword" -- "The Iowa Model Revised" -- "Overview" -- "Chapter 1_Identifying Triggering Issues/Opportunities" -- "Chapter 2_State the Question or Purpose" -- "Chapter 3_Is This Topic a Priority?" -- "Chapter 4_Form a Team" -- "Chapter 5_Assemble, Appraise, and Synthesize Body of Evidence" -- "Chapter 6_Is There Sufficient Evidence?" -- "Chapter 7_Design and Pilot the Practice Change" -- "Chapter 8_Implementation" -- "Chapter 9_Evaluation" -- "Chapter 10_Is Change Appropriate for Adoption in Practice?" -- "Chapter 11_Integrate and Sustain the Practice Change" -- "Chapter 12_Disseminate Results" -- "References" -- "Appendix A_The Iowa Model Revised: Evidence-Based Practice to Promote Excellence in Health Care" -- "Appendix B_Implementation Strategies for Evidence-Based Practice" -- "Appendix C_UI Hospitals and Clinics Evidence-Based Practice Publications Reporting Use of the Iowa Model" -- "Appendix D_Select Evidence-Based Practice Process Models" -- "Appendix E_Glossary" -- "Index

"Where does hunch end and evidence begin? Too much is written and said about school improvement - about improvements in teaching and learning - with far too little attention to this question. This book provides vivid discussion from distinguished protagonists and antagonists about what gets called 'evidence-based practice'. Reading it, all involved in education - policymakers and practitioners alike - can proceed more confidently."- Professor Tim Brighouse, London Schools Commissioner The movement to evidence-based practice in education is as important as it is controversial, and this book explores the arguments of leading advocates and critics. The book begins with an explication of evidence-based practice. Some of the ideas of its proponents are discussed, including the Campbell Collaboration, and the application to education of Cochrane-style reviews and meta-analyses. The thinking behind evidence based practice has been the subject of much criticism, particularly in education, and this criticism is aired in the second part of the book. Questions have been raised about what we mean by evidence, about how particular kinds of evidence may be privileged over other kinds of evidence, about the transferability of research findings to practice, and about the consequences of a move to evidence-based practice for governance in education. Given that the origins of the interest in evidence-based practice come largely from its use in medicine, questions arise about the validity of the transposition, and contributors to the third part of the book address this transposition. The issues raised in the book, while primarily those raised by educators, are of relevance also to professionals in medicine, social work and psychology.

This new handbook guides readers, step by step, through the process of applying research evidence to clinical decision-making and patient care. It explores how to locate, understand, and critically appraise research evidence and evaluate its clinical significance, applicability, and scientific credibility.Useful to all health care practitioners, this new resource demonstrates when and how to integrate research evidence into daily practice and how to evaluate the effect of research-based practice in patient outcomes. Pathway maps, algorithms, and flow charts facilitate decision-making.