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Speech and language: advances in basic research and practice - Norman J. Lass - Google книги
Endorse this journal. The starter phrases included suggested scripts for how to initiate either the aphasia education or goal collaboration discussions with the patients and their families. Checklists and protocols were also placed into the environment to support implementing the interventions with fidelity.
Finally, participants were enabled TDF domains of beliefs about capabilities and consequences to implement the targeted practice areas as the workshop was interactive in nature. Goal development and brainstorm strategies were included to promote these interactions.
The combination of these multifaceted strategies was directly targeted to influence specific practice change, not usually an outcome of traditional continuing education. The primary outcome measure for this study was a medical record audit clinicians' documentation to measure if the practices of using aphasia-friendly information or collaborative goal setting for people with aphasia increased as a result of implementation strategies. Secondary outcomes included a checklist completed by clinicians regarding their perceptions toward providing these interventions and the workshops.
A focus group was also conducted to gather feedback on the clinicians' experiences. The majority of the SLPs also found the implementation workshop to be feasible and acceptable according to survey data, and the concluding focus groups elucidated more feedback from the participants. Focus group feedback included suggestions for improvement such as a shorter time commitment implementation workshop was 2.
Most participants enjoyed having the audit results and the opportunity for group discussion, reflection, and targeted problem-solving. Continued barriers were noted including busy caseloads, staff shortages, short length of stay, and the complex medical needs of patients. Feedback also included that participants appreciated having the intervention materials more readily available and starter phrases to initiate the intervention process.
Communication Disorders: Finding Journals
In summary, this targeted implementation workshop and supplementary materials significantly increased the uptake of best practices for people with aphasia in the acute stages of stroke. In addition, the feedback solicited from the intervention targets the SLPs provided valuable information for modifying this training in the future. This particular study highlights how implementation science can facilitate clinical research for researchers in communication sciences and disorders and also empower clinicians to contribute to the evidence base with their much needed perspectives.
Implementation science holds opportunities for researchers and clinicians to improve the quality and outcomes of their care. The long-standing gap between research and practice is unacceptable, and individuals with complex communication and swallowing needs deserve a scientific and clinical community committed to providing best practices. The methodologies of implementation science provide a way for creating positive change in routine practice, while incorporating the valuable perspectives of key stakeholders, such as clinical providers, policy makers, and third-party payers. Because implementation research requires time, commitment, and mutual interests among clinicians, researchers, and other stakeholders, it can be challenging to conduct.
This article, however, concludes by highlighting three ways that implementation science can help both clinicians and researchers achieve common goals, despite the potential complexity of the work. As noted in the exemplar above, the SLPs in the study started implementing the recommended practices in a way that was more conducive to their setting.
As opposed to attending a traditional continuing education opportunity, the tailored implementation workshop was designed to specifically facilitate practice change.
The SLPs in the study agreed that their own contributions helped them adhere more to the recommended practice guidelines, thus having a positive change on their clinical practice. Implementation science can allow clinicians to move beyond awareness of a particular EBP into adoption in routine practice. Clinicians can also contribute their experiences and clinical data to the evidence base to speed research-to-practice transfer.
For example, clinicians may have valuable insight that is not known from the researcher perspective, such as the feedback provided by SLPs in the example study. Information provided by clinicians can inform treatment research earlier in the research pipeline and prevent backtracking during implementation efforts.
Factors affecting phonological acquisition
It is the perception of clinicians that most research is inapplicable to their clinical practice Walls, If clinicians are more engaged in the research process and understand that researchers want and value their input, they will likely be champions for the implementation of the innovation in their practice settings. As the research-to-practice and practice-to-research lines blur, implementation of sustainable EBPs is possible. The American Speech-Language-Hearing Association has almost , members, and the engagement of such a membership will have positive impacts on the field and the population at large.
Implementation science allows researchers and clinicians in communication sciences and disorders to speed up the transfer of research to practice, and it also accounts for the many and seemingly uncontrollable factors that are often present in behavioral intervention studies. Researchers in communication sciences and disorders have the opportunity to advance both the disciplines of speech-language pathology and audiology while contributing to the emerging implementation science literature when employing these methods.
Clinicians have the opportunity to participate in engaging clinical education opportunities that are designed specifically to change their practice and contribute to the evidence base for a particular treatment. As the community of clinical scholars continues to burgeon, may this new launch of Perspectives of the ASHA Special Interest Groups put feet to the flame of our desires to improve communication access for one and all. Financial: Natalie F. Douglas has no relevant financial interests to disclose. Vanessa L.
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Burshnic has no relevant financial interests to disclose. Nonfinancial: Natalie F. Douglas has no relevant nonfinancial interests to disclose. Burshnic has no relevant nonfinancial interests to disclose. Natalie F. Douglas Google Scholar More articles by this author. Burshnic Google Scholar More articles by this author. References Balas, E. Managing clinical knowledge for health care improvement.
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Google Scholar. Crossref Google Scholar. Link Google Scholar. Disclosures Financial: Natalie F. Correspondence to Natalie F. Douglas: natalie.