國立虎尾科技大學 |

Clinical Expertise Component of Evidence-Based Practice : = Self-Defined by Speech-Language Pathologists Who Work with Elementary Students in Public Schools.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Clinical Expertise Component of Evidence-Based Practice :/
其他題名:	Self-Defined by Speech-Language Pathologists Who Work with Elementary Students in Public Schools.
作者:	O'Lenick, Deann Elise.
面頁冊數:	1 online resource (210 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
標題:	Early childhood education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355267198

Clinical Expertise Component of Evidence-Based Practice : = Self-Defined by Speech-Language Pathologists Who Work with Elementary Students in Public Schools.
O'Lenick, Deann Elise.

Clinical Expertise Component of Evidence-Based Practice :Self-Defined by Speech-Language Pathologists Who Work with Elementary Students in Public Schools. - 1 online resource (210 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

"Evidence-based practice (EBP), which is the expected standard in medical and educational services, includes three elements: best research evidence, clinical expertise, and client preferences" (American Speech-Language-Hearing Association [ASHA], 2005; Sackett, Rosenberg, Gray, Haynes, & Richardson, 1996). Of these three elements, clinical expertise remains undefined in the current scientific literature, thus warranting the exploration of a definition. This phenomenological qualitative study utilized focus group methodology to investigate how speech-language pathologists, who worked with elementary students in public schools, defined their own clinical expertise. The participants used three types of experience to describe their clinical expertise: clinical experience, interpersonal experience, and personal experience. The contributions of interpersonal and personal experience were not previously noted. Participants described information seeking by delineating three sources: research, experts, and continuing education. The findings of this study contributed to the body of knowledge about clinical expertise as well as to the understanding of the role clinical expertise plays in the implementation of evidence-based practice. Further study is warranted on the topic in other work environments and with other professions that require EBP in order to improve the understanding of the role of clinical expertise in supporting implementation.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355267198Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

Clinical Expertise Component of Evidence-Based Practice : = Self-Defined by Speech-Language Pathologists Who Work with Elementary Students in Public Schools.
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504 $a Includes bibliographical references
520 $a "Evidence-based practice (EBP), which is the expected standard in medical and educational services, includes three elements: best research evidence, clinical expertise, and client preferences" (American Speech-Language-Hearing Association [ASHA], 2005; Sackett, Rosenberg, Gray, Haynes, & Richardson, 1996). Of these three elements, clinical expertise remains undefined in the current scientific literature, thus warranting the exploration of a definition. This phenomenological qualitative study utilized focus group methodology to investigate how speech-language pathologists, who worked with elementary students in public schools, defined their own clinical expertise. The participants used three types of experience to describe their clinical expertise: clinical experience, interpersonal experience, and personal experience. The contributions of interpersonal and personal experience were not previously noted. Participants described information seeking by delineating three sources: research, experts, and continuing education. The findings of this study contributed to the body of knowledge about clinical expertise as well as to the understanding of the role clinical expertise plays in the implementation of evidence-based practice. Further study is warranted on the topic in other work environments and with other professions that require EBP in order to improve the understanding of the role of clinical expertise in supporting implementation.
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