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.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Clinical Expertise Component of Evidence-Based Practice :/
Reminder of title:	Self-Defined by Speech-Language Pathologists Who Work with Elementary Students in Public Schools.
Author:	O'Lenick, Deann Elise.
Description:	1 online resource (210 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
Subject:	Early childhood education. -
Online resource:	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.
LDR:02819ntm a2200349Ki 4500 001 910215
005 20180511093052.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355267198
035 $a (MiAaPQ)AAI10277880
035 $a (MiAaPQ)texaswo:10590
035 $a AAI10277880
040 $a MiAaPQ $b eng $c MiAaPQ
099 $a TUL $f hyy $c available through World Wide Web
100 1 $a O'Lenick, Deann Elise. $3 1181370
245 1 0 $a Clinical Expertise Component of Evidence-Based Practice : $b Self-Defined by Speech-Language Pathologists Who Work with Elementary Students in Public Schools.
264 0 $c 2017
300 $a 1 online resource (210 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
500 $a Adviser: Sharla Snider.
502 $a Thesis (Ph.D.) $c Texas Woman's University $d 2017.
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Early childhood education. $3 557157
650 4 $a Speech therapy. $3 715798
655 7 $a Electronic books. $2 local $3 554714
690 $a 0518
690 $a 0460
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Texas Woman's University. $b Family Studies. $3 1181371
773 0 $t Dissertation Abstracts International $g 78-12A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10277880 $z click for full text (PQDT)