module 12 : health

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Chapter 24

Reciprocal Role of Research and Practice

Four Approaches That Attempt To Bridge The Research-practice Gap

Evidence-based practice

Translational research

Practice-based research

Examined practice

Evidence-Based practice

A model of professional practice that draws heavily on and is driven by research that uses particular methodologies to assert conclusions from research literature

The randomized controlled trial (RCT) is still considered the highest level of evidence to support intervention efficacy

The clinician searches for and evaluates the literature for its relevance to practice

There is much debate on the strengths and limitations of this model for professional use

Treatment Fidelity

The assurance that an intervention is delivered to study participants assigned to the experimental group as it is intended and as specified by a written protocol

A major consideration of evidence-based practice

Action Processes to Maximize Treatment Fidelity

(1) Create a detailed manual of the intervention so that it can be delivered consistently, is reproducible, and is independent of interventionist style;

(2) provide careful training in the intervention; (3) provide constant oversight of its delivery through direct observation of treatment sessions or review of audio or video recordings of its delivery;

(4) track adherence and reasons for nonparticipation.

Practice-based Research

Starts with practice as its focus of inquiry.

Its purpose is to use existing or “present” data (clinical notes, observations, organizational and institutional policy statements, and so on) to create knowledge that generates a complex understanding of practice from which new and creative strategies can emerge

Translational Research

The application of traditional “basic research findings” to clinical practice.

Two primary levels

Applying laboratory research to intervention with specific individuals;

expanding the application to intervention practices in general.

Examined Practice

Infuses everyday practice with an evaluative and systematic knowledge-generating framework

Steps are circular and the end sparks a new beginning

Problem

Need

Reflexive Intervention

Monitoring

Outcome Assessment