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Books on the topic 'Evidence-based practices (EBPs)'

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Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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1

Godshall, Maryann. Fast facts for evidence-based practice: Implementing EBP in a nutshell. New York: Springer, 2010.

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2

Booth, Andrew. The SCHARR guide to ebp (evidence-based practice). Sheffield: SCHARR, 1996.

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3

Booth, Andrew. The SCHARR guide to EBP (evidence-based-practice). Sheffield: Sheffield Centre for Health and Related Research, University of Sheffield, 1996.

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4

Hazel, Roddam, and Skeat Jemma, eds. Embedding EBP in speech and language therapy: International examples from clinical practice. Chichester, West Sussex, U.K: John Wiley & Sons, 2010.

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5

Aarons, Gregory A., Joanna C. Moullin, and Mark G. Ehrhart. The Role of Organizational Processes in Dissemination and Implementation Research. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190683214.003.0008.

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Both organizational characteristics and specific organizational strategies are important for the effective dissemination and implementation of evidence-based practices (EBPs) in health and allied health care settings, as well as mental health, alcohol/drug treatment, and social service settings. One of the primary goals of this chapter is to support implementers and leaders within organizations in attending to and shaping the context in which implementation takes place in order to increase the likelihood of implementation success and long-term sustainment. The chapter summarizes some of the most critical organizational factors and strategies likely to impact successful evidence-based practice implementation. There are myriad approaches to supporting organizational development and change—this chapter focuses on issues supported by relevant scientific literatures, particularly those germane to EBP implementation in health care and related settings.
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6

Luckner, John L. Research Synthesis. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190455651.003.0015.

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Current educational policies provide a mandate for the use of evidence-based practices (EBPs) in school-based practices. However, the field of deaf education has a paucity of experimental and quasi-experimental research addressing educational practices that have been tested and demonstrated as being effective with this population. This lack of sufficient, high-quality research to determine EBP for working with deaf students is frustrating for teachers and administrators. Consequently, there is a need to conduct research syntheses pertaining to the effectiveness of educational interventions and to create summaries of the evidence that can be used to improve practices and outcomes. This chapter provides (1) a rationale for conducting research syntheses; (2) a description of procedures for conducting and reporting research syntheses; (3) examples of research syntheses that have been published; and (4) common practices in the field of deaf education that research syntheses indicate have little evidence to support their use.
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7

Fernandez, Maria E., Patricia Dolan Mullen, Jennifer Leeman, Timothy J. Walker, and Cam Escoffery. Evidence-Based Cancer Practices, Programs, and Interventions. Edited by David A. Chambers, Wynne E. Norton, and Cynthia A. Vinson. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190647421.003.0003.

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There are many evidence-based interventions, cancer control practices, programs, treatments, and clinical practice guidelines across cancer control and prevention topic areas that have great potential for decreasing the cancer burden. Nevertheless, challenges in identifying evidence-based interventions (EBIs) that match the needs of community and practice settings, adapting EBIs for new populations and contexts, and implementing EBIs in real-world settings limit the public health impact of cancer control research and its products. This chapter provides an introduction to existing EBIs for cancer control and provides examples of different types of EBIs across the cancer continuum. It highlights issues related to the identification of EBIs, including the evaluation of EBI resources. It also describes processes that can be used to enhance the development, adaptation, and implementation of evidence-based cancer control interventions.
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8

Norcross, John C., Thomas P. Hogan, Gerald P. Koocher, and Lauren A. Maggio. Clinician's Guide to Evidence-Based Practices. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780190621933.001.0001.

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The second edition of the Clinician’s Guide to Evidence-Based Practices: Behavioral Health and Addictions provides practitioners with the skills to retrieve and use research in order to benefit patients suffering from mental and addictive disorders. Practice must be informed and guided by research, yet so much of the research literature feels inaccessible and overwhelming, too removed and too large to guide what we do daily with our patients. This book overcomes these challenges to evidence-based practice (EBP) by serving as a practical, how-to guide for graduate students and behavioral health practitioners. Following three realistic patients throughout, the Clinician’s Guide canvases the entire EBP process: asking the right questions, accessing the best available research, appraising the research, translating that research into practice, integrating that research with clinician expertise and patient characteristics, evaluating the entire enterprise, attending to the ethical considerations, and, when done, moving the EBP process forward by teaching it to others. This revised and updated edition includes a separate chapter on filtered sources for accessing the best available research, a series of hands-on Skill Exercises in each chapter to provide practical use of the material, a new section on barriers to successful implementation, and a companion website with expanded content, interactive examples, and hyperlinked references.
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9

Terblanche, Marius, and Damon C. Scales. Evidence-based practice in critical care. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199600830.003.0023.

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Evidence-based practice (EBP) is the integration of the best available evidence with clinical expertise to make decisions about the care of individual patients. This chapter explains how EBP can benefit patients by introducing new treatments, reducing the harm associated with necessary treatments, and questioning the continued use of ineffective or harmful therapies. To practice EBP, clinicians should become acquainted with techniques, and stay up-to-date with current and new publications, and research findings. When high quality evidence is unavailable to answer specific clinical questions, practitioners of EBP still rely on clinical judgment and expertise to decide upon the best treatment strategies for their patients. However, they should be wary of the potential harms of unproven therapies. The controversy that has accompanied the adoption of EBP is discussed, including debate about potential limitations and unintended consequences. Suggestions on how to implement EBP into your own practice are provided.
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10

Bryant, Patrick, Peter D. Hurd, and Ardis Hanson. Evidence-Based Practice and Public Health. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190238308.003.0012.

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The most difficult step of evidence-based medicine (EBM) and evidence-based public health (EBPH) is to link the evidence with current clinical knowledge and experience, especially with the continued focus on using evidence in decision-making. Standards of care and clinical practice guidelines are now established and reported using nationally and globally recognized protocols to ensure standard nomenclature and clinical crosswalks. This chapter examines relevant background issues, including concepts underlying EBM, EBPH, and definitions of evidence; describes key analytic tools to enhance the adoption of evidence-based decision-making; and finishes with challenges and opportunities for implementation in public health practice.
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11

Wixom, Spencer. Ebpn: Evidence-Based Practice in Nursing and Healthcare. Independently Published, 2021.

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12

Godshall, Maryann. Fast Facts for Evidence-Based Practice: Implementing Ebp in a Nutshell. Springer Publishing Company, Incorporated, 2010.

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13

Evidence Based Practice (EBP) in der Neurologischen Rehabilitation. Elsevier, 2015. http://dx.doi.org/10.1016/c2014-0-03153-x.

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14

McHugh, R. Kathryn, and David H. Barlow. The Reach of Evidence-Based Psychological Interventions. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195389050.003.0001.

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This chapter provides an overview of the movement toward evidence-based mental health care, including a description of the brief history of evidence-based psychological interventions (EBPIs) and the current status of the research-practice gap. As such, this chapter will serve as a backdrop for subsequent chapters highlighting state-of-the-art efforts to disseminate and implement EBPIs.
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15

Fast Facts for Evidence-Based Practice in Nursing, Second Edition: Implementing Ebp in a Nutshell. Springer Publishing Company, Incorporated, 2015.

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16

Cairney, Paul. The Politics of Evidence-Based Policy Making. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190228637.013.268.

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“Evidence-based policy making” (EBPM) has become a popular term to describe the need for more scientific and less ideological policy making. Some compare it to “evidence-based medicine,” which describes moves to produce evidence, using commonly-held scientific principles regarding a hierarchy of evidence, which can directly inform practice. Policy making is different: there is less agreement on what counts as good evidence, and more things to consider when responding to evidence.Our awareness of these differences between science and policy are not new. Current debates resemble a postwar policy science agenda, to produce more scientific and “rational” policy analysis, which faced major empirical and normative obstacles: the world is not that simple, and an overly technocratic approach to policy undermines much-needed political debate. To understand modern discussions of EBPM, key insights from previous discussions must be considered: policy making is both “rational” and “irrational”; it takes place in complex policy environments or systems, whose properties should be understood in some depth; and it can and should not be driven by “the evidence” alone.
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17

Rivard, Jeanne C., Vijay K. Ganju, Kristin A. Roberts, and G. Michael Lane. The Dissemination of Evidence-Based Practices by Federal and State Mental Health Agencies. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195389050.003.0008.

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This chapter provides an overview of state efforts initiated at both the federal and state levels to improve access to evidence-based psychological interventions (EBPIs). Several novel strategies for facilitating implementation, such as university-state mental health system collaborations, as well as the importance of the development of financial infrastructure for the initiation and maintenance of these efforts are described.
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18

Chorpita, Bruce F., Kimberly D. Becker, and Charmaine K. Higa-McMillan. The New Frontier: Dissemination of EBTs and Beyond. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.50.

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This chapter outlines challenges to the successful dissemination of evidence-based treatments and to the realization of a broad public health impact of scientifically informed treatments. Themes include focusing on treatment designs, service systems, and training models that emphasize flexible interfaces for individual differences and exception management routines for real-time challenges. Examples include (a) modular treatment systems that balance laboratory-derived structure and expertise with real-time feedback, client input, and supervisory guidance; (b) service systems to accommodate youth for whom no evidence-based treatment is available or one has failed to achieve the intended benefit; and (c) training models that allow multiple starting points and pathways or strategies to achieve competencies across many evidence-based treatments. It is contended that the field must adopt new architectures in these areas to retain the many gains made by the proliferation of evidence-based treatments while also advancing the ability of evidence to guide practice in working systems.
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19

Jobe-Shields, Lisa, Amanda Costello, Carrie Jackson, and Rochelle F. Hanson. Evaluating Treatments and Interventions. Edited by Sara Maltzman. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199739134.013.24.

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This chapter provides an overview of the evidence-based treatment (EBT) paradigm, beginning with definitional issues, followed by a discussion on use of the iterative process and the importance of strong academic–practice partnerships to inform the development, selection, and implementation of EBTs. The discussion then turns to the importance of attaining, measuring, and sustaining fidelity to the treatment models; and identifying common barriers to sustained EBT use. Drawing from our expertise related to interventions for children and adolescents, a few dissemination/implementation models are highlighted as examples of current efforts to achieve sustained use of EBTs among practitioners, within agencies, and across communities. This involves keeping up to date with the research and integrating the available evidence base with clinical expertise and patient characteristics, including cultural considerations and client preferences for treatment. The chapter concludes with directions for the future, including considerations for practitioners, referring agents, and agency senior leaders to promote, support, and sustain EBTs.
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20

St. George, Sara M., J. Rubén Parra-Cardona, Denise C. Vidot, Lourdes M. Molleda, Ana Quevedo Terán, Daniela Castillo Onetto, Javiera Benitez Gibbons, and Guillermo Prado. Cultural Adaptation of Preventive Interventions in Hispanic Youth. Edited by Seth J. Schwartz and Jennifer Unger. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780190215217.013.28.

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Hispanics experience significant physical and behavioral health disparities compared to their racial and ethnic counterparts. To combat these health disparities, evidence-based interventions (EBIs) that prevent risk and promote protective factors within the broader context of culture must be systematically developed and disseminated. The purpose of this chapter is to describe key concepts related to the content and process of developing culturally relevant preventive interventions. The continuum of approaches for developing culturally relevant preventive interventions, including strengths and limitations, practical considerations, and recommendations for overcoming existing challenges, are discussed. Two exemplar preventive interventions targeting Hispanic youth and families, Criando con Amor: Promoviendo Armonia y Superación and Familias Unidas, are also highlighted. The approaches described in this chapter may maximize intervention effects and improve health outcomes for underrepresented minority groups, such as Hispanics.
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21

Hamson-Utley, Jordan, Cynthia Kay Mathena, and Tina Patel Gunaldo, eds. Interprofessional Education and Collaboration. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718215504.

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Interprofessional Education and Collaboration: An Evidence-Based Approach to Optimizing Health Care is a groundbreaking text in the field of interprofessional education (IPE) and interprofessional collaborative practice (IPCP). As the health care industry continues to grow, it is critical that those entering health care careers possess interprofessional competency and a collaborative skill set. As such, the World Health Organization and academic program accreditors have amplified their calls for interprofessional training. This text guides the reader through the core competencies for interprofessional collaborative practice that have been set by the Interprofessional Education Collaborative (IPEC) and takes an inclusive approach to the education standards set by professional programs that are members of the Health Professions Accreditors Collaborative (HPAC), including the Commission on Accreditation of the Athletic Training Education (CAATE). Authored by a team of experts representing seven health care professions, this text uses simple definitions and uniform terminology to supply a foundational basis for IPE and IPCP. Introductory topics include building professional t`knowledge of self and others, creating a culture for teams, building interprofessional relationships, and fostering collaboration. Later chapters move beyond the basics to provide guidance in leading interprofessional teams, managing conflict, and sustaining the interprofessional effort. Interprofessional Education and Collaboration offers a unique pedagogical structure that links IPE concepts with IPCP strategies by connecting research with evidence-based practices. Case studies create opportunities to assimilate and discuss IPE concepts. To optimize student engagement and comprehension, each chapter contains the following valuable learning aids: • Each chapter begins with a Case Study that presents a realistic IPCP scenario. At the close of each chapter, the case study is revisited to apply the chapter themes to the case study, and three to five discussion questions are supplied. • Collaborative Corner sidebars aid comprehension with reflective questions or statements related to chapter topics. This feature will facilitate collaborative learning as students share their interprofessional perspectives. • Tools of IPE sidebars equip readers with resources such as surveys, inventories, and activities to implement in their daily practice. • EBP of Teamship sidebars showcase contemporary research articles and findings. This feature reinforces the connection between IPE and IPCP by summarizing relevant research and supplying corresponding evidence-based ICPC strategies. As leading health care institutions continue to prioritize IPE and IPCP, educators have a responsibility to shape the future of health care through an interprofessional curriculum. Interprofessional Education and Collaboration is focused on developing a dual identity that leads to intentional behaviors designed to improve patient outcomes through IPCP. Readers will conclude this text with a firm understanding of IPE concepts and IPCP implementation strategies that aim to create change in daily practice and improve the impact of health care.
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