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| Vikki Greenhalgh at BSLTRU |
Throughout
our EBP learning about the hierarchy of research literature and how to critically
appraise a publication, I and I think several other members of my cohort developed
a more critical mindset and found our questions evolving from ‘What is the
evidence-base?’ to ‘How does the evidence-base inform and improve practice?’.
Given the
current emphasis that the RCSLT has put on EBP in speech and language therapy
in order to improve outcome measures, I was interested to read in McCurtin and
Roddan’s (2012) review ‘Evidence-based practice: SLTs under siege or
opportunity for growth? The use and nature of research evidence in the
profession’ that SLTs in practice were finding it hard to integrate EBP into
their daily practice as they experienced barriers such as ‘time’ and ‘lack of
skills’.
Being an
SLT of the future in a time where effective outcome measures are more important
than ever, I was left with more questions than answers as to how research can
enable SLTs to improve their practice.
Drawing on my learning about reflective thinking I decided that I needed to take Kolb’s advice and complete my ERA (experience à reflection à action) cycle. Therefore with enthusiasm and optimism on my side, I set out to find a solution to my problem. This quest led me to organise a research placement with the Bristol Speech and Language Therapy Research Unit (BSLTRU) for the last three weeks of my first year of study. Working alongside researchers who are/were practicing SLTs would be a great place for a student like me to develop my understanding of how practice and research can compliment instead of collide.
Working
alongside Yvonne Wren and the team at BSLTRU has been an inspiring experience
and has helped answer many of my questions around the practical applications of
EBP. I am sure that every SLT practicing today can think of a valid research
question, however my experience at the BSLTRU has given me an overview of how
this question develops into data collection/analysis and how the findings can
be disseminated to improve practice. This placement has shown me the importance
of including as much professional and public involvement in your research as
possible but also the challenges of achieving this objective. In order to
nurture the growth of the next generation of SLTs I think that a research
placement is an invaluable experience for student SLTs to gain during their
studies and really recommend that other students who are interested seek out a
similar opportunity.
Along with
my invaluable experience at the BSLTRU I found the book ‘Creating practice-based evidence: A guide for busy SLTs’ edited by Corinne Dobinson and Yvonne Wren, a
really useful tool when thinking about how I could go about integrating
research into my practice, definitely worth a read!
Lastly, if
you have time here is an interesting 5 minute talk about the challenges of
client-centred EBP by Kate Malcomess http://therapyideas.org/live/kate-malcomess-evidence-based-practice-outcome-driven-decision-making
.
References
Dobinson, C.
and Wren, Y. (2013) Creating Practice-based Evidence: A Guide for SLTs.
Guildford: J & R Press.
Kolb, D.A.
(1984) Experiential Learning: Experience
as the Source of Learning and Development.
McCurtin,
A. and Roddam, H. (2012) Review: Evidence-based practice: SLTs under siege or opportunity for growth?
The use and nature of research evidence in the profession. International
Journal of Language and Communication Disorders, Vol. 47 (1) 11-26. Available
at http://www.ncbi.nlm.nih.gov/pubmed/22268898
