Practitioner's guide to using research for evidence-based practice
Notes:
Preceded by Practitioner's guide to using research for evidence-based practice / Allen Rubin and Jennifer Bellamy. 2nd ed. c2012. Includes bibliographical references and index.
Contents:
Introduction to Evidence-Informed Practice -- Steps in the EIP Process -- Research Hierarchies : Which Types of Research Are Best for Which Questions? -- Criteria for Inferring Effectiveness : How Do We Know What Works? -- Critically Appraising Experiments -- Critically Appraising Quasi-Experiments : Nonequivalent Comparison Groups Designs -- Critically Appraising Quasi-Experiments : Time-Series Designs and Single-Case Designs -- Critically Appraising Systematic Reviews and Meta-Analyses -- Critically Appraising Nonexperimental Quantitative Studies -- Critically Appraising Qualitative Studies -- Critically Appraising, Selecting, and Constructing Assessment Instruments -- Monitoring Client Progress -- Appraising and Conducting Data Analyses in Evidence-Informed Practice -- Critically Appraising Social Justice Research Studies.
Summary:
"Allen Rubin, one of the premier research scholars in Social Work, defines Evidence Informed practice as "a process for making practice decisions in which practitioners integrate the best research evidence available with their practice expertise and with client attributes, values, preferences, and circumstances." Evidence-informed practice is of the utmost importance to practitioners because they will not be reimbursed for services unless the interventions and treatments used are evidence-informed. For students and instructors, evidence-based practice is an important piece of the competencies required by the accrediting organization CSWE. The competencies state that graduates should be able to "distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge and practice wisdom." Graduates in social work must also have the ability to "use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social services delivery." This is a change from past standards where students were expected to be future producers of research--now the emphasis in squarely on students learning to be critical consumers of research. Rubin's book fits this new emphasis on teaching students critically appraise and incorporate research"-- Provided by publisher.
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.