Desired Attributes of Evidence Assessments for Evidence-based Practices

Abstract

In this paper we describe three approaches to assessing evidence for stakeholders interested in evidence-based practices: narrative reviews, systematic reviews (including meta-analyses), and registries. We then compare the approaches in terms of the degree to which they posses desired attributes of evidence assessments. Our review suggests that hybrid approaches that combined the best features of all three should be pursued to further the use of evidence-based practices, and that such hybrids are possible given the capacity of the World Wide Web. We conclude by stressing the need for empirical research on evidence assessments.

A cross-sectional study of recovery training and staff attitudes in four community mental health centers.

“…There may have been other confounding variables that we did not account for, such as hiring new staff, supervision practices, and leadership styles. Leff et al (2007) describes in detail how proper training in recovery-oriented, evidence-based care requires a system of workforce development where training is individualized and all stakeholders who have a stake in training provide input. Certainly, the community staff in this study would have benefited from a coherent curriculum of recovery-oriented trainings.…”

From desegregation to diversity management in Alabama public universities: a narrative review

“…This paper provides a narrative review of a specific journey in a case for resolution‐by‐agreement, Knight v. Alabama . According to Cook et al , 1997 as cited by Leff and Conley (2006), the focus of narrative reviews is often broad, connecting diverse ideas and perspectives from diverse areas of research related to the topic of interest, and creating a context for the issue within the underlying circumstances and theories (Leff and Conley (2006). Additionally, according to the Educational Research Review's Guides to Review Writing, a narrative review allows the reviewers to interpret the conclusions of primary studies through their own experiences and gives them the opportunity to speak with self‐knowledge, reflective practice and acknowledgement of shared educational (or organizational) phenomena (available at: http://www.elsevier.com/framework_products/promis_misc/edurevReviewPaperWriting.pdf).…”