Information Literacy for Speech-Language Pathologists: A Key to Evidence-Based Practice

Nail-Chiwetalu, Barbara; Ratner, Nan Bernstein

doi:10.1044/0161-1461(2006/018)

Cited by 45 publications

(30 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For example, in 1753 Lind [5] demonstrated in a controlled therapy trial that citrus fruits reduced the incidence of scurvy, but it took 50 years before oranges, lemons and limes were officially added to sailors' diets. This report reflects current concerns about the length of time it takes for research to affect clinical practice [6] . The time gap between research to practice is not, however, that surprising.…”

Section: Background Contextmentioning

confidence: 99%

“…Bernstein Ratner [8] estimated that in her close to 30-year career there had been about 20,000 publications relevant to her practice. Each paper would need to have been identified, obtained, critically evaluated, the results compared to other relevant articles and ways of applying new information in clinical practice devised and implemented [6,8] .…”

Section: Background Contextmentioning

confidence: 99%

See 1 more Smart Citation

Evidence-Based Practice and Speech-Language Pathology: Strengths, Weaknesses, Opportunities and Threats

Dodd¹

2007

Folia Phoniatr Logop

View full text Add to dashboard Cite

Speech-language pathologists are increasingly required to demonstrate that their practice is based on evidence. While the concept of evidence-based practice has strengths, there have been some weaknesses in its application in speech-language pathology. Nevertheless, since current health care demands compliance, the profession must consider the opportunities and threats that evidence-based practice poses. This paper reviews the literature to provide an understanding of the relevance of evidence-based practice for speech-language pathology. It considers the assumptions on which definitions of evidenced-based practice rely and reviews the ways in which clinicians might base their practice on evidence. While the medical model of evidence-based practice research is controversial even in the medical field, the concept provides opportunities for the profession of speech-language pathology. Evidence-based practice has the potential to improve intervention for people with commu-nication disorders, increase resources for services and enhance perception of the profession.

show abstract

Section: Background Contextmentioning

confidence: 99%

Section: Background Contextmentioning

confidence: 99%

Evidence-Based Practice and Speech-Language Pathology: Strengths, Weaknesses, Opportunities and Threats

Dodd¹

2007

Folia Phoniatr Logop

View full text Add to dashboard Cite

show abstract

“…12 Whether or not ACRL information literacy standards are explicitly referenced, similarly The information literate student determines the nature and extent of the information needed…”

Section: Outcomes Includementioning

confidence: 99%

Introducing information literacy into anesthesia curricula

Demczuk

Gottschalk

Littleford

2009

Can J Anesth/J Can Anesth

View full text Add to dashboard Cite

Purpose This review examines the topic of information literacy (IL) and its importance as a component of competency-based education in the health professions, and shares the process and outcome of a collaborative effort between The University of Manitoba Department of Anesthesia and Health Sciences Libraries to create, to introduce and integrate IL training into a new anesthesia curriculum. Principle findings Nine IL modules were developed according to standards set by the Association of College and Research Libraries (ACRL) and aligned with the Royal College of Physicians and Surgeons CanMEDS competencies. Taken collectively, they explore modern tools used to approach the medical literature in an organized, efficient manner, and to locate, evaluate and use information effectively to accomplish a specific purpose. Each module forms the basis of one IL session that combines self-study and group projects with librarian-led, computer-based training, designed to build competency in information need awareness, retrieval skills and resource appraisal. Facility with the concepts taught was evaluated though examples relevant to the anesthesia practice environment. The entire collection is available at http://wiki.lib.umanitoba.ca/ tiki-index.php?page=Anesthesia?Clinical?Assistants? Programme. While the original impetus for this project was to prepare Anesthesia Clinical Assistants for self-directed, life-long, active learning, what emerged was a curriculum in IL germane to medical specialties and flexible enough to be used by healthcare professions generally. Conclusion An IL program, directly relevant to current expectations of competent practice, education and lifelong learning, has been created and is discussed within the larger context of curriculum-integrated IL for the health professions. RésuméObjectif Ce compte-rendu examine le the`me de la maıˆ-trise de l'information (information literacy-IL) et son importance comme composante d'un mode`le de compe´-tence attendue dans les professions de la sante´, et pre´sente le processus et les re´sultats d'une collaboration entre le de´partement d'anesthe´sie de l'Universite´du Manitoba et les Bibliothe`ques des sciences de la sante´. Cette collaboration avait pour but de cre´er, d'introduire et d'incorporer une formation en maıˆtrise de l'information dans une nouvelle formation en anesthe´sie. Constatations principales Neuf modules de maıˆtrise de l'information ont e´te´e´labore´s selon les normes de´finies par l'ACRL (Association of College and Research Libraries) et ajuste´es aux compe´tences CanMEDS du Colle`ge royal des me´decins et chirurgiens. Collectivement, ces modules explorent les outils modernes utilise´s pour aborder la litte´rature me´dicale de façon organise´e et efficace, ainsi que pour localiser, e´valuer et utiliser l'information de manie`re efficace pour re´aliser un objectif spe´cifique. Chaque module constitue la base d'une session de maıˆtrise de l'information qui allie auto-apprentissage et projets de groupe avec une formation sur ordinateur d...

show abstract

“…Furthermore, they claim that, once EBP practitioners are knowledgeable about the limitations of Google as a search engine for published literature in the "deep Web," the use of Google to find information for EBP could be considered unethical. 56 Booth characterizes the EBP model's lack of consideration of the ethical and legal use of information as a deficiency of EBP, evincing an "implicit, almost naïve, assumption that information, providing that it is good enough, can simply be re-used. "…”

Section: A Word About Acrl Standard Five: Ethics Of Information Usementioning

confidence: 99%

A Comparison of Evidence-Based Practice and the ACRL Information Literacy Standards: Implications for Information Literacy Practice

Adams

2014

CRL

View full text Add to dashboard Cite

Evidence-based practice (EBP), like information literacy, is concerned with an individual's knowledge, skills, and attitudes relating to using information. EBP is now a professional competency in fields as diverse as social work, nursing and allied health fields, and public policy. A comparison of the Association of College and Research Libraries' Information Literacy Competency Standards for Higher Education with the commonly accepted EBP model shows congruence, but the two models diverge in their use of authority of the producer as a marker of information quality and in their relative emphasis on formulation of the research question and application of information.ollowing its birth in the field of medicine, many other professions have adopted the evidence-based paradigm for decision making and have incorporated skills and knowledge in evidence-based practice (EBP) as part of the educational standards for professional preparation. A cursory search of bibliographic databases will reveal publications on evidencebased practice in fields such as software engineering, librarianship, education, social work, human resources management, criminal justice, nursing, and allied health, to name a few.1 Academic librarians should become familiar with the concept of evidence-based practice because it builds on a foundation of information literacy (IL) and therefore offers an argument for increased integration of IL skills instruction into the preparatory curriculum in many disciplines. This paper examines the parallels between the frameworks of EBP and IL by comparing two of the foundational texts for each framework:

show abstract

Information Literacy for Speech-Language Pathologists: A Key to Evidence-Based Practice

Abstract: Suggestions for more efficient information searches by clinicians, as well as a proposed discipline-wide agenda for increasing clinicians' IL skills during and after entry-level graduate training, are provided.

Cited by 45 publications

References 24 publications

Evidence-Based Practice and Speech-Language Pathology: Strengths, Weaknesses, Opportunities and Threats

Evidence-Based Practice and Speech-Language Pathology: Strengths, Weaknesses, Opportunities and Threats

Introducing information literacy into anesthesia curricula

A Comparison of Evidence-Based Practice and the ACRL Information Literacy Standards: Implications for Information Literacy Practice

Contact Info

Product

Resources

About