東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Clinical Expertise Component of Evid...

O'Lenick, Deann Elise.

FindBook

Google Book

Amazon

博客來

Clinical Expertise Component of Evidence-Based Practice: Self-Defined by Speech-Language Pathologists Who Work with Elementary Students in Public Schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Clinical Expertise Component of Evidence-Based Practice: Self-Defined by Speech-Language Pathologists Who Work with Elementary Students in Public Schools./
作者:	O'Lenick, Deann Elise.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	210 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10277880
ISBN:	9780355267198

Clinical Expertise Component of Evidence-Based Practice: Self-Defined by Speech-Language Pathologists Who Work with Elementary Students in Public Schools.
O'Lenick, Deann Elise.

Clinical Expertise Component of Evidence-Based Practice: Self-Defined by Speech-Language Pathologists Who Work with Elementary Students in Public Schools. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 210 p.

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ph.D.)--Texas Woman's University, 2017.

"Evidence-based practice (EBP), which is the expected standard in medical and educational services, includes three elements: best research evidence, clinical expertise, and client preferences" (American Speech-Language-Hearing Association [ASHA], 2005; Sackett, Rosenberg, Gray, Haynes, & Richardson, 1996). Of these three elements, clinical expertise remains undefined in the current scientific literature, thus warranting the exploration of a definition. This phenomenological qualitative study utilized focus group methodology to investigate how speech-language pathologists, who worked with elementary students in public schools, defined their own clinical expertise. The participants used three types of experience to describe their clinical expertise: clinical experience, interpersonal experience, and personal experience. The contributions of interpersonal and personal experience were not previously noted. Participants described information seeking by delineating three sources: research, experts, and continuing education. The findings of this study contributed to the body of knowledge about clinical expertise as well as to the understanding of the role clinical expertise plays in the implementation of evidence-based practice. Further study is warranted on the topic in other work environments and with other professions that require EBP in order to improve the understanding of the role of clinical expertise in supporting implementation.

ISBN: 9780355267198Subjects--Topical Terms:

518817
Early childhood education.

Clinical Expertise Component of Evidence-Based Practice: Self-Defined by Speech-Language Pathologists Who Work with Elementary Students in Public Schools.
LDR:02480nmm a2200301 4500 001 2155854
005 20180511093052.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355267198
035 $a (MiAaPQ)AAI10277880
035 $a (MiAaPQ)texaswo:10590
035 $a AAI10277880
040 $a MiAaPQ $c MiAaPQ
100 1 $a O'Lenick, Deann Elise. $3 3343602
245 1 0 $a Clinical Expertise Component of Evidence-Based Practice: Self-Defined by Speech-Language Pathologists Who Work with Elementary Students in Public Schools.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 210 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
500 $a Adviser: Sharla Snider.
502 $a Thesis (Ph.D.)--Texas Woman's University, 2017.
520 $a "Evidence-based practice (EBP), which is the expected standard in medical and educational services, includes three elements: best research evidence, clinical expertise, and client preferences" (American Speech-Language-Hearing Association [ASHA], 2005; Sackett, Rosenberg, Gray, Haynes, & Richardson, 1996). Of these three elements, clinical expertise remains undefined in the current scientific literature, thus warranting the exploration of a definition. This phenomenological qualitative study utilized focus group methodology to investigate how speech-language pathologists, who worked with elementary students in public schools, defined their own clinical expertise. The participants used three types of experience to describe their clinical expertise: clinical experience, interpersonal experience, and personal experience. The contributions of interpersonal and personal experience were not previously noted. Participants described information seeking by delineating three sources: research, experts, and continuing education. The findings of this study contributed to the body of knowledge about clinical expertise as well as to the understanding of the role clinical expertise plays in the implementation of evidence-based practice. Further study is warranted on the topic in other work environments and with other professions that require EBP in order to improve the understanding of the role of clinical expertise in supporting implementation.
590 $a School code: 0925.
650 4 $a Early childhood education. $3 518817
650 4 $a Speech therapy. $3 520446
690 $a 0518
690 $a 0460
710 2 $a Texas Woman's University. $b Family Studies. $3 2098983
773 0 $t Dissertation Abstracts International $g 78-12A(E).
790 $a 0925
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10277880