Research and Evidence-Based Practice: Divide and Conquer or Combine for Success?
Evidence-based practice has been proposed as the bottom level of a research skills pyramid. While these skills are related, one does not have to be good at research to be a good evidence-based practitioner; likewise, good researchers may not be evidence-based practitioners. Rather, these skills have independent value. We will present a new model that differentiates research (e.g., statistical analysis and Institutional Review Board approval) from evidence-based practice (EBP) skills, such as placing evidence in context and communicating with clients, built on a shared foundation of asking questions and searching the literature, among other strategies. We will demonstrate the application for practitioners through case studies of a career development tool that suggests next steps for advancement in either research or EBP. We will demonstrate the application for educators through example activities teaching research or EBP. We will discuss how this model might inform future iterations of ACEND standards and CDR competencies.
- List two skills that are a shared foundation between research and evidence-based practice, two skills unique to EBP and two skills unique to research.
- Use a tool to self-assess skill in EBP and/or research and select one new activity to advance your skills sequentially.
- Implement one learning activity to teach/mentor others in research or EBP.
- 6.8.3 Contributes to student learning by creating and implementing activities and environments that encourage active learning and joint
- 4.2.6 Integrates relevant information with previous learning, experience, professional knowledge, and current practice models.
- 6.2.3 Analyzes and interprets data to form valid conclusions and to make recommendations.
University of Alaska Anchorage