Abstract
This study assessed the information-seeking practices and needs of speech-language pathologists (SLPs). Improved understanding of these needs can inform librarians and educators to better prepare students in principles and methods of evidence-based practice (EBP) and, through continuing education (CE), promote the integration of EBP into clinical practice of SLPs. A 16-question survey was mailed to 1,000 certified speech-language pathologists in the United States. Two hundred and eight usable surveys were returned for a response rate of 21%. For clinical questions, SLPs most often consulted with a colleague, participated in CE activities, and searched the open Internet. Few respondents relied on scholarly journal articles for assistance with clinical cases. The most prominent barriers to finding appropriate information were time and knowledge of where and how to find relevant information. Few reported having information literacy instruction by a librarian. If EBP is to become a viable practice in clinical decision making, there appears to be a tremendous need for information literacy instruction in the university curriculum, as well as through CE activities for currently practicing SLPs. Given respondents' reported lack of time and limited access to full-text journals containing evidence relevant to clinical practice, the field of speech-language pathology will need to generate readily accessible clinical summaries of research evidence through meta-analyses, systematic reviews, and clinical practice guidelines.
Highlights
Speech-language pathologists (SLPs) assess and treat a broad array of communication impairments, such asA supplemental appendix is available with the online version of this journal.adult and child language impairment, articulation, fluency, and voice disorders, as well as disordered swallowing function
clinical competency (CCC) standard III-F requires the applicant to be knowledgeable about the research process and able to integrate research principles into clinical evidence based practice (EBP)
The SLP credentialing body, the American SpeechLanguage-Hearing Association (ASHA), which has over 120,000 members, envisions EBP as an ‘‘approach in which current, high-quality research evidence is integrated with practitioner expertise and client preferences and values into the process of making clinical decisions’’ [2]
Summary
Speech-language pathologists (SLPs) assess and treat a broad array of communication impairments, such asA supplemental appendix is available with the online version of this journal.adult and child language impairment, articulation, fluency, and voice disorders, as well as disordered swallowing function (dysphagia). Very recently has evidence based practice (EBP) begun to take root in the field of speech-language pathology in the United States. New standards for receiving and maintaining the nationally recognized certificate of clinical competency (CCC), required of all practicing SLPs, became the impetus for EBP’s implementation in 2005 [1]. CCC standard III-F requires the applicant to be knowledgeable about the research process and able to integrate research principles into clinical EBP. The SLP credentialing body, the American SpeechLanguage-Hearing Association (ASHA), which has over 120,000 members, envisions EBP as an ‘‘approach in which current, high-quality research evidence is integrated with practitioner expertise and client preferences and values into the process of making clinical decisions’’ [2]. As in other allied health fields, the field of speech-language pathology has long been accustomed to incorporating practitioner expertise and client values into decisions. The current challenges are for the profession to define what will constitute the best research evidence given the relative paucity of research evidence currently available and to determine how best to educate students and practicing clinicians to find and evaluate the existing research and to integrate it into clinical practice
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