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Evidence-based practice among speech-language pathologists: attitudes, utilization, and barriers.

Richard P Zipoli1, Marianne Kennedy

  • 1Southern Connecticut State University, New Haven, USA. ecrpz@aol.com

American Journal of Speech-Language Pathology
|October 19, 2005
PubMed
Summary

Speech-language pathologists (SLPs) have positive attitudes toward evidence-based practice (EBP) but face barriers like lack of time. Graduate training and clinical fellowship year (CFY) exposure influence EBP use, though it declines post-graduation.

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Area of Science:

  • Speech-Language Pathology
  • Clinical Practice Research
  • Healthcare Professional Education

Background:

  • Evidence-based practice (EBP) is crucial for effective clinical decision-making in speech-language pathology.
  • Understanding SLPs' attitudes, use, and barriers to EBP is essential for improving practice.
  • Previous research indicates varying levels of EBP integration across allied health professions.

Purpose of the Study:

  • To examine the attitudes toward and use of research and EBP among speech-language pathologists (SLPs).
  • To identify perceived barriers hindering the implementation of EBP in clinical settings.
  • To explore factors influencing SLPs' adoption of research findings into their practice.

Main Methods:

  • A questionnaire was administered to 240 speech-language pathologists.

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  • The survey assessed attitudes, usage patterns, and perceived barriers related to research and EBP.
  • Statistical analysis was used to identify predictors of EBP attitudes and use.

    • Main Results:

    • SLPs reported positive attitudes toward research and EBP.
    • Exposure to research and EBP during graduate training and the clinical fellowship year (CFY) predicted attitudes.
    • Clinical experience and peer opinions were prioritized over research for decision-making; only CFY exposure predicted EBP resource use.

    Conclusions:

    • While SLPs hold favorable views of EBP, its consistent application is challenged by practical barriers, notably time constraints.
    • A decline in exposure to research and EBP from graduate studies to the CFY was reported, impacting resource utilization.
    • Interventions should focus on enhancing EBP integration during CFY and addressing time-related barriers to foster research utilization.