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Related Experiment Videos

Information literacy for speech-language pathologists: a key to evidence-based practice.

Barbara J Nail-Chiwetalu1, Nan Bernstein Ratner

  • 1University of Maryland, College Park, MD 20742-7011, USA. bnailchi@umd.edu

Language, Speech, and Hearing Services in Schools
|July 14, 2006
PubMed
Summary

This tutorial explores information literacy (IL) skills essential for speech-language-hearing clinicians to meet new evidence-based practice (EBP) standards. It offers strategies to improve information searches and enhance clinical decision-making.

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Area of Science:

  • Speech-Language Pathology
  • Medical Information Science
  • Library and Information Science

Background:

  • New American Speech-Language-Hearing Association (ASHA) certification standards mandate evidence-based practice (EBP) for clinicians.
  • Information literacy (IL) is crucial for effectively engaging in EBP.
  • Bridging the gap between IL principles and clinical EBP is essential for professional development.

Purpose of the Study:

  • To review the tenets of information literacy (IL) that align with new American Speech-Language-Hearing Association (ASHA) certification standards.
  • To demonstrate how IL principles support the adoption and implementation of evidence-based practice (EBP) in speech-language pathology.
  • To provide a framework for enhancing clinicians' ability to utilize research in practice.

Main Methods:

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  • Literature review of evidence-based practice (EBP) in medical and allied health fields via online databases.
  • Utilized the Information Literacy Competency Standards for Higher Education as a framework for IL practices.
  • Analyzed current strategies and identified areas for improvement in information seeking for clinical evidence.

Main Results:

  • Contrasted current information-seeking strategies with more effective, desirable approaches for clinicians.
  • Identified potential barriers hindering the use of information-literate procedures in finding reliable clinical evidence.
  • Proposed solutions to overcome these barriers and facilitate EBP.

Conclusions:

  • Provided suggestions for optimizing information searches to enhance clinical practice.
  • Proposed a discipline-wide agenda to bolster clinicians' information literacy (IL) skills.
  • Emphasized the importance of integrating IL development into graduate training and continuing education for speech-language-hearing professionals.