Research and Clinical Practice ASHA Convention November 22, 2014 - - PowerPoint PPT Presentation

Quality Indicators for Integrating Research and Clinical Practice

ASHA Convention November 22, 2014 11:45 am – 1:00 pm

Karen Beverly-Ducker , MA, CCC-A ASHA Director, Multicultural Resources kbeverlyducker@asha.org Diane Paul, PhD, CCC-SLP ASHA Director, Clinical Issues in Speech-Language Pathology dpaul@asha.org

Disclosures

Diane Paul Financial: ASHA Employee Non Financial: ASHA Member Member of ASHA Quality Indicators Team Karen Beverly-Ducker Financial: ASHA Employee Non Financial: ASHA Member Member of ASHA Quality Indicators Team

ASHA Quality Indicators Team

• Froma Roth, Team Leader
• Karen Beverly-Ducker
• Paul Farrell
• Diane Paul
• Mary Raucci
• Sarah Slater
• Becky Venediktov

History of the Quality Indicators

• Originally developed in 2006
• Focused Initiative on Addressing the PhD

Shortage

• Purpose: “develop a self-assessment for

CSD programs to gauge integration of research and clinical practice”

Development

• Three-year project (2012 – 2014)
• Strategic Pathway Objective 4: Increasing

Accessibility and Use of Research

• Charge: “to update and redistribute the QIs
• n the use of EBP to inform clinical

decision-making”

• Deliverables = revised/updated QIs &

enhanced/new resources

OVERVIEW

• Year 1: review, revise & update
• Year 2: disseminate
• Year 3: evaluate & ID next steps
• In scope – develop/revise QIs, ID existing

resources, market research, collect data, disseminate

• Out of scope – large scale studies, uniform

plan for use, tracking, other research, program evaluation

OVERVIEW

2012

• Review and revise to incorporate EBP triangle into QIs
• Focus Group at convention
• Peer Reviewers

2013

• QIs modified
• Identified CSD programs to pilot
• Modified Action Plan form
• Piloted program

2014

• Survey
• Blog developed
• Plans for follow up with pilot program participants
• Identify and develop resources

Screen Shot of Quality Indicators

www.asha.org/academic/teach-tools/QIAssess/

Quality Indicators

• What motivated you to attend this session?
• Have participants used the quality

indicators?

• If so, what is your experience?

Audience Experiences

Discuss experience with self-assessment

Updated Self-Assessment

• 1. Changed answer key

Added yes/no option

• 2. Reduced the length

 40 to 30 items  Omitted redundant items

• 3. Refined and added questions
• 4. Provided a comment section

Updated Self-Assessment

• 5. Offered online fillable form
• 6. Provided sample timeline
• 7. Provided more guidance on ways to use the

self-assessment

Screen Shot of Action Plan

www.asha.org/academic/teach-tools/QIAssess/

Audience Experience

Discuss experience with action plan development.

Retooled Action Plan

Desire for fluid process from Quality Indicators to Action Plan

• Provided suggested steps
• Added section for prioritizing goals
• Tied directly to the needs identified from the

quality indicators

Quality Indicators for Integrating Research and Clinical Practice - Pilot Program Evaluation Survey Results (October 2014)

Survey Participants

Six institutions provided feedback on the pilot program for a 75% response rate.

Action Plan Development

• 66.7% developed an action plan (4)
• 50% developed using the template provided

in the ASHA Quality Indicators self- assessment tool.

• Developed by program director, academic

and clinical faculty (66.2%), or a department curriculum committee.

• No students were involved.

Survey Results

• Time to develop action plan

 2-4 hours

• Challenges

 Attaining achievable steps based upon time

demands of faculty (teaching/supervision, research, service).

 Thinking about how to incorporate these new

• bjectives into course syllabi

Action Plan Goals

Range: 2-4 goals

• GOAL: Increase collaboration between faculty in and outside the

departments.  OBJECTIVE: Create collaborative on-going research with master's level and doctoral level faculty within the department.

• GOAL: Curriculum review
• OBJECTIVE 1: Undergraduate and graduate curriculum reviewed

for alignment with current practice and ASHA standards.

• OBJECTIVE 2: Identify courses to be modified, discontinued, and

added at the undergraduate and graduate level.

Areas Targeted for Change

• Curriculum (100%)
• Course work (66.7%)
• Faculty preparation, students, clinical

practicum (33.3%)

Implementation Challenges

• Knowledge gap for some master's

level faculty regarding implementation of evidence-based practice

• Time to collaborate

Next Steps Proposed for ASHA

• ASHA training modules on ways to

implement evidence-based practice

• Continue to stress the importance of

integrating research and practice, highlighting examples on the web and in

• ther electronic publications

Future Use of Self-Assessment and Action Plan

• Addition to student learning outcomes
• Consider quality indicators when revisions are

made to graduate curriculum

• On-going review of current practice within the

department and revision of action plan as necessary

• Periodically re-administer due to faculty turnover
• Separate responses from faculty and students when

self-assessment is administered

Discussion Questions

• What are challenges associated with

incorporating EBP?

• Do students apply EBP in their clinical

work?

• How can we improve student

implementation of EBP in onsite and external clinics?

For more information, contact Froma Roth at froth@asha.org

www.asha.org/academic/teach-tools/QIAssess