Using research evidence to improve practice

Project outline and methods 5

Evidence & Policy

Background:This article comes in response to two gaps within the research use literature: a lack of work on quality of use as distinct from quality of evidence, and a lack of research use models based on practitioner, as opposed to researcher, perspectives. Aims and objectives:The study probes into the views of education practitioners about ‘using research well’, and explores: (1) the extent to which those views align with or differ from a conceptual framework of quality research use; and (2) whether and how practitioner views can provide deeper insights into quality use of research in practice. Methods:The article draws on open-text survey (n=492) and interview (n=27) responses from Australian teachers and school leaders, which were analysed in relation to components of the Quality Use of Research Evidence (QURE) Framework. Findings:There was considerable alignment between the practitioners’ views and the QURE Framework, but greater recognition for certain enablers such as ‘skillse...

2017

This is the final report of the Evidence-informed teaching: evaluation of progress study. Drawing on an evidence review, content analysis of websites, documents and social media and nearly 100 interviews with teachers and leaders it examines teachers' and leaders awareness of, engagement with and use of research evidence. For teachers, the key finding was that evidence-informed teaching meant drawing on research evidence to integrate and trial in their own practice, rather than directly applying research findings,prompted by a need to solve a practical problem. For schools, the key finding was that the most strongly research-engaged schools were highly effective, well-led organisations within which 'research use' meant integrating research evidence into all aspects of their work as part of an ethos of continual improvement and reflection. In the most highly research-engaged schools, senior leaders played a key role. A set of recommendations are made to improve research e...

Professional Psychology: Research and Practice, 2007

Background This paper examines the hierarchy of evidence (HoE) framework and evidence-based practice (EBP) for clinical practice and nurse education. Student evaluations of a post-qualifying EBP module identified consistent tension in interpreting research papers which did not appear to "fit" into their experience of nursing practice. Community nurses identified a lack of evidence informing their practice. Design A mixed methods study facilitated a comparative analysis of HoE framework and a complimentary Familial model developed to improve student understanding. Data collection methods included a focus group of module members (n=5), a sample of n=314 respondents. Findings Identified the HoE framework fails to help nurses interpret high and low evidence, thereby reducing the potential to implement evidence into clinical practice, but it was not clear why. The 'Familial model' appeared to enable a better understanding and relevance of evidence to inform clinical action. This is a unifying principle for EBP, yet one not found within a HoE framework. Conclusion The art of nursing does not merely respond to published literature, but patient interaction and clinical implementation for community nursing requires a broader interpretation of EBP for nursing action.

2018

Table 1 Research characteristics (adapted from Dagenais et al. 2014) Research Characteristics Characteristics of communication Practitioners' characteristics School characteristics Accessible and timely Facilities Skills and competencies Enjoys external support Objective and true Access to research and data Prior participation in research Wants evidence for decision making Easy to Quality Attitudes towards Encourages and 9 Research Characteristics Characteristics of communication Practitioners' characteristics School characteristics understand and implement research supports initiative Connected to school/classroom context Collegial discussions Willingness to innovate Has prior experience with initiatives Relevant Collaboration with researchers Self-efficacy and commitment Staff capacity and support to use research Sustained collaboration via networks and partnerships Experience Encourages internal collaboration Media Prior coursework in research methods Prioritises appropriate professional development activities Content area taught Needs innovation Training on how to make use of research Is committed to organisational learning Involvement in research Allocates time and resources, including available technology Source: Dagenais et al. (2014, p. 297-299) 2.2 Research characteristics Dagenais et al's (2014) characteristics represent practitioners' perceptions of the relevance of the evidence to their practice and these drive practitioners' decisions about research use. These characteristics also relate directly to the supply side issues identified by Nelson and O'Beirne (2014). However, the extent to which people's perceptions affect action can be considerable. Dagenais et al. (2008) found that, among various factors, practitioners' opinions about research emerged as the strongest predictor of their use of research-based information. Other features identified as important include clarity, timeliness, relevance, usability, amenability of research to action/transfer, applicability and sophistication in terms of how well the research-based information aligns with classroom needs and local contexts (Dagenais et al. 2014, p 299-300). 10. Do you have any other comments on research related EBT in your school?

Educational Research, 2017

The term 'evidence-informed practice' (EIP) attracts much attention, with many arguing that evidence-informed schools and colleges are an essential feature of effective education systems (see, for example, Mincu 2014; and Greany 2015). This focus on EIP is not new (see Weiss 1979; and Hargreaves 1996). A variety of programmes has been developed, over the decades, to improve the quality of evidence, its comprehensibility, and its impact on teaching and learning (

2017

Table 1 Research characteristics (adapted from Dagenais et al. 2014) Research Characteristics Characteristics of communication Practitioners' characteristics School characteristics Accessible and timely Facilities Skills and competencies Enjoys external support Objective and true Access to research and data Prior participation in research Wants evidence for decision making Easy to Quality Attitudes towards Encourages and 9 Research Characteristics Characteristics of communication Practitioners' characteristics School characteristics understand and implement research supports initiative Connected to school/classroom context Collegial discussions Willingness to innovate Has prior experience with initiatives Relevant Collaboration with researchers Self-efficacy and commitment Staff capacity and support to use research Sustained collaboration via networks and partnerships Experience Encourages internal collaboration Media Prior coursework in research methods Prioritises appropriate professional development activities Content area taught Needs innovation Training on how to make use of research Is committed to organisational learning Involvement in research Allocates time and resources, including available technology Source: Dagenais et al. (2014, p. 297-299) 2.2 Research characteristics Dagenais et al's (2014) characteristics represent practitioners' perceptions of the relevance of the evidence to their practice and these drive practitioners' decisions about research use. These characteristics also relate directly to the supply side issues identified by Nelson and O'Beirne (2014). However, the extent to which people's perceptions affect action can be considerable. Dagenais et al. (2008) found that, among various factors, practitioners' opinions about research emerged as the strongest predictor of their use of research-based information. Other features identified as important include clarity, timeliness, relevance, usability, amenability of research to action/transfer, applicability and sophistication in terms of how well the research-based information aligns with classroom needs and local contexts (Dagenais et al. 2014, p 299-300). 10. Do you have any other comments on research related EBT in your school?

Worldviews on Evidence‐Based …, 2004

Objective: To dispel some of the conceptual confusion in the field of evidence-based practice that has resulted from the overlapping use of the terms research, evidence, and knowledge.

2018

This rapid evidence synthesis informed a Commonwealth review to achieve educational excellence in Australian Schools, chaired by the Gonski School review panel.

Review of Education, 2020