Practitioner's Guide to Using Research for Evidence-Based Practice (PDF)

Praise for the previous edition

"An extraordinary and important book. Its approach to
evidence-based practice (EBP) is very sound, realistic, and
generous to the complexities of everyday practice. Reading and
using this book is a must."

--Haluk Soydan, PhD, School of Social Work, University
of Southern California

"This book has the potential to change practice in the helping
professions. Rather than focusing on how to conduct research,
Practitioner's Guide to Using Research for Evidence-Based
Practice instead shows readers how to understand the
literature.... [The] generous use of humor and the inclusion of
simple, practice-relevant examples make this book a pleasure to
read."

--Aron Shlonsky, PhD, Faculty of Social Work, University
of Toronto

"I particularly like the integration of research methods and
EBP; this is the book's major innovation in my mind as it allows
readers to see the connections between research and practice. [The
book] also succeeds by taking very complex EBP principles and
explaining them in practical terms."

--Jeffrey M. Jenson, PhD, Graduate School of Social
Work, University of Denver

Hands-on guidance for research-informed practice and
practice-informed research

Now in a second edition, Practitioner's Guide to Using
Research for Evidence-Based Practice offers a
clinician-oriented approach to appraising and using research as
part of the EBP process. This accessible guide presents essential
and practical guidance on how to integrate research appraisal into
EBP endeavors to determine which interventions, policies, and
assessment tools are supported by the best evidence.

It introduces:

* Increased attention to macro-level EBP questions and
studies

* New discussion on defining EBP, including the addition of a
transdisciplinary model of EBP

* More detailed guidance on EBP question formulation and
conducting Internet searches, including the PICO framework

* New content on multivariate designs, including propensity score
matching, and on mixed-model and mixed-methods studies