JCPSLP Vol 17 Supplement 1 2015_lores

Conclusion This ethical conversation has raised a number of issues regarding the translation of knowledge to practice. We argue speech pathologists have professional and ethical obligations to contribute to knowledge creation, in a variety of ways and to continue to engage in knowledge development throughout their professional careers. This engagement can take many forms and SPA facilitates this through the PSR program. Knowledge of the Code of Ethics will support ethical decision-making when new knowledge is implemented or changes made to existing practice. Careful consideration of potential benefits and harms and issues of justice may ensure knowledge development within our profession brings positive, empowering change for people with communication and swallowing disorders. This in turn should enhance the well-being and quality of working life for speech pathologists. References Berglund, C. (2007). Ethics for healthcare (3rd ed.). Melbourne, Vic.: Oxford University Press. Buchan, H. (2004). Adopting best evidence in practice. Medical Journal of Australia , 180 (March), Suppl., S48- 49. Retrieved from https://www.mja.com.au/system/files/ issues/180_06.../buc10752_fm.pdf Canadian Institutes of Health Research. (2009). More about knowledge translation at CIHR . Retrieved from http:// www.cihr-irsc.gc.ca/e/39033.html Carey-Sargeant, C., & Carey, L. (2012). Peer-group consultation. Journal of Clinical Practice in Speech- Language Pathology , 4 (2), 72–78. Cartwright, J. (2012). What’s the evidence for translating EBP into clinical practice? Journal of Clinical Practice in Speech-Language Pathology , 14 (1), 37–41. Davies, K., Robertson, V., Stevens, N., & Thomas, K. (2006). Increasing speech pathologists’ involvement in research. ACQuiring knowledge in speech, language and hearing , 8(2), 81–84. Edwards, S.D. (1996). Nursing ethics: A principle-based approach . Basingstoke, Hampshire: Macmillan Press. Emanuel, E.J., Wendler, D., & Grady, C. (2000). What makes clinical research ethical? JAMA , 283 (20), 2701– 2711. Freegard, H. (2006). Setting priorities. In H. Freegard (Ed.), Ethical practice for health professionals (pp. 139– 156). Melbourne,Vic.: Thomson. Graham, I.D., Logan, J., Harrison, M.B., Straus, S.E., Tetroe, J., Caswell, W., & Robinson, N. (2006). Lost in knowledge translation: Time for a map? Journal for Continuing Education in the Health Professions , 26 , 13–24. Graham, I.D., & Tetroe, J. (2007). How to translate health research knowledge into effective healthcare action. Healthcare Quarterly , 10 (3), 20–2 [20–22]. Grohn, B., Worrall, L., Simmons-Mackie, N., & Brown, K. (2012). The first three months post stroke: What facilitates living with aphasia? International Journal of Speech- Language Pathology , 14 (4), 390–400. Hand, L. (2011). Working bilingually with language disordered children. ACQuiring knowledge in speech, language and hearing , 13 (3), 148–154. Kagan, A., Simmons-Mackie, N., Brenneman, G., Conklin, J., & Elman, R.J. (2010). Closing the evidence, research and practice loop: Examples of knowledge

During selection, tailoring and implementation of interventions , knowledge must be responsibly communicated to health care providers and the

community. Responsible communication avoids inflating potential benefits and identifies potential risks in any new intervention. Importantly, competing interests are disclosed and contributions from each member of the research team are appropriately acknowledged during dissemination. Knowledge use is monitored and opportunities identified for responding to values, priorities, preferences and cultural needs of knowledge consumers. Ethical practice means that rather than adopting a “BUT that research won’t work for me, my clients, or this setting” stance, we are challenged to explore the strategies that will facilitate all people with communication or swallowing impairments to receive best practice interventions. For example, opportunities for change in indigenous communities rest upon mutual respect, willingness to work with existing services and flexible timeframes for service delivery (Webb, 2012). Outcome evaluation may incorporate the broad spectrum of social, economic and environmental effects including potential positive and adverse effects of changes to assessment, intervention or models of service delivery. Outcomes must certainly provide quantitative data regarding number of clients, hours of service, and waiting list numbers impacted by change. However, it is equally important not to overlook impacts upon an individual client or family. Qualitative measures may provide meaningful outcome data especially when applying knowledge to clients and families from culturally and linguistically diverse backgrounds (Hand, 2011; Kovarsky & Curran, 2007). Access and appraisal of intervention research in speech pathology is available through www.speechbite.com Finally, sustainability of knowledge use is addressed by making resources available to facilitate change and assist consumers adapting to and maintaining change. The “What Works” database (https://www. thecommunicationtrust.org.uk/whatworks) is one example of an educational resource that addresses sustainability of knowledge. The Communication Trust collaborated with the Better Communication Programme to develop this evidenced-based resource providing intervention resources to support children’s speech, language and communication development. Free registration and clinician-friendly language facilitates access to research. Sustainability is further addressed by a year-long roll-out process incorporating consultation with practitioners to ensure the database is fit for purpose. Plans to add new research interventions, in response to identified gaps, may successfully maintain the engagement of the professional community. Facilitating sustainability of knowledge as well as KT, within an ethical framework, is one of our major challenges. Clearly clinical care gaps between high-quality evidence and practice have major implications for quality of life (Buchan, 2004). Carey-Sargeant and Carey (2012) propose group peer consultation as one means of professional development. This model has many benefits as it can be workplace based, geographically based, topic based or related to whatever individuals feel most meets their needs. Interprofessional education and collaboration may also provide a strong platform from which to advocate and implement evidence based practice (Zwarenstein & Reeves, 2006).

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JCPSLP Volume 17, Supplement 1, 2015 – Ethical practice in speech pathology

Journal of Clinical Practice in Speech-Language Pathology