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1.6 Developing an EIP Practice Process Outlook

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Becoming an evidence-informed practitioner does not begin just by implementing the phases of the EIP process, phases that we examine more thoroughly in Chapter 2. To implement the process successfully, practitioners might have to change the way they have been influenced to think about practice knowledge. For example, relatively inexperienced practitioners might work in settings where more experienced practitioners and supervisors generally do not value research evidence to inform practice decisions or are not well trained in EIP. In their own practice, as well as in their influences on newer practitioners, older and more experienced practitioners may resist notions that they should be influenced by such evidence to change the way they intervene (Sanderson, 2002). These practitioners – including many who provide practicum training in professional education – may have been trained and feel proficient in only a small number of treatment approaches – approaches that may not be supported by the best evidence. Not only might they be dogmatically wedded to those approaches, research evidence might have little credibility in influencing them to reconsider what they do. Instead, they might be much more predisposed to value the testimonials of esteemed practitioner colleagues or luminaries renowned for their practice expertise (Bilsker & Goldner, 2004; Chwalisz, 2003; Dulcan, 2005; Lwin & Beltrano, 2020; Sanderson, 2002).

Some practitioners may feel uncomfortable with EIP because of its emphasis on evaluation, the need for continuous development of new proficiency in skills in practice, and continuous reevaluation of current practices. Experienced practitioners may feel threatened or defensive about the “unproven” practices that they currently use, or feel that they already know how to provide services expertly and do not want to consider other options. Trainees may feel uncertain, anxious, or even embarrassed about their lack of skills in delivering new interventions and feel uncomfortable questioning the practices of senior colleagues. It's important to acknowledge and address these attitudes and fears – as they pose real barriers to the EIP process. Adopting an EIP outlook means fostering your comfort with self-critique and an openness to questioning and changing practices.

Practitioner's Guide to Using Research for Evidence-Informed Practice

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