Evidence to Practice Commentary: The Evidence Alert Traffic Light Grading System
The core intention of evidence-based practice (EBP) is: to do the right things, for the right child, at the right time, to optimize intervention outcomes. Translating research evidence into clinical practice is unfortunately not a simple process (Novak, Russell, & Ketelaar, 2012). First, because it is time consuming to keep up-to-date with large volumes of new evidence. Second, because keeping up-to-date requires competent EBP searching and appraisal skills, followed by clinical reasoning to determine the best course of intervention for an individual child, within the context of their family's priorities (Cochrane et al., 2007; Novak et al., 2012). Third, not all workplaces provide the tools, support, and time for physical and occupational therapists to investigate best-available evidence at the time of clinical decision-making (Novak & McIntyre, 2010; Novak et al., 2012). I wonder if you face any of these barriers in your clinical work with children.
Novak, I. (2012). Evidence to practice commentary: The evidence alert traffic light grading system. Physical and Occupational Therapy in Pediatrics, 32(3), 256-259. doi:10.3109/01942638.2012.698148