Date of Completion

5-24-2021

Document Type

Thesis

Degree Name

Bachelor of Science in Speech Language Pathology

Keywords

evidence-based practice education, interns, perceptions

Abstract

The qualitative phenomenological study aimed to explore the perceptions of speech and language pathology (SLP) interns in De La Salle Medical and Health Sciences Institute on entry-level evidence-based practice education. Specifically, it sought to determine the following: 1) knowledge and practice patterns of EBP; 2) views and experiences on EBP education; 3) application of EBP in classroom and clinical setting; 4) implication of EBP education to actual clinical practice and 5) perceived facilitators to sustain the development of EBP education. The participants consisted of five SLP interns who were in the fifth year of the program and had a total of 8 months of clinical internship with EBP experience. The semi-structured interview session was conducted for 30-45 minutes using the Zoom application. In relation, the researchers used thematic analysis methods to analyze and extract themes from the data set. Based on the results, EBP education positively influenced the perceptions of SLP interns on EBP. The majority of the interns expressed a good and adequate understanding of the EBP process. Most of them understand the concrete definition of EBP that integrates the use of research evidence, clinical expertise, and client preferences. On the other hand, the interns also perceived EBP as an approach in healthcare that facilitates fair and sound clinical judgment, serves as protection and ensures the highest quality of care. However, despite positive views on EBP, they still expressed difficulty researching and identifying the best research evidence as well as trusting their clinical judgment when applying EBP. Thus, the findings revealed that the interns recommend discussing EBP more comprehensively and provide students more opportunities to practice actual EBP application in the classroom before the internship.

First Advisor

Kerwyn Jim Chan, CSP-PASP

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