ERIC Number: EJ1086066
Record Type: Journal
Publication Date: 2015-Dec
Abstractor: As Provided
Bridging the Gap between Research and Practice: Implementation Science
Olswang, Lesley B.; Prelock, Patricia A.
Journal of Speech, Language, and Hearing Research, v58 n6 pS1818-S1826 Dec 2015
Purpose: This article introduces implementation science, which focuses on research methods that promote the systematic application of research findings to practice. Method: The narrative defines implementation science and highlights the importance of moving research along the pipeline from basic science to practice as one way to facilitate evidence-based service delivery. This review identifies challenges in developing and testing interventions in order to achieve widespread adoption in practice settings. A framework for conceptualizing implementation research is provided, including an example to illustrate the application of principles in speech-language pathology. Last, the authors reflect on the status of implementation research in the discipline of communication sciences and disorders. Conclusions: The extant literature highlights the value of implementation science for reducing the gap between research and practice in our discipline. While having unique principles guiding implementation research, many of the challenges and questions are similar to those facing any investigators who are attempting to design valid and reliable studies. This article is intended to invigorate interest in the uniqueness of implementation science among those pursuing both basic and applied research. In this way, it should help ensure the discipline's knowledge base is realized in practice and policy that affects the lives of individuals with communication disorders.
Descriptors: Theory Practice Relationship, Program Implementation, Research Methodology, Praxis, Evidence Based Practice, Intervention, Barriers, Science Education, Communication Disorders, Speech Language Pathology, Educational Research
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
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