Abstract
The basic aim of this book is to help practitioners to appraise and to use research, in the context of the increasing pressure to engage in evidence-based practice (EBP). This book discusses research not from the perspective of preparing to do research, but rather from a practitioner perspective of appraising and using research to inform practice. The book is designed to help practitioners to understand and engage with all steps of the process of EBP. The book is written for “human service professionals” although the authors are in academic social work and the book is particularly relevant to our field.
The book has a helpful structure of four sections. The first provides the context of EBP, including types of research questions and what an EBP outlook entails. The second section includes detailed chapters on what practitioners need to know in order to appraise research relevant to questions of the effectiveness of interventions, programs, and policies including varieties of experimental and quasi-experimental studies. The third section focuses on appraisal of studies addressing EBP questions other than effectiveness, including consideration of surveys, longitudinal, case–control, and qualitative studies. The final section of the book contains two chapters relevant to assessing clients and monitoring their progress including appraisal and selection of assessment tools and application of single-case design in practice where the intervention itself is already based on best evidence.
The three chapters within Part 1 include a sound introduction to the history of EBP, conceptual models of EBP, and the relationship of EBP to ethics, critical thinking, and reflective practice. The book is noteworthy for its sequence of diagrams charting the developing conceptualization of EBP over decades and the clarity about distinct types of research questions. The usual critiques of EBP are addressed straightforwardly and clearly, in a way that will be useful to teachers of EBP classes! Chapter 2 outlines the essential steps in the process of EBP. Despite criticisms from some, these steps seemed very helpful in outlining a practical, realistic approach to applying research to inform practice. The material on database searching was more limited than I expected given the advances in this area (e.g., McFadden, Taylor, Campbell, & McQuilkin, 2012) and the importance of this in relation to identifying (and subsequently appraising) a reasonable number of studies on a given topic, so as to give a balanced understanding of the current state of knowledge. In Chapter 3, the misunderstandings of the commonly accepted hierarchy of evidence in relation to study design for questions of effectiveness of interventions are addressed robustly. Some alternative approaches are outlined in relation to other research questions, and the approach is balanced and well explained. The matrix of research designs by research questions (p. 63) is particularly useful.
Section 2 is the heart of the book and contains a thorough description of “what you need to know” to appraise experimental and quasi-experimental studies. Despite the complexity, the text works very well at conveying the essentials of rigor that are essential for the purpose of an EBP text. Chapter 4 considers criteria for appraising quality in this context; Chapter 5 considers experimental studies; Chapter 6 discusses appraising nonequivalent comparison group designs; Chapter 7 addresses appraising time-series and single-case designs; and Chapter 8 focuses on appraising systematic reviews including meta-analyses. I was not entirely convinced that the reader could effectively appraise systematic reviews after reading this, but they would at least have some idea of the issues involved.
It is good to see such attention in an EBP text to nonexperimental studies, and to see a separate section (3) devoted to this. This part comprises Chapter 9 focusing on surveys and Chapter 10 focusing on qualitative research. The appraisal tool (p. 217) for surveys which is presented is much more useful than the generic appraisal tools that are often used in this situation (cf. Katrak, Bialocerkowski, Massy-Westropp, Kumar, & Grimmer, 2004). The chapter on qualitative methods does not go into the detail of the chapters on appraising effectiveness questions, but this may be because the “territory” is more contested and it is harder to present a consolidated position.
Part 4 focuses on assessing clients and measuring progress and comprises two chapters. Chapter 11 focuses on assessment instruments and provides a very readable summary of issues such as reliability, validity, sensitivity, and feasibility. The list of sources for assessment tools is one of strengths of this book and is a key to developing meaningful use of evidence in practice contexts. Chapter 12 focuses on monitoring client progress and provides useful, practical guidance that will help to make EBP a reality. This final section clinches the usefulness of this book for the practitioner interested in a robust evidence-based approach to their work.
My main criticism is that more examples would have enriched the book and that for social work purposes the examples could have been selected more appropriately for the profession. However, the focus of the book is explicitly human service professionals and this range of occupations is addressed.
The book is rooted in research and its uses for practice and avoids the overextended philosophical meanderings that are common in many other texts on EBP. This book has a style that is easy to read, leading the reader on through sometimes complex concepts with a gentle enthusiasm. There is good use of headings, tables, and boxes. Each chapter ends usefully with a box of key concepts, review exercises to apply the material, and a list of additional reading. Overall, the book is a “gently compelling read.” It deserves to be “Highly Recommended” for courses on EBP.