Action Research and Evidence Based Practice
Introduction
Evidence Based Practice seeks for and promotes the improvement of psychology practice through the utilization of the best available evidence. Evidence Based Practice is considered an important tool for the development of psychology study if the practice is carefully thought and combined with research and theoretical reflection (Bauer, 2007). It has been argued that action research, a qualitative method can help to achieve a state of equilibrium between theories and empirical studies as it acts as a dialogue between and abstract ideas and the facts and signs provided by concrete experiences (Flood, 2001). This is a research providing a critical review about the purposes and applications of action research into evidence based practice.
Action research has been termed as a way for intentional learning from experience (Reason& Bradbury, 2004). Action research is intended to improve the efficacy or working conditions of the practitioner. The purposes of action research include solving a challenge experienced by the practitioner, or investigating a phenomenon that the practitioner has noticed in the course of the working period.
As opposed to evidence based practice which prefers on explicit ways of conducting practice (Bauer, 2007), action research uses action-reflection cycles that are somewhat intuitive. Nevertheless, action research can help in the production of validated explanation of the practitioners’ influence in their own learning, the learning of others, and the learning of social systems in which they work and live in (Reason& Bradbury, 2004). A way by which action research can be integrated into evidence based psychology practice is by taking into account psychology that exists in abstract generalizations of propositional theories and applying them to practice.
According to Flood (2001) action research often calls for inquiry or reflection on whether the action taken is the most effective one. This process, if effectively undertaken and integrated in evidence based practice will help to utilize the best available evidence in combination with a pragmatic perspective adopted from working experiences in psychology. After all, evidence based practice emphasizes on the pursuit of the best available evidence regardless of whether quantitative or qualitative methods were used in seeking this evidence.
In my view, the purposes and applications of action research into evidence based practice are well aligned. Action research stems from perspectives that have or are being experienced by the practitioner, and if used and proven to give a desirable action, then it suits the goal of evidence based practice. Whereas practitioners have already recognized the need to shape and inform routine clinical practice with external evidence, action research is a process is by which reflection can be used to improve practice (Flood, 2001). Action-reflection cycle involves a focus on values put forward in expressions of concern that a practitioner wishes to improve. It leads to the establishment of action plans, which involve acting and gathering information about the effectiveness of the chosen actions. Furthermore, the effectiveness of the actions can be evaluated, and concerns can be modified depending with the findings of the evaluation (Flood, 2001).
Conclusion
Evidence based practice is mostly favored in psychology practice for its ability to effect change within the health care where practitioners are able to make explicit, conscious and judicious use of current evidence in clinical practice. Yet, there have been suggestions to combine action research, which is based on rather implicit, self-reflective methods that practitioners can use to establish the most effective action in practice. The purposes and applications of action research into evidence based practice should be accepted and embraced in the sense that they allow a critical reflection/evaluation of the methods that practitioners use while applying evidence in practice.
References:
Bauer, R. (2007). Evidence-based practice in psychology: Implications for research and training. Journal of Clinical Psychology, 63(7), pp. 685-694.
Flood, R., L. (2001). The relationship of ‘systems thinking’ to action research, in P. Reason and H. Bradbury (eds) Handbook of Action Research: Participative Inquiry and Practice. Sage: London.
Reason, P., & Bradbury, H. (2004).The abridged handbook of action research. London: Sage Publications
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