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The rehabilitation professionrs"s best-selling text that provides step-by-step guidance for evidence-based practice has been updated into an expandedSecond Edition. Written specifically for students and practitioners in both occupational and physical therapy,Evidence-Based Rehabilitation: A Guide to Practice, Second Editionfocuses on building knowledge through specific learning. Drs. Mary Law and Joy MacDermid are joined by 18 of todayrs"s leading rehabilitation professionals to teach readers how to become critical consumers of research and develop skills to ensure that rehabilitation practice is based on the best evidence that is available. Evidence-Based Rehabilitation, Second Editionis a comprehensive and well-organized text that provides the most up-to-date information on evidence-based practice, the concepts underlying evidence-based practice, and implementing evidence into the rehabilitation practice. This text is organized by the steps of the process of evidence-based practice-introduction to evidence-based practice, finding the evidence, assessing the evidence, and using the evidence. Inside the pages ofEvidence-Based Rehabilitation, Second Editionrehabilitation professionals will find that each chapter has been updated to include clinical examples and exercises. Several new chapters include recent examples about systematic reviews, clinical practice guidelines, and knowledge exchange. Features: bull; Designed to fit a standard 3-unit course with 11-12 sessions. bull; Extensive instructorrs"s manual is available with specific student activities and answers for faculty. bull; Critical review forms are included for use by students. These forms have been used by many practitioners and researchers around the world for 8-15 years. bull; Recognition throughout the book that evidence-based practice in rehabilitation means bringing together research evidence, clinical reasoning of the therapist, and client values and goals. Evidence-Based Rehabilitation: A Guide to Practice, Second Editionis an essential resource for students and practitioners to help incorporate the most current and complete evidence-based research into rehabilitation practice.
Mary Law, PHD, OTReg(Ont), FCAOT, FCAHS is a Professor and Associate Dean (Health Sciences) Rehabilitation Science and associate member of the Department of Clinical Epidemiology and Biostatistics at McMaster University. She holds the John and Margaret Lillie Chair in Childhood Disability Research. Mary, an occupational therapist by training, is Co-Founder of CanChild Centre for Childhood Disability Research, a multidisciplinary research center at McMaster University. Mary's research centers on the development and validation of client-centered outcome measures, evaluation of occupational therapy interventions with children, the effect of environmental factors on the participation of children with disabilities in day to day activities, and transfer of research knowledge into practice. In her educational activities, Mary is involved in teaching the theoretical basis of occupational therapy practice and evidence-based occupational therapy practice in the occupational therapy program, as well as supervising graduate students. Mary is the lead author of the Canadian Occupational Performance Measure, a client-centered outcome measure for occupational therapy, and has written books on client-centered occupational therapy and measurement of occupational performance. Joy MacDermid, PT, PhD, is an Associate Professor in Rehabilitation Science at McMaster University (Hamilton, ON), and is the Co-director of Clinical Research at the Hand and Upper Limb Centre (London, ON). She is funded as a (physical therapist/epidemiologist) scientist by the Canadian Institutes of Health (CIHR New Investigator). She has published more than 100 articles including systematic reviews, development/evaluation of outcomes measures, clinical trials, knowledge transfer, clinical practice guidelines, and identification of clinical predictors. Her clinical interests are in musculoskeletal pain and disability resulting from upper quadrant disorders and the impact of these disorders on work and subsequent health and quality of life. Joy teaches courses in upper extremity musculoskeletal clinical skills, evidence-based practice, work disability, quality of life, and knowledge exchange and transfer. She is the Vice-President of the American Society of Hand Therapists (ASHT); has twice won its best scientific paper award; and was awarded the Natalie Barr Lecture in 2006, the Philadelphia Hand Meeting Honored Professorship in 2006, and the CIHR Quality of Life Award in 2007. She is an associate editor for The Journal of Hand Therapy and The Journal of Orthopaedic and Sports Physical Therapy and is the editor for the ASHT Clinical Outcome Assessment Recommendations for the Wrist/Hand.
Table of Contents
|About the Editors||p. vi|
|Contributing Authors||p. vii|
|Introduction to Evidence-Based Practice|
|Introduction to Evidence-Based Practice||p. 3|
|Development of Evidence-Based Knowledge||p. 15|
|Becoming an Evidence-Based Practitioner||p. 35|
|Finding the Evidence|
|Incorporating Outcomes Measures Into Evidence-Based Practice||p. 63|
|Asking Clinical Questions and Searching for the Evidence||p. 95|
|Assessing the Evidence|
|Evaluating the Evidence||p. 121|
|Systematically Reviewing the Evidence||p. 143|
|Comparison of Forms of Evidence: Systematic Reviews Versus Clinical Practice Guidelines, Algorithms, and Clinical Pathways||p. 161|
|Evaluating the Evidence: Economic Evaluations||p. 193|
|Using the Evidence|
|Strategies to Build Evidence in Practice||p. 207|
|Practice Guidelines, Algorithms, and Clinical Pathways||p. 227|
|Communicating Evidence to Clients, Managers, and Funders||p. 263|
|Research Dissemination and Transfer of Knowledge||p. 297|
|A Knowledge Transfer Example: Getting the Word Out: Disseminating Evidence About Children With Developmental Coordination Disorder||p. 315|
|Critical Review Form: Quantitative Studies||p. 331|
|Guidelines for Critical Review Form: Quantitative Studies||p. 335|
|Critical Review Form: Qualitative Studies (Version 2.0)||p. 347|
|Guidelines for Critical Review Form: Qualitative Studies (Version 2.0)||p. 353|
|Outcome Measures Rating Form||p. 367|
|Outcome Measures Rating Form Guidelines||p. 381|
|Critical Appraisal of Study Quality for Psychometric Articles: Evaluation Form||p. 387|
|Critical Appraisal of Study Quality for Psychometric Articles: Interpretation Guide||p. 389|
|Worksheet for Evaluating and Using Articles About Diagnostic Tests||p. 393|
|Occupational Therapy in the ICU||p. 399|
|Recognizing and Referring Children With Developmental Coordination Disorder||p. 403|
|Do You Know a Child Who Is Clumsy?||p. 409|
|Effectiveness Study Quality Checklist||p. 413|
|Effectiveness Study Quality Checklist: Interpretation Guidelines||p. 417|
|Table of Contents provided by Ingram. All Rights Reserved.|