We are a network of speech pathologists whose primary objective is to facilitate speech pathologists in NSW to conduct EBP in the context of a shared, collaborative forum.

Why was the NSW Speech Pathology EBP Network started?

The NSW Speech Pathology EBP Network was established in 2002 by senior NSW Department of Health speech pathologists. The idea was discussed during a meeting of the Managers of Sydney Metropolitan Speech Pathology Services in NSW, with the intent of forming a group or network of clinicians to “facilitate opportunities for Speech Pathologists in NSW to learn together, share responsibility in collecting evidence based data and co-operatively evaluate its practical application to clinical practice” (Quinn, Stevens, Bradd 2002). The original steering committee included Trish Bradd, Clare Quinn and Alison Stevens.

By working in a structure that permits task-sharing, joint problem-solving and the production of practical and applicable information, the Network aims to make the task of engaging in evidence-based practice possible.

How does it do this? The Network links practising speech pathologists from across the state of NSW into clinically based groups (e.g., swallowing, paediatric language, Autism), who together review published research evidence, consider whether published evidence should guide changes to current clinical practice, and, guide clinicians in their evaluation of current clinical practice.

Objectives of the NSW Speech Pathology EBP Network

1. To foster a culture of evidence based practice within the speech pathology profession.
   
2. To provide a forum in which speech pathologists can share and support each other in the tasks involved in the conduct of EBP, including the:
   • the development of pertinent foreground and PICO style clinical questions,
   • the identification of the best available external evidence (typically high quality, rigorous peer review published research) relevant to clinical questions
   • the evaluation of the scientific rigor of identified evidence
   • discussion of the implementation of EBP in everyday clinical practice, which may include:
     • comparing clinical bottom lines, with evidence from current clinical practice (e.g., clinical data, patient outcomes and preferences)
     • reviewing current practice in light of clinical bottom line and considering opportunities for clinical practice change, barriers and enablers, and strategies for facilitating implementation.
     • implementing changes to clinical practice
     • reviewing and monitoring changes to clinical practice, including collection of patient level, clinician level, and organization / practice level outcomes
     • Identifying resources needed to facilitate implementation
       
3. To provide speech pathologists and the wider community with public access to summaries of peer reviewed published research including critical appraisals of individual papers (CAPs), and critical appraisals of topics (CATS) relevant to specific clinical questions.

NSW Speech Pathology EBP Network: Organisational structure

The Role of the Steering Committee

The Steering Committee is made up of a number of Speech Pathologists with varying backgrounds in EBP, management, clinical practice and academia. They work in tertiary teaching hospitals, community health, private practice, non-government organisations and universities in both adult services and paediatrics. They aim to represent the Network in all areas of Speech Pathology. The Steering Committee are responsible for developing training resources for current and new members, assisting clinical leaders, maintaining the website, reviewing CAPS and CATS, and organizing a regular event which showcases the work of clinical groups throughout the year.

The Role of the Clinical Group Leaders

The role of a clinical leader is to provide support to members of their clinical group. The leaders are expected to have specialty experience in their chosen clinical field. The role is to direct the group through assisting in the development of clinical questions, compiling lists of appropriate articles for critical appraisal, reviewing CAPS and CATS from members, compiling a CAT, preparing a presentation for the annual showcase.

Group leaders are responsible for:

• Organising clinical group meetings.
• Ensuring that all group members have completed the online training.
• Attending leaders meetings, and providing feedback from their group to the Steering Committee. (One leader from each clinical group is expected to attend 2x Clinical Leaders Meetings, organized and run by the Steering Committee, each year).
• Maintaining a central database of members, record of their groups’ activities and any articles used.
• Reviewing the quality of CAPs, and providing to steering committee group mentor for uploading onto the website.
• Promptly disseminating any information provided by the steering committee intended for Network members via email.

Ideally, groups should have at least 2 leaders to assist with the clinical demands and also the administration that goes along with running a group.

All groups are assigned a mentor from the Steering Committee. The steering committee member is available to mentor the leader and help problem solve any issues involved in the running of the leaders’ clinical group.

The Role of Clinician Researcher Leads

Groups are encouraged to have a Clinician Researcher Lead involved with their group. This could take the form of an academic/experienced clinician being a member of a group (and therefore regularly involved in meetings), or, an academic/experienced clinician who is not a member but willing to consult wit member(s) of a clinical group about the latest research associated with a specific clinician question.

Being a clinical leader can be a great experience, an opportunity to develop leadership skills and has at times enabled people to develop new interests and skills.

The Role of Group Members

Clinical group members must be fully qualified Speech Pathologists, working in the state of NSW,  Australia, who have:
(i) completed the following training steps, and
(ii) completed the training checklist

Clinical group members are expected to actively participate in the activities coordinated by the group leader. This involves brainstorming a clinical question, reading and evaluating articles and electronically completing CAP and CAT forms. It is assumed that group members will attend the meetings prepared and ready to engage in the EBP discussion process. There are usually varying degrees of experience and expertise within the group.