Vikki Carpenter

PG Dip in Community Learning and Development

Assignment: EP Part Two: Evidence Based Practice

In this assignment I shall be discussing the concept of EBP (Evidence Based Practice), particularly
within the field of CLD (Community Learning and Development).

Looking at:

Concepts of knowledge

What is relevant knowledge and evidence to CLD practice

How evidence is disseminated and used within CLD practice, teams, the organisation, and
also within the larger social context

Vikki Carpenter

PG Dip CLD

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In Britain the push for evidence-based education (practice) partly came in the wake of critical
reports about educational research that were commissioned by the Department of Education and
Employment (Hillage Report) and the Office of Standards in Education (OFSTED). These reports
vented serious doubts about the quality and relevance of educational research, arguing, among
other things, that educational research did not provide answers to the questions the government
asks in order to develop educational policy; that it did not provide an educational professional
with clear guidance for their work; that is was fragmented, noncumulative and methodologically
flawed. Biesta, 2007, P1.
EBP came about because of gaps between theory and practice. Many processes were developed
to bridge this gap, including working partnerships to share best practice like the PDS Model
(Professional Development Schools) within Education. PDS models provided an environment in
which collaboration between university faculty and teachers could foster shared knowledge,
professional growth, and progressive methods of instruction (Holmes Group et al, 1990). Early
pilots of this model were successful and had a noted impact on the teachers, students, and
faculties involved. Today, the use of internet and tools such as online hangouts makes the
process of sharing evidence and research much more accessible, however the level of EBP utilised
is often down to the motivation of the individual. I believe a stronger direction and emphasis on
the importance of EBP within continual professional development (CPD) should come from the
managerial structures within an organisation.
Bronwyn Davies states that proponents of EBP propose an unproblematic relationship between
research and practice, and also amongst policy research and practice. That it limits opportunities
for people to make individual judgement on their own situation, as it promotes that the evidence
on what works is the only way to practice. But that goes against why EBP came about in the first
place. Through my research and reading I have noted many views on pros and cons of EBP, but
feel that in CLD we do use it as a tool to enhance our knowledge on what does and doesnt work,
to enable us to make a more informed individual judgement should that situation arise. But it
cannot be a stand-alone process, to work effectively the model cannot be blinkered/limited as to
this works so thats the way to do it, practioners must use a multi lens approach to take in the
range of variables from the perspectives of the themselves, the learner or group, the
organisations or partnering bodies, and the policies in which the activity will be adhering to.
Reflection is critical and a key method for any practioner to gain knowledge and understanding,
and bridge the gap. Donald Schn describes reflection as enabling one to uncover knowledge in
and on action, and contextualisation of multiple viewpoints.
When researching into EBP, I was aware that most definitions are for Healthcare and Social work.
Perhaps this is because this dominant discourse came from these professions. So I wrote a
definition focused on CLD, based on my experience, professional and personal values and
practice.
Evidence based practice is a combination of practitioners experience, knowledge, and relevant and
up to date research, along with client preferences, and careful understanding of our communities
and our cultures requirements, and use of up-to-date evaluation and evidence of similar work and
projects.
But is this EBP, or my personal view on how a CLD worker should practice and develop? Can EBP
create frameworks through which professionals can constantly improve their practice? I believe
the intention of EBP is to enable practioners to gain knowledge from others research and practice,
and combine it with their own, to inform and develop practice. This appears desirable, but is it
practical and feasible? Do practioners have the ability understand and change their practice? Can
we afford to spend time doing this process for every barrier, piece of work, community
engagement or outcome we come upon? This is a factor that Schon did not give enough thought
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PG Dip CLD

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to. In reality we cannot stop and use EBP for everything. A lot of our work is client led and
situations arise constantly which need to be dealt with there and then, giving no time for research
into EBP. On reflection of my own professional development it is obvious to me that evidence,
experience and reflection impacted positively on my growth, knowledge and practice, enabling
me to handle situations competently, following policies such as Code of Standards and Ethics.
Knowledge gained from EBP becomes embedded into our working practice, and deepens our
underpinning knowledge, so as a CLD practioner I can then draw from these skills, experience and
knowledge.
The development of EBP within medicine was initially thought of as having three parts.
1. Research will provide evidence on which professional practice is based
2. Professionals will base, and change, their practice on that research/evidence
3. Outcomes will be accurately measured and effectiveness monitored
According to the ENBP website (Morton and Morton, 2003) there are five stages to EBP:
1. Questioning: do we need new information, what is the question?
2. Finding: Choosing the right evidence of practice is crucial
3. Appraisal: Critically analyse the evidence to see if it is well founded and useful
4. Act on: Once you have appraised for relevance and quality, you can decide if and how the
evidence can be embedded into your own practice
5. Evaluate and Reflect: How did you do it, what worked and what didnt, did you achieve
the outcome required
There are many conflicting views on the EBP processes; however the ENBP process seems closest
to CLD profession at this moment. To determine if a piece of work is required, relevant and
appropriate, we should always look other similar projects, and speak to practioners. We do use a
LEAP (learning, evaluation and planning) process to determine and evidence the need, how we
are going to carry out the work and what are the processes, who is involved and why, what are
our outcomes, and how can we measure and evaluate. This process was developed by the
Scottish Community Learning and Development Centre (Scottish Government) to use as a
framework for planning community work. It supports the planning and evaluation of any CLD
activity which has community involvement and is based on the principles and values that
underpin a CLD approach to change.
But what is evidence, how can it inform our practice. Historical, social, psychological and scientific
based; it can come in many formats such as personal insight, statistics, research (Qualitative and
Quantitative) findings, and discussions with colleagues, communities of practice, reflections and
evaluations, even in a LEAP. However we must remember to make sure that the evidence we use
is relevant and well founded to the individual pieces of work or situations. We must be open,
realistic, creative and flexible in our processes of gaining evidence and knowledge.
Qualitative Research enables you to gain underpinning knowledge of reasons, opinions, and
motivations, giving you information on what the problem is. From this you can develop your
ideas and form a hypothesis for quantitative research. Methods for qualitative data include focus
groups and informal discussions, individual 1-2-1s, and participation/observations.
Quantitative Research uses numbers and statistics to quantify opinions, behaviours, and other
defined variables. Research methods include surveys, questionnaires and interviews.
Qualitative Research and Quantitative Research can both be used for EBP. Perhaps some think
that qualitative research is to soft for EBP, however in CLD a lot of our most valuable reflection
and evaluation can come from these methods, so therefore must be included as an important
source of evidence. In many instances the evidence needs to be both, triangulation, where you
need to have stories and statistics to understand the full picture. You get closer to the truth about
things by using more than one method of research and evidence. However, we must remember
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PG Dip CLD

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that information only transforms to knowledge when it is practical and relevant. Freires
Banking concept states that the practioner is the depositor of knowledge and the learner is the
receptor. Changing humans into objects, and as objects we have no autonomy and therefore no
ability to justify and form ideas at a personal level. His counteract to this concept is problemposing education, where both practioner and learner engage in conversation, sharing ideas and
experiences to gain knowledge from each other. However, as a practioner I need to be aware
that some learners may not want or be able to be involved in this informal EBP, especially early on
in our relationship.
Knowledge emerges only through invention and re-invention, through the restless, impatient,
continuing, hopeful inquiry human beings pursue in the world, with the world, and with each
other. Friere, 1970, P46.
GTC for Scotland have a diagram which captures practioners who engages with enquiry:

A paradigm of professional development has emerged (Cochran, Lyle et al) where learning and
development comes from research on what a practioner knows, not just the professional
qualification, but from their on the ground experiences and research, and how that affects
learners and communities they work with. It has become apparent that practioners can learn and
grow by developing an enquiring nature, using action research, being critical and reflective on
their practice, to gain deeper knowledge and understanding, and then lead or act on that
knowledge and learning.
I am actively encouraged to engage with practioner enquiry, from action research, continual
reflection and evaluation of my work, to our robust systems such as evaluations, LEAPS and
Illuminating Practice. This is all forms of EBP. Does every CLD worker do this? Do they have the
support, skills, time, and willingness? I dont believe so. Recently I had the opportunity to do a
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PG Dip CLD

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collective enquiry with CLD colleagues. We looked at the feasibility of a course, why did we want
it to run, who was it for, what did the learners want to achieve, how would we know, what else
could we offer, what systems would be best practice to use with this client group, what agencies
could we work in partnership with to enhance the learning experience. It was a positive piece of
collective enquiry, sharing our individual knowledge and experience on this particular course and
the targeted client group. We were able to be creative in our delivery, taking inspiration from
experiences of activities that we had individually used before. What evolved was a robust
programme, 100% attendance and completion, clear objectives, commitment from both learners
and practioners from the outset, partnership working to enable other agencies to support the
learners, and we evidenced amazing successes and progression, with targeted learners with
differing needs.
On reflection, the time spent collectively researching the course, client group, processes required,
and progression pathways were crucial to the engagement and development of the learners. We
were prepared, professional, and purposeful and focused. Reflective professional enquiry
allowed us to take stock of the programme as a whole, what worked, what could have been
better, and evidence requirement for further programmes. But what happens with the
information and evidence gained, leave it on a shelf? How can I disseminate it to others without
coming across as holding the power? Who am I to decide who wants/gets this knowledge? I also
need to remember data protection and code of ethics, how much information should I share, is it
mine to share or does it belong to the learners/groups involved? There is no structure or process
for sharing good practice and information, except by a forum on i-develop which is hardly used,
and not every CLD worker is a member. It seems as a profession we certainly have room for
improvement in sharing our EBP with fellow practioners. Working in Partnership is a discourse
with CLD policy makers, so why dont we actively partner our peers? We need a robust but
flexible structure, with clear guidance, and an open linear approach to communication and
dissemination, but time constraints, logistics of locations and workloads often make it difficult.
Approaches to research a varied and can be challenged with differing viewpoints, and power
struggles. It is difficult to use objectivity in these circumstances, to endeavour that knowledge we
disseminate is well founded and relevant. Objectivity easily gets lost in power play, and systems
often do not enable us to evaluate and highlight the impact we have on peoples lives.
Epistemology is the theory of knowledge, the study of ways of knowing, and what is known. How
do we know what we know? Johari Window is a useful tool to use for this as a practitioner, to
understand what do I know and how do I know it, and what I dont know. Using this tool with my
line manager and mentor has been invaluable for me to see the areas of strengths and
weaknesses, and for reflection on my own development as a relatively new CLD practioner. Like
any tool it is only as good as the people who use it, and without the knowledge and input from
others I would still be in the dark as to the areas of development which are available and relevant
to me. I plan to use it in group work situations, as a positive engagement tool as well as for
evaluation.
Creative Enquiry is a post modernism rhizomatic approach to practice and learning, allowing the
freedom to go where the enquiry takes you, with no set path or structure. A group of learners or
practioners come together, take ownership of a project and tackle it with innovative and
sometimes risk taking approaches. Learning and research evolves through the enquiry, and this
approach can be a really useful when working with young people. It allows freedom to develop
their enquiry, problem solve, and develop research and evaluation skills in a manner best suited
to them. It enables them to challenge and create ideas, and share tacit knowledge. Tacit
knowledge is knowledge which is difficult to say or write down but shared through collective
practice and sharing experiences. They will learn each others values, ideas and roots, which
enhances their own understanding of life, differences and opinions. This approach does not suit
all learners and practioners. Some people prefer the structure and focus of a traditional
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PG Dip CLD

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modernism approach, and can feel overwhelmed or swamped when they dont have clear
direction or pathways.
Gibbs and Gambill (2002) state that EBP is designed to create professionals who are lifelong
learners to draw on practice related research findings and involved clients in informed decisions
made. This can be challenging if your learner has expectations of being a receptacle, and is not
used to having a valued input into their own development, however, immensely rewarding for all
involved when you are able to change peoples approached to engagement and the learning
process is positive. Community based research is thus identified as a philosophy of inquiry
encouraging active participation in research from all those involved (Cockerill et al, 2000). I used
this approach when working with a group of non-engaging 14 year olds to develop an enterprise
for fundraising. It allowed them to co-research and lead the project, have a valued input, and
take their ideas and run with them in whichever way they evidenced as best. In ontological terms,
this was a post-modernist creative approach to research and learning. It still needed to be
monitored by a professional to ensure boundaries are kept with regards to safety, ethics,
confidentiality and legislation.
Conclusion: EBP is a useful informative tool for CLD, when used in a Bricolage paradigm. Not as a
stand-alone concept, but flexibly with input from practioner, learner and organisation. Whilst it
cannot take into account the unpredictability of complex social situations, and perhaps the
intentions and motivations of individuals, it is a way of gaining knowledge which you can then use
if relevant and suitable to your needs, the needs of the learner and community, the organisation
and society.
As a CLD practioner I have core values and ethics which EBP will not change, they are my ballast,
and they are why I am a CLD practioner, but EBP will enhance my practice for the benefit of all.
EBP is and should be a core part of any CLD practioners way of working.

Vikki Carpenter

PG Dip CLD

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