Toward an inclusive evidence-based practice model: Embracing a broader conception of professional knowledge in health care and health care higher education

  • Tone Dahl-Michelsen
  • Elizabeth Anne Kinsella
  • Karen Synne Groven
Keywords: Aristotle, evidence-based practice, health care education, the inclusive evidence-based practice model, professional knowledge

Abstract

Evidence-based practice (EBP) and the evidence-based practice model (EBPM) are currently taken for granted as a guide for teaching and  learning ‘best practice’ in higher education health care programs. As health care educators and researchers, we argue for enhancement of the model by inclusion of a broader conception of professional knowledge, including ethical care. In this conceptual paper, we draw on hermeneutic inquiry to reflect on theoretical underpinnings informing earlier discussions of EBP and the EBPM. Also, we enhance our  critical thinking by turning to Aristotle. Taken together our reflections bring to the fore an awareness of conflicting logics embedded in the EBPM. We contend that an Aristotelian understanding, however, allows professional knowledge to be reinvigorated by bolstering  possibilities for pluralistic conceptions of knowledge. In conclusion, we propose an elaborated EBPM termed the inclusive EBPM. The model includes ethical care as a to guide to teaching and learning of ‘best practice’. 

Published
2021-08-02
Section
Articles

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eISSN: 2310-7103