In education, the evidence-informed practice reflects learners’ view that evidence is a critical element influencing educational decisions. The educators must always strive to apply professional judgment instead of depending entirely on data or evidence. Although it is common for people to use the two interventions interchangeably, the two are not the same (Nelson and Campbell 2017). According to McSherry (2007), unlike the EBP, EIP does not apply evidence into practice by following the stepwise approach. Rather, it uses a system-based method. The approach encompasses output, throughput as well as input. According to McSherry, the course of evidence application is in the form of a cyclical and not stepwise manner. According to Taylor (2019), the aim of the evidence-informed practice is to promote research-informed practice especially in matters concerning education.
According to Slonim‐Nevo & Nevo (2011), EBP evidence into practice by adopting a “cookbook” approach. In this case, it does not give room for flexibility. On the other hand, the EIP encourages practitioners to be creative as well as recognizes their critical thinking. The EBP utilizes a formal hierarchy of evidence. The formal hierarchy of evidence, in turn, rank specific research evidence forms such as randomized controlled trials and systematic reviews higher than other forms such as observational and qualitative research. According to Kumah et al. (2019), EBP does not use the hierarchy of evidence. Instead, it is based upon an integrative practice model that can consider all research evidence forms such as mixed approaches, quantitative as well as qualitative research, systematic reviews and randomized controlled trials. The EBP enhances the use of the Melnyk model comprising of seven-step approach. On the other hand, the EIP facilitates the use of the McSherry model comprising of the input approach.
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References
Kumah, Elizabeth Adjoa, Robert McSherry, Josette Bettany‐Saltikov, Sharon Hamilton, Julie Hogg, Vicki Whittaker, and Paul Schaik. 2019. "PROTOCOL: Evidence‐Informed Practice Versus Evidence‐Based Practice Educational Interventions For Improving Knowledge, Attitudes, Understanding, And Behavior Toward The Application Of Evidence Into Practice: A Comprehensive Systematic Review Of Undergraduate Students". Campbell Systematic Reviews 15 (1-2). doi:10.1002/cl2.1015.
Melnyk, B. M. (2017). The Difference Between What Is Known and What Is Done Is Lethal: Evidence‐Based Practice Is a Key Solution Urgently Needed. Worldviews on Evidence‐Based Nursing , 14 (1), 3-4.
Nelson, Julie, and Carol Campbell. 2017. "Evidence-Informed Practice In Education: Meanings And Applications". Educational Research 59 (2): 127-135. doi:10.1080/00131881.2017.1314115.
Nevo, I., & Slonim-Nevo, V. (2011). The myth of evidence-based practice: Towards evidence- informed practice. British Journal of Social Work , 41 (6), 1176-1197.
Taylor, Karen. 2019. "What Do We Mean By Research Informed Practice In Education? – CEM Blog". Cem.Org . https://www.cem.org/blog/what-do-we-mean-by-research-informed- practice-in-education/.
