📚 Save Big on Books! Enjoy 10% off when you spend £100 and 20% off when you spend £200 (or the equivalent in supported currencies)—discount automatically applied when you add books to your cart before checkout!

🚨 Please be advised that, due to the holiday season, shipping delays may occur. We sincerely apologize for any inconvenience this may cause and appreciate your understanding.

Copyright

Emer McGowan; Sarah Quinn;

Published On

2025-09-09

Page Range

pp. 171–192

Language

  • English

Print Length

22 pages

7. Evidence-Informed Practice and Learning Through Critical Reflection

Chapter of: Interprofessional Approach to Refugee Health: A Practical Guide for Interdisciplinary Health and Social Care Teams(pp. 171–192)
Two practices that can be employed to improve care and ensure quality in the service provision for people with refugee experience require taking an evidence-informed approach and reflecting critically. When working with potentially vulnerable populations, like people with refugee experience, evidence-informed practice highlights the importance of attending to the needs of individuals and integrating their narratives into the use of practices that are evidence-based. This chapter argues for the adoption of evidence-informed practices in work with people with refuges experience as more appropriate than the traditional and well accepted evidence-based practice model. The complementary practice of critical reflection is an internal process that helps refine understandings of an experience, potentially leading to changes in perspective and future actions and supporting the development of services responsive to the needs of people with refugee experience.

Contributors

Emer McGowan

(author)
Assistant Professor in Interprofessional Education in the Faculty of Health Sciences at Trinity College Dublin
https://orcid.org/0000-0003-2442-3043

Emer McGowan is an Assistant Professor in Interprofessional Education in the Faculty of Health Sciences, Trinity College Dublin. Dr McGowan is a physiotherapist by background. Her main research interests are health professions education, refugee health, leadership in healthcare, and leadership development. She was awarded her PhD in 2017 and completed her postdoctoral fellowship researching leadership and leadership development in healthcare at Trinity College Dublin. Dr McGowan leads the interprofessional education programme for students across disciplines in the Faculty of Health Sciences. Dr McGowan was a collaborator on Erasmus+ projects PREP (Physiotherapy and Refugee Education Project) and PREP-IP (Persons with Refugee Experiences Education Project Interprofessional). Dr McGowan is a collaborator on the Erasmus+ funded project, Learning and Working Together for Improved Healthcare Outcomes – Strengthening Interprofessional Education (WhoLeIPE). This project aims to contribute to the advancement of IPE and interprofessional collaborative practice as the foundation of comprehensive, coordinated, resilient and responsive health care.

Sarah Quinn

(author)
Assistant Professor in the Discipline of Occupational Therapy at Trinity College Dublin

Sarah Quinn, MPhil., BSc., is an Assistant Professor in the Discipline of Occupational Therapy, Trinity College Dublin. Her scholarship and research interests are primarily justice orientated with a particular focus on feminism, occupational justice, community participation, and social inclusion. Through her teaching she advances practices in social occupational therapy that includes the promotion of refugee health at micro to macro levels. Sarah leads an award-winning, multi-service collaboration that developed an innovative model to facilitate supported volunteering and promote inclusion of those experiencing social disadvantage. She was an active member of the Erasmus+ funded, inter-disciplinary project, PREP-IP (Persons with Refugee Experiences Education Project Interprofessional), which developed resources for health and social care professionals to work in the area of refugee and migrant health.