Evidence-based practice in social care and health is widely promoted. Making it a reality remains challenging, largely because practitioners generally see practice-based knowledge as more relevant than empirical research. A further challenge regarding the creative, contextual use of research and other evidence including lived experience and practice-based knowledge is that practitioners, especially in frontline care services, are often seen not as innovators, but recipients of rules and guidelines or followers of pre-determined plans. Likewise, older people are not generally recognised as co-creators of knowledge, learning and development but as passive recipients of care, or objects of research. This paper outlines a participatory action research project which brought together researchers; social care and health practitioners; managers; older people and carers in 6 sites across Wales and Scotland. Working collaboratively, and using a dialogic storytelling approach, they explored and addressed 7 already published research-based ‘Challenges’ regarding what matters most to older people with high-support needs. Taking a participatory, caring and emergent approach, participants discovered and addressed five elements required in developing evidence-enriched practice; the creation of supportive and relationship-centred research and practice environments; the valuing of diverse types of evidence; the use of engaging narratives to capture and share evidence; the use of dialogue-based approaches to learning and development; and the recognition and resolution of systemic barriers to development. Although existing literature covers each element, this project was novel in collectively exploring and addressing all five elements together, and in its use of multiple forms of story, which engaged hearts and minds.

中文翻译：

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故事、对话和关心对人们而言重要的事情：在证据丰富的政策和实践方面取得进展

社会关怀和健康领域的循证实践得到广泛推广。使其成为现实仍然具有挑战性，主要是因为从业者通常认为基于实践的知识比实证研究更相关。关于研究和其他证据（包括生活经验和基于实践的知识）的创造性、上下文使用的进一步挑战是，从业者，尤其是一线护理服务的从业者，通常不被视为创新者，而是规则和指南的接受者或前线的追随者。确定的计划。同样，老年人通常不被认为是知识、学习和发展的共同创造者，而是被视为护理的被动接受者或研究对象。本文概述了一个将研究人员聚集在一起的参与式行动研究项目；社会关怀和健康从业者；管理人员；威尔士和苏格兰 6 个地点的老年人和护理人员。他们通力合作，并使用对话式讲故事的方法，探索并解决了 7 项已经发表的基于研究的“挑战”，这些“挑战”对有高支持需求的老年人最重要。参与者采取参与式、关怀和紧急的方法，发现并解决了开发证据丰富的实践所需的五个要素；创造支持性和以关系为中心的研究和实践环境；对不同类型证据的评估；使用引人入胜的叙述来捕捉和分享证据；使用基于对话的学习和发展方法；以及对发展的系统性障碍的认识和解决。尽管现有文献涵盖了每个要素，