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Evidence based practice has taken on a life of it's own, as it should

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Evidence based practice has taken on a life of it's own, as it should. After using this type of research, one cannot imagine NOT using evidence based practice research. After initial attempts at Evidence Based Practice (EBP) Research, it was discovered that EBP had to focus not only on the best evidence but also take into consideration the values and beliefs of the patient. This includes the patient's goals, options, expectations, beliefs and more. It was also discovered that it was important to consider theory along with evidence when looking at the best medical practices. Specific steps in the EBP research include: encouraging inquiries; asking a clinical question using the PICOT (population, intervention, comparison, outcome, time) method; collecting the best relevant evidence; reviewing the evidence; using the evidence based on the expertise of the nurse combined with what is most important to the nurse; evaluating and changing the outcomes based on the evidence; sharing the information (Denisco & Barker, 2017).

Evidence Based Practice brings together research evidence, clinial expertise and patient preferences in order to individualize the patient care. With EBP nurses are actually transforming health care. EBP catapulted nursing care to a whole new level as nurses found autonomy and pride in researching and putting into practice what had been researched and proven (Stevens, 2013).

The two databases that I have utilized most for my profession and my future profession are CINAHL (Cumulative Index of Nursing and Allied Health Literature) and Medline. They both have provided me with a plethora of journals and studies and information that directly relate to my studies.

References

DeNisco, S. M., & Barker, A. M. (2017). Advanced Practice Nursing: Essential Knowledge for the Profession. Burlington: Jones & Bartlett Learning.

Stevens, K., (May 31. 2013). "The Impact of Evidence-Based Practice in Nursing and the Next Big Ideas" OJIN: The Online Journal of Issues in Nursing Vol. 18, No. 2, Manuscript 4.

 

Rosemarie:

The evidence-based research process takes place in the following six steps -the first steps to formulate the clinical research question that would guide the evidence-gathering process. After formulating the research question, the second step is to search for the best available clinical evidence efficiently and effectively. The third step is to critically analyze this evidence to determine how useful or valid they are. The fourth step is to integrate clinical expertise and patient values with the appraisal. The fifth step is to evaluate the effectiveness and outcome of the actions taken. The last step is to disseminate and communicate both the outcome and the knowledge gained from the EBP process (Lin, Murphy & Robinson, 2020).

It is essential to use these steps of the evidence-based research process for the following reasons. First, by using these steps, the evidence-based research process is likely to be orderly and focused. This is because each step defines the activities that need to be carried out, enabling the smooth flow of evidence research from one phase to the next. Second, by following these steps, research errors and biasness are likely to be minimized. With minimal research errors, the best available evidence is realized. Third, it is easier to learn from each step, hence broadening the clinicians’ knowledge before the evidence search concludes. Lastly, it is easier to understand the EBP process (Levin, Levin, & Feldman, 2019).

When nurses are faced with difficulties in determining whether or not the nursing practice problem is appropriate for an EBP proposal change, they locate their supporting information from their personal experience, clinical experts’ opinions, observational or case-control analysis, random controlled trials, and practice or clinical guidelines (Mackey, & Bassendowski, 2017).

References

Levin, R. F., Levin, R., & Feldman, H. R. (2019). Teaching evidence-based practice in nursing. Springer Publishing Company.

Lin, S., Murphy, S., & Robinson, J. (2020). Facilitating Evidence-Based Practice: Process, Strategies, and Resources. American Journal Of Occupational Therapy, 64(1), 164-171. DOI: 10.5014/ajot.64.1.164

Mackey, A., & Bassendowski, S. (2017). The history of evidence-based practice in nursing education and practice. Journal of Professional Nursing, 33(1), 51-55.

Sara:

The evidence-based research design can be broken down into five simple steps. First, a question must be asked. You need to form a problem that you are looking to solve. The second step is to gather information on this topic. The third is to analyze the information you have gathered. The fourth step is to put this information you have gathered into motion. And the last step is to go back and assess the outcome. This is all centered around actual evidence. Evidence is what bridges the gap between good nursing care and excellent nursing care (Pashaeypoor et al, 2017). My specialty is nursing education. As I have been thinking about some of the different problems nursing educators might want to address, there were a few different sources I thought of that educators could go to. The first I thought of could be hospital administrators. Nursing students spend a large majority of their time doing clinicals and a lot of problems these students face arise while they are in the hospital so a reliable source to talk to about these problems could be administrators and directors over specific floors. For example, a problem I have thought a great deal about is poor clinical experiences for nursing students. It could be an administrator or director who could do a survey on their staff on their opinions of nursing students and their feelings about taking nursing students. This could prove why nursing students might be having poor clinical experiences in certain areas, especially if these nurses are reporting that they don’t enjoy taking students. Another source nursing educators could go to could be different nursing school boards and gather information from them on their students’ experiences and if and how they are doing things differently. You could assess if other nursing schools are facing the same problems as you and if so, what they have done to mitigate these problems. You could also find out if there were problems they were having that might not be the same as ones you have seen in your own school and prevent something from happening before it ever even happens. It is so important to learn from others who are doing similar things as you. Sharing information on things that work best and things that don’t work as good, can help all parties involved (Jolley, 2020).