Discussion: Nursing Research and Evidence-Based Practice

In your practice as a nurse, you may use procedures and methods that did not necessarily originate in evidence, but instead were derived from informal and unwritten conventions, traditions, and observations. While these techniques may have merit, practices are constantly being updated and contradicted by information from scholarly research studies and professional guidelines. This new information serves as “evidence” for revising practices to improve outcomes across health care. 

Based on this evidence, you can formulate a question. In this Discussion, you consider the use of evidence-based practice in your own organization and formulate a question that you will need to answer for your portfolio project. This is called a PICOT question. You will also investigate strategies for overcoming barriers to implementing evidence-based practice (EBP).

                                                          To prepare:

Consider a recent clinical experience in which you were providing care for a patient.

Determine the extent to which the care that you provided was based on evidence and research findings or supported only by your organization’s standard procedures. How do you know if the tasks were based on research?

What questions have you thought about in a particular area of care such as a procedure or policy?

Review Chapter 2, pages 31–34 on “Asking Well worded Clinical Questions” in Polit & Beck and consult the resource from the Walden Student Center for Success: Clinical Question Anatomy & examples of PICOT questions (found in this week’s Learning Resources). Formulate your background questions and PICOT question.

Reflect on the barriers that might inhibit the implementation of evidence-based practice in your clinical environment.

Review the article “Adopting Evidence-Based Practice in Clinical Decision Making” in this week’s Learning Resources. Select one of the barriers described that is evident in your organization and formulate a plan for overcoming this barrier. 

Post an evaluation of the use, or lack thereof, of EBP in a recent clinical experience. Identify which aspects of the care delivered, if any, were based on evidence and provide your rationale. List your background questions and PICOT question about this nursing topic. Critique how the policies, procedures, and culture in your organization may hinder or support the adoption of evidence-based practices. Identify the barrier you selected from the article and explain how this barrier could be overcome within your organization.

                                                           Required Readings

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 1, “Introduction to Nursing Research in an Evidence-Based Practice Environment” 

This chapter provides an introduction to nursing research, its history, and the evolution of evidence-based practice. It includes an overview of credible sources of evidences and a description of the different paradigms used in nursing research.

Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice”

The focus of this chapter includes an overview of the key aspects of evidence-based practice, a review of how to identify credible research and appraise its value, and, finally, a discussion on how to take the identified evidence and convert it into a practice.

Chapter 3, “Key Concepts and Steps in Qualitative and Quantitative Research” 

In this chapter, quantitative and qualitative research models are compared and the major steps in each approach are described. Information is also presented on the different sections of a research journal article and how you can identify the research model that was utilized.

Adams, J. S. (2010). Utilizing evidence-based research and practice to support the infusion alliance. Journal of Infusion Nursing, 33(5), 273–277.

Retrieved from the Walden Library databases.

 

This article examines how evidence-based research and practice supports infusion alliances. The text also specifies the increasing challenges that infusion nurses face.

Mallory, G. A. (2010). Professional nursing societies and evidence-based practice: Strategies to cross the quality chasm. Nursing Outlook, 58(6), 279–286.

Retrieved from the Walden Library databases.

 

This article describes strategies for reducing the gap between research knowledge and practice. The article also details how nursing societies could use these strategies to improve the quality of care.

Newhouse, R. P., & Spring, B. (2010). Interdisciplinary evidence-based practice: Moving from silos to synergy. Nursing Outlook, 58(6), 309–317.

Retrieved from the Walden Library databases.

 

In this article, the authors examine the state of interdisciplinary evidence-based practice (EBP). The authors detail efforts to promote interdisciplinary EBP, academic and clinical training regarding interdisciplinary EBP, and strategies that may facilitate EBP translation across disciplines.

Majid, S., Foo, S., Luyt, B., Zhang, X., Theng, Y-L., Chang, Y-K., & Mokhtar, I. A. (2011). Adopting evidence-based practice in clinical decision making: Nurses’ perceptions, knowledge, and barriers. Journal of the Medical Library Association, 99(3), 229–236.

Retrieved from the Walden Library databases.

 

This article reviews a study that sought to determine nurses’ awareness of, knowledge of, and attitude toward EBP. The article also describes factors likely to promote barriers to EBP adoption.

Shivnan, J. C. (2011). How do you support your staff? Promote EBP. Nursing Management, 42(2), 12–14.

Retrieved from the Walden Library databases.

 

This article explores the role of the nurse manager in supporting evidence-based practice. The article also explains barriers and strategies to promote EBP for a nurse manager.

Walden Student Center for Success. (2012). Clinical Question Anatomy. Retrieved July 9, 2014, from http://academicguides.waldenu.edu/content.php?pid=183871&sid=2950360 

Media

Laureate Education (Producer). (2012). Timeline of nursing research. Baltimore, MD: Author.

 

This multimedia piece features a timeline of major events in nursing research. The timeline highlights how historical events and seminal research have contributed to nursing practice.

Please cite at least 3 ref

Let me know if you need anything else, thanks

                  

 

 

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Understanding the health care system is very important for EBP research.  And knowing your stakeholders is also important.  However, In the health care system and in health care research, stakeholders are more than financial supporters.  Stakeholders are customers, the general public, suppliers, and any other group that might be affected by the decisions being made.  Stakeholder engagement is a process where input and ideas from those who are named as stakeholders are incorporated into the decision making process.  The attitude is that when organizations involve these stakeholders, the overall effectiveness of their change process will be enhanced.  Stakeholder engagement helps to drive long-term sustainability of change a align research with societal needs and expectations (Pandi-Perumal, et al., 2015). 

References:

Pandi-Perumal, S. R., Akhter, S., Zizi, F., Jean-Louis, G., Ramasubramanian, C., Freeman, R. E., & Narasimhan,

M. (2015). Project Stakeholder Management in the Clinical Research Environment: How to Do it Right.

Frontiers in Psychiatry, 6.Retrieved from 

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4434843/#__ffn_sectitle

 

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QUESTION

Why is understanding the health care system at the local level   important to consider when planning an EBP implementation? Conduct   research and solicit anecdotal evidence from your course mentor that   you will take into consideration for your own change project

ANSWER

When making an evidence-based practice change, it is important to consider what is offered locally before implementing changes. Understanding your resources and what is available within the local community will allow the researcher to know where the change needs to be made and in what way a change could make things better. Knowing your community and what its needs are, should be the first step to making a change. While some communities may want to focus on diabetes because that has the highest prevalence in their area, others may want to focus on heart disease. What area of change would make the most impact and what services are already being offered within the community (Ockene et al., 2019)? These are important questions to ask prior to planning an EBP implementation.

After talking with my mentor, she brought up a few good points regarding my research on lead education. She mentioned that timing was important and that now is the time for promoting lead education and prevention within our county. She had mentioned many stakeholders are recognizing the importance focusing on lead right now and that there is a big push within our local community to begin with lead awareness. She also said there are many community leaders who are looking at lead and willing to fund projects involving this topic (V. Mouser, personal communication, August 20, 2019).

Reference:

Ockene, J., Edgerton, E., Teutsch, S., Marion, L., Miller, T., Genevro, J.,…Briss, P. (2019, April). Integrating           evidence-based clinical and community strategies to improve health. American Journal of Preventive           Medicine. Retrieved from https://www.uspreventiveservicestaskforce.org/Page/Name/integrating-          evidence-based-clinical-and-community-strategies-to-improve-health#copyright-and-source-          information

CAN YOU CONTRIBUTE TO THIS ANSWER

 

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 Respond one of your colleagues’ posts by offering a possible  resolution to their  questions/concerns with supporting documentation,  if possible, or  expanding on their thinking and providing an example as  support.  

at least 2 references in each peer responses!  You must do this to receive  maximum points! 

DQ #2

  

   As I begin my master’s program, there are many questions. Like most students, I am concerned with how most efficiently manage my time.  I am concerned that with working full time and going to school full time, I will not have enough time to read the assigned readings, complete the assignments, and retain the information required to pass state boards.  Throughout my BSN, I took one class at a time.  Taking two classes at a time leaves me feeling some anxiety as to whether I will comprehend and retain the information beyond the week’s assignment or test.  The academic skills center recommends using the SQ3R method to aid in reading retention and comprehension.  This is an active and process-based approach to reading that will allow you to remain engaged in the reading and help to retain the information (Walden University, 2019).  According to Rades (n.d.), some tips to effectively manage your time and increase productivity include making a list of things you know you waste time on  and minimize or eliminate those things, hiding or deleting social media apps, don’t multitask, and complete important tasks first.  Eliminating wasted time spent on unimportant things can buy more time for studying.  

           With spending most of my free time studying and doing assignments, how do I avoid anxiety and burnout?  How do have a positive work/school/life balance? According to Gordon (2015) meditation is a good way to relieve anxiety.  Small changes like mindfulness can have a large impact on our state of mind.  In the past, I have always told myself to take one day at a time. This has seemed to work thus far, but the Master’s program is a little more intimidating.  Any recommendations would be greatly appreciated.  I set high expectations for myself, which creates more stress and anxiety.  Tips to reduce stress and anxiety would be helpful as well.

 

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