NURS 6052: Essentials of Evidence-Based Practice

NURS 6052: Essentials of Evidence-Based Practice

NURS 6052: Essentials of Evidence-Based Practice

Translating Evidence Into Practice

Introduction

The organization I work for is receptive to evidence-based practice.  Evidence-based practice is furthered by my organization’s culture and policies.  According to Barnsteiner, Reeder, Palma, Preston, and Walton (2010), a healthcare atmosphere focused on top-notch care requires that nursing research and evidence-based practices are coordinated into the professional practice model and the way nurses deliver care.  To accomplish this, it requires the advancement of staff aptitude, time set aside for staff to take an interest in insightful exercises, and activities that support evidence-based practice and research.

Disseminating Findings

To disseminate evidence-based practice findings ideas should be discussed with management and the clinical education department.  Providing management with information about the evidence-based practice and proof of its benefits would be a key component when presenting the idea.  If management is on board, they can assist with making evidence-based practice a requirement within the facility.  Once evidence-based practice is accepted education of staff is crucial.  From experience, I have seen education take place in the form of online education, reading materials and poster boards on the unit.  At my facility education is often provided at lunch and learn sessions, yearly skills fairs, competency check-offs and online modules followed by quizzes.

Strategy for strengthening the culture of EBP

When employing new evidence-based practice techniques, a plan must be in place to help with success.  According to Cullen and Adams (2012), a model should be selected to help initiate evidence-based practices.  Models often have stages such as pinpointing the issue on hand, evaluating the evidence, employing the recommended evidence-based practice,  assessing change, and disseminating findings.  According to Aitken et. al (2011), a primary goal of the Advancing Research and Clinical practice through close Collaboration (ARCC) model was to advance the adaptation of research and clinical practice in the medical field, encourage  EBP among nurses, while discussing factual findings.  “Key ingredients for the successful implementation of this model appear to include mentorship and access to expertise, the involvement of EBP champions and provision of sufficient resources as well as practical EBP strategies, with the focus of the model being at the departmental or unit level”(Cullen and Adams, 2012,p.1)”.

Nurses responsibility in furthering EBP

According to Cullen and Adams (2012), nurses in leadership roles have a duty to make sure that evidence-based healthcare meets the expectations of patients and their support systems.  Part of the responsibility of the nurse is to provide the best care to our patients.  To provide excellent care the use of EBP is a must.  Nurses are the individuals at the bedside, so it will be the nurse using EBP techniques on patients.  If nurses do not comply with evidence-based practices, the implementation can not be successful.  Nurses play a very significant role in the success of evidence-based practice.  As nurses, we also have a responsibility to share what we know.  According to Laureate Education (2012c), nurses must share knowledge and communicate finding to improve patient care.

 

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NURS 6052: Essentials of Evidence-Based Practice References

Aitken, L. M., Hackwood, B., Crouch, S., Clayton, S., West, N., Carney, D., & Jack, L. (2011). Creating an environment to implement and sustain evidence-based practice: A developmental process. Australian Critical Care, 24(4), 244-254.

Barnsteiner, J., Reeder, V., Palma, W., Preston, A., & Walton, M. (2010). Promoting evidence-based practice and translational research. Nursing Administration Quarterly, 34(3), 217-225. doi:10.1097/NAQ.0b013e3181e702f4

Cullen, L., & Adams, S. L. (2012). Planning for Implementation of Evidence-Based Practice. Journal Of Nursing Administration, 42(4), 222-230. doi:10.1097/NNA.0b013e31824ccd0a

Laureate Education (Producer). (2012c). Disseminating findings. Baltimore, MD: Author.