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Evidence-Based Practice and Research in Nursing Essay

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Updated: Jul 1st, 2021

In healthcare, evidence-based practice (EBP) is considered to be the best approach to all activities for clinicians. However, hospitals and other organizations often fail to implement relevant and recent EBP research into their system (Polit & Beck, 2017). Thus, nurses have to develop a framework that will address the issues of their workplace and introduce EBP knowledge to other employees. In my organization, the support of EBP is hindered by multiple factors. First of all, nurses are not given enough time to devote to reading or discussing research. Furthermore, there exist no efforts to facilitate group learning. While nurses are encouraged to study on their own terms, no feedback or evaluations are provided to them. The organizational culture does not allow clinicians to provide feedback and does not evaluate their active participation. The lack of all mentioned above practices creates barriers for successful EBP implementation.

In order to improve the current view of EBP in the organization, one has to design a new program which supports education. The dissemination of studies’ findings can be done through various activities. Cullen and Adams (2012) suggest a number of general steps – creating awareness, building knowledge, promoting action, and pursuing sustained use. Each of these stages can also utilize various strategies, depending on the particular organizational culture. In the discussed hospital, a “multi-dimensional EBP program” proposed by Aitken et al. (2011) can be introduced (p. 244). This initiative includes such activities as a journal club, EBP workgroups, and nursing rounds. Also, the organization needs to allocate time and rearrange nurses’ schedules. In a journal club, nurses are introduced to the concept of EBP – the first step in the model of Cullen and Adams (2012). Nurses meet regularly and discuss the latest articles connected to their field of work. Most importantly, they are encouraged to evaluate the authors’ results and conclusions to understand which evidence can be considered valuable and trustworthy. Thus, their knowledge about the latest practices grows.

Nurses’ attitude towards EBP should incorporate its practical applicability. For these purposes, they should learn how to use the examined studies in the workplace. In this case, EBP groups and rounds help integrate the learned information into practice. Moreover, EBP leaders and mentors – experienced nurses or other health care professionals, can assist other workers in investigating new findings (Cullen & Adams, 2012). A similar approach is expressed in the model called the Advancing Research and Clinical Practice through close Collaboration (ARCC) (Fineout-Overholt, Williamson, Kent, & Hutchinson, 2010). Nurses’ role is imperative in the dissemination of findings – they promote organizational change, work to implement new initiatives, and assess the current state of all operations. To develop a sense of responsibility in nurses, one should also suggest such concepts as recognition of local progress and continuous feedback (Cullen & Adams, 2012). Specialists who understand that their commitment to EBP brings many positive changes to the quality of care are likely to continue using these practices.

The importance of EBP and research in nursing is crucial. Such findings help nurses develop new practices and locate problems in currently used procedures and methods. As a result, workers, patients, and the organization benefit in their own ways. The quality of care improves, nurses feel more empowered and capable, and the organization raises its status. Thus, it is vital for nurses to participate in EBP promotion through collaboration and open discussion. To achieve this, nurses need allocated time, peer support, and access to academic research.

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.

Cullen, L., & Adams, S. L. (2012). Planning for implementation of evidence-based practice. Journal of Nursing Administration, 42(4), 222-230.

Fineout-Overholt, E., Williamson, K. M., Kent, B., & Hutchinson, A. M. (2010). Teaching EBP: Strategies for achieving sustainable organizational change toward evidence‐based practice. Worldviews on Evidence‐Based Nursing, 7(1), 51-53.

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

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