The Journal of Continuing Education in Nursing

Running head: NURSING THEORIES AND HEALTH PROMOTION
NURSING THEORIES AND HEALTH PROMOTION
Name of the Student:
Name of the University:
Author note:

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Introduction
The concept of evidence based practice (EBP) implies the need for health professionals to
engage in the application of those healthcare interventions and practices, which are based on
valid, credible and significant empirical research and not merely on traditional beliefs (Mackey
& Bassendowski, 2017). The following paper will briefly discuss comparatively on two key
models of EBP and the effectiveness of their application across organizational practice and
culture.
Discussion
EBP Models
ACE Star Model of Knowledge Transformation: This EBP model provides a
systematic, step-by-step guide to nurses on the ways in which evidence based research can be
procured, analyzed and applied into clinical practice and evaluated for effectiveness. This EBP
model was formulated by academicians at University of Texas Health Science Center at San
Antonio (UTHSCSA) (McEwen & Wills, 2017). The model comprises of 5 steps which are
arranged in the form of the five arms of a star and describes the processes of discovering
research, summarization of key evidence and clinical findings, translating or interpreting them
into organizational nursing guidelines, integrating the same into everyday nursing practice and
evaluating the effectiveness of the applied EBP via outcome and process analytical methods
(Orta et al., 2016).
Advancing Research and Clinical Practice through Close Collaboration (ARCC)
Model: This mode of EBP, as compared to the protocol based approached targeted by the ACE
Star Model, focuses more on organizational and nurses’ individual factors as indicators for EBP

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implementation effectiveness (McEwen & Wills, 2017). With this respect, the ARCC Model
focusses on assessing the cultural factors of a healthcare organization as indicators of willingness
towards EBP implementation, followed by evaluating the protecting and limiting organizational
factors underlying EBP practice, developing mentors for EBP deliverance, implementing and
evaluating organizational and patient outcomes (Melnyk et al., 2017).
Comparison and Contrast
I am currently employed as a nurse in a Short Term Sub-Acute Rehabilitation Facility, of
a local healthcare organization. As compared to an acute facility, the patients admitted in my
facilitated are required to undergo short intervals of therapy every day, which usually comprises
of a combination of occupational and physical therapy. Thus it is of no surprise that a part of my
duties in this facility, include collaborating with inter-disciplinary professionals in order to
holistically meet the comprehensive needs of patients.
In comparison to the ARCC Model, the Star Model provides a more systematic and
simplistic guidance on the ways in which nurses, irrespective of their competence, can integrate
EBP in daily nursing activities (Orta et al., 2016). This means that with the help of this EBP
model, my peers and I can better understand the rationale and effectiveness of inter-disciplinary
interventions and thus deliver best quality patient practice. In criticism, however, the Star Model
overlooks organizational sensitivities and even the need for nurses to adopt a holistic, patient
centered approach to nursing. Indeed, it has been evidenced that EBP models which demonstrate
excessive reliance on EBP, compels nurses to deviate from their traditional nursing art of
administering therapeutic relationships and interpersonal communication with patients and focus
extensively on ‘cookbook care’ (McEwen & Wills, 2017). This means that merely following the

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Star Model will not be enough for my peers and me to comply with our organizational culture of
attending to a patient’s needs holistically via establishment of a therapeutic relationship.
Comparing with the same, the ARCC Model seems a more plausible option for
implementation in my current organizational culture. This is because, firstly, supportive evidence
underlying the effectiveness of this EBP model is largely associated with acute care
environments – a scenario similar to my current organizational culture. Further, the effectiveness
of the ARCC model for EBP integration lies in its ability to formulate EBP protocols only after
evaluating factors like organizational barriers, patient preferences and nursing competencies
(McEwen & Wills, 2017). Such concepts thus effectively align with traditional nursing
obligations to practice patient centered, holistic care which involves delivering care based on
organization factors, patient needs and best practice in healthcare settings (Melnyk et al., 2017).
This means that this EBP model will allow nursing implementation of EBP interventions which
are not only clinically effective but also compliant to the professional standards followed at the
subacute rehabilitation facility I am currently working in. Thus, to summarize, the ARCC Model
would be the EBP Model which is best suited to my organizational culture.
Conclusion
Thus this paper successfully discusses on the key concepts underlying commonly used
models for EBP integration into nursing and clinical practice. While each model presents
comprehensive guidelines on the strategies with which nurses can engage in EBP practice, care
must be taken to ensure that traditional nursing care values are not ignored. With this respect, the
ARCC Model demonstrates greater compliance to organizational factors and is thus, best suited
for the organizational culture of a subacute rehabilitation facility.

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References
Mackey, A., & Bassendowski, S. (2017). The history of evidence-based practice in nursing
education and practice. Journal of Professional Nursing, 33(1), 51-55.
McEwen, M., & Wills, E. M. (2017). Theoretical basis for nursing. Lippincott Williams &
Wilkins.
Melnyk, B. M., Fineout‐Overholt, E., Giggleman, M., & Choy, K. (2017). A test of the ARCC©
Model improves implementation of evidence‐based practice, healthcare culture, and
patient outcomes. Worldviews on Evidence
‐Based Nursing, 14(1), 5-9.
Orta, R., Messmer, P. R., Valdes, G. R., Turkel, M., Fields, S. D., & Wei, C. C. (2016).
Knowledge and competency of nursing faculty regarding evidence-based practice. The
Journal of Continuing Education in Nursing, 47(9), 409-419.