Translating Evidence-Based Knowledge into Clinical Practice Essay

This essay explores the critical aspects of translating evidence-based knowledge (EBP) into clinical practice. It details the eight stages of integrating EBP, including cultivating a spirit of inquiry, formulating answerable queries, researching evidence, integrating research with clinical skills, and disseminating results. The essay also identifies common barriers to implementing new practices, such as complexity in shifting practice models, criticism from colleagues, lack of EBP knowledge, poor communication, cultural barriers, and financial constraints. Strategies to overcome these barriers are discussed, including providing supportive environments, promoting evidence-based traditions, creating conducive learning environments, and enhancing communication between clinicians and research institutions. Furthermore, the essay examines sources of internal evidence, such as consensus views, clinical proficiency, patient preferences, investigational ideas from healthcare professionals, and improvements in population health. The paper references various academic journals and studies to support its arguments and provide a comprehensive overview of EBP implementation in healthcare.

TRANSLATING EVIDENCE-BASED KNOWLEDGE INTO CLINICAL PRACTICE 1
Translating Evidence-Based Knowledge into Clinical Practice
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TRANSLATING EVIDENCE-BASED KNOWLEDGE INTO CLINICAL PRACTICE 2
Translating Evidence-Based Knowledge into Clinical Practice
Introduction
Evidence Based-Practice (EBP) may be defined as using mechanism that supports how
professional nurses carry out with the Description of EBP as combination of clinical proficiency
with the best presentable external clinical research.
PART 1:
8 STAGES OF INTEGRATING EBP
Cultivate a spirit of inquiry
In this case may be determined a sense of interest that shows both learning and
performing (Saunders & Vehviläinen-Julkunen, 2016). A nurse infused by a spirit of inquiry
might lift up several questions on matters challenging traditional and open practices in the beliefs
and seek a resourceful and move towards to solve the problem in a clear way.
Formulate an answerable query
In this scenario formulating an answerable question is a key point of starting tip in the
explore progression (Hartmann, Zaki, Feldmann & Neely, 2016). When we converse about
formulating answerable questions, it signifies development of breaking down a topic of concern
into focused question that we can be able to know and give out the meaning through searching
them within the academic doors (Richmond et al., 2018). Without paying attention to the
question, correct solution might not clearly be seen as a result.
Scientifically research for the research evidence
Reviewers have described it to be the basic unit of knowledge translation by methodical
searching for the whole available evidence on a given topic, they are potentially prevailing tools
on which to consider on clinical decisions. It is important because they give an appropriate,
efficient, and reproducible strategy.
The Oxford Bodleian Library explains the progression of identifying studies that are relevant to a
given clinical question as being made up of two wide stages, which are:
Development of structured explored strategy that is relevant to all databases.
An iterative process for finding further learning by hand searching applicable
publications, reviewing references lists that are available with you, citation searching which

TRANSLATING EVIDENCE-BASED KNOWLEDGE INTO CLINICAL PRACTICE 3
include looking at what an article has referenced and who has since used that article as a
reference, contacts with authors and location of continuing studies.
A number of resources, which provides more detailed guidance, are available to bear
support in this process (Ainul Azyan, Pulakanam & Pons, 2017). A recent review gives nine
guidance documents, featured in UK systematic reviewing practice. They include: Systematic
Reviews: CRD’S guidance for carry out reviews in health care, The Cochrane Handbook,
Collaboration for environmental facts: strategy for systematic review in environmental
Management, Joanna Briggs institute Review rs’ guidebook, Institute for quality and competence
in Health care methods, Systematic review in the social sciences: A practical channel, in the
process of information recovery for systematic reviews and health technology. The Campbell
Handbook: searching for studies: a guide to information recovery for Campbell system reviews,
developing pleasant guiding principle:
Assess the legality, significance, plus applicability of the explore facts
Integrate the research evidence with the clinical skills-It means integrating personality
clinical expertise with the paramount available peripheral clinical evidence from methodical
research.EBP is the combination of clinical proficiency, a patient ethics, and the most excellent
research or come out greatly in the decision making channel for the patient concern.
Evaluate
This is where Judgment is made after enough consideration is done. Example is seen when
clinician’s often by pass the bedsides assessment for urgent testing (Aasekjær, Waehle, Ciliska,
Nordtvedt & Hjälmhult, 2016). After assessment it will be very easy for them to come up to
judgment.
Critically evaluate the information
This is the process where cautiously and steadily assessing the results of the methodical
investigation or facts to judge its honesty in a particular circumstance.
Integrate appraised evidence with own clinical expertise and patient’s preferences
Using the finest accessible scientific or methodical facts by itself is not sufficient to mind for
our patients in an evidence based environment (Sherman et al., 2016). For instance we need to fit
in our clinical expertise and patient favorites and ethics to include in the skill with the knowledge
to see the patient outcomes get better.

TRANSLATING EVIDENCE-BASED KNOWLEDGE INTO CLINICAL PRACTICE 4
Disseminate the results
Disseminate facts to the workmates that are in the organization and those who are beyond. In
addition, the results in the dissemination may be carried out by intra-and inter-departmental in
online media and manuscript.
Implementing the evidences
In this scenario, ones have to integrate the facts with clinical proficiency and patient
requirements. In conclusion, after practicing the above procedures, clinicians have to implement
them in their daily duties in clinical environment. This might improve effective communication
between the patients and he nurses in the hospital.
BARRIERS
The most common obstacles to implementation a new practice are complexity in shifting
current practice model- in this case a few of the more general change practice can be
determined with examples consist of: Kurt Lewin’s three –step” unfreeze –change-refreeze”
Model, proposed across the world acknowledged founder of social psychology in 1950s. It is still
extremely relevant up to- date and still used as the main source for numerous change
management strategies.
Criticism and confrontation from workmates
In this case people of the same professionalism do encounter disapproval of someone or
something on the basis of alleged faults or mistakes. One may feel embarrassed and unwanted by
his seniors, Example a senior Doctor confronting to his juniors.
Lack of knowledge on use of evidence based practice- this is another big problem that one encounter
in implementing anew practice in the clinical environment. It is observed that greater clinical
experience seem to be significant obstacle in providing patients with the right information that is
required by EBP, for example a nurse giving wrong prescription of medicine to a patient. This
may end up of losing patients life if not keenly observed.
Poor communication strategies-in this case language barrier appears to be the most basic and
simplistic use of the term. It is the lack of a common language that stops one or more groups of
people from getting to understanding each other accordingly (Youngstrom, Choukas-Bradley,

TRANSLATING EVIDENCE-BASED KNOWLEDGE INTO CLINICAL PRACTICE 5
Calhoun & Jensen-Doss, 2015). Examples of a language barrier are therefore seen between a
nurse and patients increasingly affecting attention performance, despite where care is delivered.
Cultural barrier-In this case it applies when people of different cultures and beliefs find it difficult
to be convinced on other people’s norms, this brings about difficulties and inconveniences.
Assessing hindrance and resolutions to financing-in this case a problem of financing is observed.
Funding becomes a problem and hinders the implantation of a new practice in EBP
STATEGIES
Providing the best environment and accessing resources that would be used in doing more of
researches, this means financial providing, equipments, resources of Human. This boosts the
achievement and it does away with the barrier.
Promotion of the traditions of evidence- in this case educating people to do away with n their
norms and to come up with a most excellent decision making in a clinical field.
Creation 0f a conducive learning environment, scheming and delivering series like EBP journal
clubs of which that increases the EBP understanding in there specialization field.
Research investigations, consulting and designing of advance communication between clinicians and
research institutions.
Identifying barriers of EBP in the organization and come up with strategies that do away with the
barriers which hinders the implementation of a new practice in the EBP arena.
Increased use of clinical plan and coming up with high health care standards. This case gives
workers morale of working.
PART 2
Source of internal evidence
Consensus views
This all about a general opinion shared among all the people in a given group. Therefore
according to this, consensus can be harmonized with ’view’ with no redundancy. This

TRANSLATING EVIDENCE-BASED KNOWLEDGE INTO CLINICAL PRACTICE 6
combination of words has been broadly shunned by many habit conducts over years, based on
the concept that consensus transmit the actual sense “combined view “ consequently the word
view is not essential or compulsory .
Clinical proficiency
this refers to the clinician’s cumulated knowledge, experience, skills and clinical proficiency
(Williamson, Almaskari, Lester, & Maguire, 2015). The Patient comes across his or her
individual personal favorite and sole concerns, hope together with morals.
Investigational ideas from healthcare professionals
An investigational health ideas processing model is proposed that can be considered as an
explore structure (Alawadi et al., 2016). Future explores or investigations guidelines, of which
will improve data to demonstrate improvement in outcomes.
Customarily, patients’ safety investigation has been paying attention on information examination
to recognize patient wellbeing issues and to express that the innovative practice will guide to
superior or better quality or wellbeing (Quartz et al., 2017). Consider this into practice from the
research done makes care secured.
Improve health population
Increase in population around clinical environment might help the clinicians in collecting data.
This technique may help in identifying various issues that affects the population and be able to
come up with answers in problem solving.

TRANSLATING EVIDENCE-BASED KNOWLEDGE INTO CLINICAL PRACTICE 7
In this case it
References
Saunders, H., & Vehviläinen-Julkunen, K. (2016). The state of readiness for evidence-based
practice among nurses: An integrative review. International Journal of Nursing Studies, 56, 128-
140.
Youngstrom, E. A., Choukas-Bradley, S., Calhoun, C. D., & Jensen-Doss, A. (2015). Clinical
guide to the evidence-based assessment approach to diagnosis and treatment. Cognitive and
Behavioral Practice, 22(1), 20-35.
Williamson, K. M., Almaskari, M., Lester, Z., & Maguire, D. (2015). Utilization of evidence-
based practice knowledge, attitude, and skill of clinical nurses in the planning of professional
development programming. Journal for nurses in professional development, 31(2), 73-80.
Aasekjær, K., Waehle, H. V., Ciliska, D., Nordtvedt, M. W., & Hjälmhult, E. (2016).
Management involvement—a decisive condition when implementing evidence‐based practice.
Worldviews on Evidence
‐Based Nursing, 13(1), 32-41.
Hartmann, P. M., Zaki, M., Feldmann, N., & Neely, A. (2016). Capturing value from big data–a
taxonomy of data-driven business models used by start-up firms. International Journal of
Operations & Production Management, 36(10), 1382-1406.
Sherman, R. E., Anderson, S. A., Dal Pan, G. J., Gray, G. W., Gross, T., Hunter, N. L., ... &
Shuren, J. (2016). Real-world evidence—what is it and what can it tell us. N Engl J Med,
375(23), 2293-2297.
Richmond, H., Hall, A. M., Hansen, Z., Williamson, E., Davies, D., & Lamb, S. E. (2018).
Exploring physiotherapists' experiences of implementing a cognitive behavioural approach for
managing low back pain and identifying barriers to long-term implementation. Physiotherapy,
104(1), 107-115.
Ainul Azyan, Z. H., Pulakanam, V., & Pons, D. (2017). Success factors and barriers to
implementing lean in the printing industry: a case study and theoretical framework. Journal of
Manufacturing Technology Management, 28(4), 458-484.
Alawadi, Z. M., Leal, I., Phatak, U. R., Flores-Gonzalez, J. R., Holihan, J. L., Karanjawala, B.
E., ... & Kao, L. S. (2016). Facilitators and barriers of implementing enhanced recovery in
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Quartz, K. H., Weinstein, R. S., Kaufman, G., Levine, H., Mehan, H., Pollock, M., ... & Worrell,
F. C. (2017). University-partnered new school designs: Fertile ground for research–practice
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