Evidence-Based Practice Implementation in Nursing Research

This report delves into the essentials of evidence-based practice (EBP) within nursing research, emphasizing its role in improving patient care. It highlights the importance of clinical educators in imparting EBP knowledge and the financial incentives provided by healthcare regulatory organizations. The report explores operationalizing practice changes through shared governance, fostering collaboration, teamwork, and problem-solving to enhance patient outcomes and satisfaction. It discusses a theoretical model for decentralizing nursing stations to prioritize evidence-based care. Furthermore, the report addresses overcoming barriers to EBP implementation by educating nurses, developing databases, and promoting EBP use. It outlines sources of internal evidence, including resource databases and educator knowledge, and details evaluation methods, such as assessing library data and computer literacy. Ethical considerations, including consent and non-maleficence, are also discussed. The report references several studies supporting the implementation of EBP in nursing.

ESSENTIALS OF NURSING
RESEARCH

TEACHING EVIDENCE BASED
PRACTICE
 Evidence based practice provide improved care.
 The clinical educators can provide the proper
knowledge of evidence based practice (Melnyk &
Gallagher‐Ford, 2015).
 Government regulatory organizations of health provide
financial reward for implementation of evidence based
practice (Horntvedt et al., 2018).

OPERATIONALIZE PRACTICE
CHANGE
SHARED GOVERNANCE
 Helps in Collaboration among staffs and implementation of evidence based practice.
 Helps in the education process of the nurses.
 Team work and problem solving are the key factors.
 Improved outcome, productivity and patient and staff satisfaction.
 Improving end of life outcomes and prevent disease and disability (Berger et al.,
2015).
 Decision making on the basis of the evidence based practice (Kutney-Lee et al.,
2016).

THEORETICAL MODEL TO USE
DECENTRALISING NURSING STATION
 Nurses are unable to use mobile phones, computers and
waste their time in the social networking.
 Administrative duties such as the evidence based care
practice and other factors can be addressed by the
nurses in a priority basis (Mahomed, Sturm &
Moodley, 2017).

OVERCOMING BARRIERS
 Educating the nurses in the field of evidence based
practice (Melnyk & Gallagher‐Ford, 2015).
 Database development.
 Appraisal for implementation of evidence based
practice.
 Promotion of evidence based practice use (Black et al.,
2015).

SOURCES OF INTERNAL
EVIDENCE
 Resource database.
 Educator or supervisor knowledge.
 Assessment on computer literacy would help in internal
evidence development.
 Knowledge of every step of the process develop
internal resource of evidence (Boltz et al., 2016).

EVALUATION METHOD
 Assessment of library data.
 Assessment of the educator provided data.
 Assessment of computer literacy.
 Assessment of the knowledge of the registered nurse on
the context.
 Developing the proper PICOT question (Oh, 2016).

ETHICAL CONSIDERATION
 Consent of the nurses in the learning process.
 Consent of the patients and doctors in the
implementation of the evidence based practice.
 Non-melificance and autonomy should be considered
as well for the implementation (Butler, Hall & Copnell,
2016).

REFERENCES
Berger, A. M., Mitchell, S. A., Jacobsen, P. B., & Pirl, W. F. (2015). Screening, evaluation, and management of cancer‐related fatigue: Ready
for implementation to practice?. CA: a cancer journal for clinicians, 65(3), 190-211.
Black, A. T., Balneaves, L. G., Garossino, C., Puyat, J. H., & Qian, H. (2015). Promoting evidence-based practice through a research
training program for point-of-care clinicians. The Journal of nursing administration, 45(1), 14.
Boltz, M., Capezuti, E., Fulmer, T. T., & Zwicker, D. (Eds.). (2016). Evidence-based geriatric nursing protocols for best practice. Springer
Publishing Company.
Butler, A., Hall, H., & Copnell, B. (2016). A guide to writing a qualitative systematic review protocol to enhance evidence‐based practice in
nursing and health care. Worldviews on Evidence‐Based Nursing, 13(3), 241-249.
Horntvedt, M. E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing
education: a thematic literature review. BMC medical education, 18(1), 172.
Kutney-Lee, A., Germack, H., Hatfield, L., Kelly, M. S., Maguire, M. P., Dierkes, A., ... & Aiken, L. H. (2016). Nurse engagement in shared
governance and patient and nurse outcomes. The Journal of nursing administration, 46(11), 605.
Mahomed, S., Sturm, A. W., & Moodley, P. (2017). A comparison of private and public sector intensive care unit infrastructure in South
Africa. South African Medical Journal, 107(12), 1086-1090.
Melnyk, B. M., & Gallagher‐Ford, L. (2015). Implementing the New Essential Evidence‐Based Practice Competencies in Real‐world
Clinical and Academic Settings: Moving From Evidence to Action in Improving Healthcare Quality and Patient Outcomes. Worldviews on
Evidence‐Based Nursing, 12(2), 67-69.
Oh, E. G. (2016). Synthesizing quantitative evidence for evidence-based nursing: systematic review. Asian Nursing Research, 10(2), 89-93.