NURS 6052 Evidence-Based Week 6 Developing a Culture of Evidence-Based Practice

NURS 6052 Evidence-Based Week 6

NURS 6052 Evidence-Based Week 6

Full APA formatted citation of the selected article.

Article #1

Article #2

Article #3

Article #4

Evidence Level *

(I, II, or III)

Conceptual Framework

Describe the theoretical basis for the study (If there is not one mentioned in the article, say that here).**

Design/Method

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Describe the design and how the study was carried out (In detail, including inclusion/exclusion criteria).

Sample/Setting

The number and characteristics of

patients, attrition rate, etc.

Major Variables Studied

List and define dependent and independent variables

Measurement

Identify primary statistics used to answer clinical questions (You need to list the actual tests done).

Data Analysis Statistical or

Qualitative findings

(You need to enter the actual numbers determined by the statistical tests or qualitative data).

Findings and Recommendations

General findings and recommendations of the research

Appraisal and Study Quality

Describe the general worth of this research to practice.

What are the strengths and limitations of study?

What are the risks associated with implementation of the suggested practices or processes detailed in the research?

What is the feasibility of use in your practice?

Key findings

Outcomes

General Notes/Comments

* These levels are from the Johns Hopkins Nursing Evidence-Based Practice:

• Evidence Level and Quality Guide

 Level I

Experimental, randomized controlled trial (RCT), systematic review RTCs with or without meta-analysis

 Level II

Quasi-experimental studies, systematic review of a combination of RCTs and quasi-experimental studies, or quasi-experimental studies only, with or without meta-analysis

Level III

Nonexperimental, systematic review of RCTs, quasi-experimental with/without meta-analysis, qualitative, qualitative systematic review with/without meta-synthesis

 Level IV

Respected authorities’ opinions, nationally recognized expert committee/consensus panel reports based on scientific evidence

 Level V

Literature reviews, quality improvement, program evaluation, financial evaluation, case reports, nationally recognized expert(s) opinion based on experiential evidence

**Note on Conceptual Framework

The following information is from Walden academic guides which helps explain conceptual frameworks and the reasons they are used in research. Here is the link https://academicguides.waldenu.edu/library/conceptualframework

Researchers create theoretical and conceptual frameworks that include a philosophical and methodological model to help design their work. A formal theory provides context for the outcome of the events conducted in the research. The data collection and analysis are also based on the theoretical and conceptual framework.

As stated by Grant and Osanloo (2014), “Without a theoretical framework, the structure and vision for a study is unclear, much like a house that cannot be constructed without a blueprint. By contrast, a research plan that contains a theoretical framework allows the dissertation study to be strong and structured with an organized flow from one chapter to the next.”

Theoretical and conceptual frameworks provide evidence of academic standards and procedure. They also offer an explanation of why the study is pertinent and how the researcher expects to fill the gap in the literature.

Literature does not always clearly delineate between a theoretical or conceptual framework. With that being said, there are slight differences between the two.

References

The Johns Hopkins Hospital/Johns Hopkins University (n.d.). Johns Hopkins nursing dvidence-based practice: appendix C: evidence level and quality guide. Retrieved October 23, 2019 from https://www.hopkinsmedicine.org/evidence-based-practice/_docs/appendix_c_evidence_level_quality_guide.pdf

Grant, C., & Osanloo, A. (2014). Understanding, Selecting, and Integrating a Theoretical Framework in Dissertation Research: Creating the Blueprint for Your” House”. Administrative Issues Journal: Education, Practice, and Research, 4(2), 12-26.

Walden University Academic Guides (n.d.). Conceptual & theoretical frameworks overview. Retrieved October 23, 2019 from https://academicguides.waldenu.edu/library/conceptualframework

Critical Appraisal Tool Worksheet Template

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Developing a Culture of Evidence-Based Practice Example 1

Evidence-based practice is the idea that occupational practice should always be based on the best available research evidence. According to Li et al. (2019), applying evidence in practice enables care providers to provide the most efficient and effective care to patients. Therefore, disseminating evidence-based practice into actual practice is vital. This discussion explores the strategies for disseminating Evidence-Based Practice (EBP) within an organization, community, or industry. Two EBP dissemination strategies that I am most inclined to use and one that I may be less inclined to use will be described, including the barriers encountered while using the strategies and how these barriers can be overcome.

Different strategies used to disseminate evidence-based practice in healthcare and nursing exist. The two strategies I am most inclined to use in disseminating evidence-based practice are podium presentations and panels and publications in peer-reviewed journals. Ashcraft et al. (2020) note that podium presentations and panels create a platform for live interactions between healthcare professionals, thus more likely to be adopted and taken seriously. Care providers are also constantly involved in research and, therefore, would find evidence in peer-reviewed journals easier, therefore an appropriate dissemination strategy.

 However, there may be barriers to using these strategies. For instance, there can be low turn-ups for workshops and meetings to present evidence-based practice (Kwan et al., 2022). The barrier can be overcome by informing care providers about the meetings on time, thus getting many to attend. Evidence-based practice disseminated through peer-reviewed journal publications can also be missed, especially if they are in journals that are not popular. The barrier can be overcome by ensuring that evidence-based practice is published in common journals and informing care providers to check them out.

Furthermore, I would be less inclined to use posters, brochures, and social media to disseminate evidence-based practice. Posters and brochures are more likely to be overlooked and not taken seriously by the care providers, despite disseminating actual evidence. According to Bhatt et al. (2021), social media may not be the most appropriate strategy for EBP dissemination, despite the accessibility by many care providers, due to the possibility of missing the information. For example, vital evidence disseminated through social media may be missed when disseminated alongside other trends.

Different evidence-based practice dissemination strategies work differently for different audiences and messages. Therefore, it is vital to identify the strategy that works best for a specific target audience. In addition, it is crucial to consider the barriers of specific strategies and strategize on addressing them to maximize EBP dissemination.   

References

Ashcraft, L. E., Quinn, D. A., & Brownson, R. C. (2020). Strategies for effective dissemination of research to United States policymakers: a systematic review. Implementation Science: IS, 15(1), 89. https://doi.org/10.1186/s13012-020-01046-3

Bhatt, N. R., Czarniecki, S. W., Borgmann, H., van Oort, I. M., Esperto, F., Pradere, B., van Gurp, M., Bloemberg, J., Darraugh, J., Rouprêt, M., Loeb, S., N’Dow, J., Ribal, M. J., Giannarini, G., & EAU Guidelines Office Dissemination Committee (2021). A Systematic Review of the Use of Social Media for Dissemination of Clinical Practice Guidelines. European Urology Focus, 7(5), 1195–1204. https://doi.org/10.1016/j.euf.2020.10.008

Kwan, B. M., Brownson, R. C., Glasgow, R. E., Morrato, E. H., & Luke, D. A. (2022). Designing for Dissemination and Sustainability to Promote Equitable Impacts on Health. Annual Review of Public Health, 43, 331–353. https://doi.org/10.1146/annurev-publhealth-052220-112457

Li, S., Cao, M., & Zhu, X. (2019). Evidence-based practice: Knowledge, attitudes, implementation, facilitators, and barriers among community nurses-systematic review. Medicine, 98(39), e17209. https://doi.org/10.1097/MD.0000000000017209

Developing a Culture of Evidence-Based Practice Example 2

Evidence-based practice (EBP) involves seeking information and converting it into knowledge about the best practices. This knowledge is most beneficial to practice when shared and evaluated by others for the cycle of the EBP to continue. There are various ways of disseminating this knowledge at different levels of practice. I will use the organizational-level presentation to disseminate my BEP findings. My clinical issue was informed by a lack of set organizational standards and protocols for pain assessment in pediatric units and critical care settings.

Organizational-level presentations can take various forms – written and verbal. Choosing the best method of evidence dissemination requires evaluation for appropriateness to the audience (Oxman et al., 2020). My clinical problem concerned practice at the organizational level and thus would require organization-appropriate methods. This dissemination would aim at supporting and fostering best practices regarding pain assessment and control at the organizational level to improve the quality of care (Newhouse et al., 2007). For the dissemination of my EBP outcomes, I will use organization seminary publications as the best means to increase the clinical’s belief in EBP and promote their implementation of the new practices (Melnyk et al., 2017). Framing and targeting my key findings and need for practice change will be the critical contents of the publishable information.

The organizational website and library will be appropriate avenues to communicate my findings. My intended audience will be clinicians and managers of care in acute care settings and pediatric care units. Therefore, sharing with them targeted EBP findings would improve the chances of their implementation and incorporation into care.

References

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: A test of the ARCC© model improves implementation of evidence-based practice. Worldviews on Evidence-Based Nursing, 14(1), 5–9. https://doi.org/10.1111/wvn.12188

Newhouse, R. P., Dearholt, S., Poe, S., Pugh, L. C., & White, K. M. (2007). Organizational change strategies for evidence-based practice. The Journal of Nursing Administration, 37(12), 552–557. https://doi.org/10.1097/01.NNA.0000302384.91366.8f

Oxman, A. D., Glenton, C., Flottorp, S., Lewin, S., Rosenbaum, S., & Fretheim, A. (2020). Development of a checklist for people communicating evidence-based information about the effects of healthcare interventions: a mixed methods study. BMJ Open, 10(7), e036348. https://doi.org/10.1136/bmjopen-2019-036348

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