NR 439 Week 8 Discussion: The Evidence-Nursing Practice Connection (graded)

A Sample Answer For the Assignment: NR 439 Week 8 Discussion: The Evidence-Nursing Practice Connection (graded)

Title: NR 439 Week 8 Discussion: The Evidence-Nursing Practice Connection (graded)

NR 439 Week 8 Discussion: The Evidence-Nursing Practice Connection (graded)

Hello Professor and classmates,

One barrier that I feel prohibits nurses from engaging in evidence-based practice is time. Our workload has increased due to the new policies and procedures implemented over the las 12 months. The additional workload is directed related to Covid-19. The facility hired two per diem nurses, yet we are overwhelmed and burnt out. Time restraints have become a common point of discussion with our Health Services Director. The time restraints create overwhelmed feeling. Engaging in an EBP review is not often encouraged at my workplace due to time restraints. One strategy I could use to facilitate the use of evidence to help improve nursing care is to bring a peer-reviewed article with me to my supervisor’s attention to reinforce a concern. Usually, the staff may bring a concern to the HSD. From that point, administration and corporate looks into the concern and implement any changes, if needed.

My thinking has changed considerably about implementing EBP. At times, staff brings up concerns about gaps in policies and procedures. Sometimes, the staff feels that their concerns fall on deaf ears or there is not enough time to fully address their concern. The course has provided me with knowledge about professionally implementing research into my nursing practice. “Participation in such activities also facilitates changes in clinical practice on a larger scale and requires the nurse to use leadership and communication skills” (Houser 2013). The PICOT worksheet provides structure and assists me with communicating concerns and research in a professional manner. I can use this worksheet to present a concern as a structured research question. “This approach will provide clinicians and researchers an initial basis for mutual understanding, communication and direction to help answer clinical study questions of most relevance” (Riva et al. 2012). The worksheet also provides an opportunity to present research articles which discusses valid and reliable research on the concern.

Thiese

Reference

Houser, J. (2018). Nursing research: Reading, using and creating evidence (4th ed.). Jones & Bartlett.

Riva, J. J., Malik, K. M., Burnie, S. J., Endicott, A. R., & Busse, J. W. (2012). What is your research question? An introduction to the PICOT format for clinicians. The Journal of the Canadian Chiropractic Association, 56(3), 167–171.

NR 439 Week 8 Discussion: The Evidence-Nursing Practice Connection (graded)

Sample Answer for NR 439 Week 8 Discussion: The Evidence-Nursing Practice Connection (graded) Included After Question

Purpose

This week’s graded topics relate to the following Course Outcome (CO).

CO 1: Examine the sources of evidence that contribute to professional nursing practice. (PO 7)
CO 5: Recognize the role of research findings in evidence-based practice. (POs 7 & 8)

Due Date

During the assigned week (Sunday the start of the assigned week through Saturday the end of the assigned week):

Posts in the discussion at least two times, and
Posts in the discussion on two different days

Points Possible

50 points

Directions

Discussions are designed to promote dialogue between faculty and students, and students and their peers. In discussions students:

Demonstrate understanding of concepts for the week
Integrate outside scholarly sources when required
Engage in meaningful dialogue with classmates and/or instructor

Express opinions clearly and logically, in a professional manner

Use the rubric on this page as you compose your answers.
Best Practices include:

Participation early in the week is encouraged to stimulate meaningful discussion among classmates and instructor.
Enter the discussion often during the week to read and learn from posts.

Select different classmates for your reply each week.

Discussion Questions

  Improving patient care and outcomes is paramount to the practice of nursing. As we conclude our learning journey through our world of research and evidence-based practice, it is important to reflect upon your time spent in the course:

Think about nursing practice and describe one barrier that you feel prohibits nurses from engaging in EBP; share one strategy you could use to facilitate the use of evidence to help improve nursing care for patients.

Reflect back over your time in the course and describe how your thinking has changed about nursing research and evidence-based practice; describe one new learning during this course that you believe was the most helpful.

Grading

To view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric. See Syllabus for Grading Rubric Definitions.

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Well, we made it!  It has been my pleasure learning with all of you!

Please remember that the session ends on SATURDAY.  Also, please take a moment you complete the End-of-Course Survey.  As you have learned, the larger the sample, the more representative and accurate is the data.

I wish you all well, and please stay safe!

One barrier I believe that prohibits nurses from engaging in Evidence-bases practice (EBP) is uncertainty due to lack of knowledge/educational support (Ginex, 2018). To solve this problem, we need to ensure the nurses have access to resources, and time to investigate them. We need to encourage the nurses share what they have learned with other staff members (Houser, 2018). The staff meeting is a good place to building the culture of inquiry and research; we can ask questions, generate evidence-based discussion; we can review new evidence-based policies and procedures relative to patients; we can measure the effectiveness of the evidence-based on care given; we should encourage any suggestions of how change can be implemented on the unit. The problems in daily nursing practice can be translated into questions, and answered with research evidence (Houser, 2018).

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I have very little knowledge related to research until I take this course. The research knowledge and skills that I learn from this course give me confident to conduct quality improvement projects on my unit; and the PICOT questions format is the most useful tool for me to get start. I have learned how to look for and read strong research evidence to answer my clinical questions; and develop the strategic plan to facilitate the scientific evidence into our nursing practice. Nurses are responsible for promoting research, transferring research evidence to bedside to improve the health of individuals and groups in our society (Houser, 2018).

Ginex, P. (2018). Overcome barriers to applying an evidence-based process for practice change. May 30, 2018 by Pamela K. Ginex, EdD, RN, OCN®Links to an external site. https://voice.ons.org/news-and-views/overcome-barriers-to-applying-an-evidence-based-process-for-practice-changeLinks to an external site.

Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Jones & Bartlett.

  Thank you for your post. I agree that one barrier for nurses to engage in EBP is due to lack of knowledge. This course and the BSN program help nurses how to better understand and engage in EBP. Many nurses specially in small hospitals only have an ADN which helps with the technical part of nursing. Dispersing this type of information on unit meeting is a great way to help all the nurses review EBP policies and practices.

You are not alone when you say that you had very little knowledge about EBP prior to taking this course.  I wish a course like this was introduced at the ADN level.

I’m happy that you found the PICOT question format to be helpful.

Thank you for all of your informative and insightful discussion posts – we have all learned a lot from them.

Best wishes to you in your future!

NR 439 Week 8 Discussion: The Evidence-Nursing Practice Connection (graded)

I found that many nurses don’t engage in EBP due to a lack of knowledge to find credible sources. As a newer nurse, I didn’t know much about EBP and the impact it has on nursing practice. I feel better reading many posts where they had little knowledge about EBP as well. I think it is a great idea to have a discussion during a staff meeting and come up with evidence-based ideas to practice, then evaluate the effectiveness of care at the next meeting. Getting input from the bedside nurse is the best way to gain knowledge as to what can be improved upon. You did an excellent job on your post. Thank you for sharing. 

Question 1.

Think about nursing practice and describe one barrier that you feel prohibits nurses from engaging in EBP, share one strategy you could use to facilitate the use of evidence to help improve nursing care for patients.

I think that one of the barriers may be support of management, available resources and manpower. Smaller facilities there may be resistance from the staff, unwilling to adapt to change.  Not seeing the benefit or need to change their practice.   I would engage my peers and brainstorm what intervention that we could do as a team that would improve patient care and outcome which would improve our nursing practice.  It could go back to nurse hourly rounding.  Each nurse interacting with the patients that are assigned to them for that 12 hour shift, the patient care board is marked off on an hourly basis, to assist with any needs, toileting, pain management comfort care etc.

Each charge nurse would keep the data via the assignment sheets which has the patients and their nurses.  At the end of a 6 week period, the data from a short discharge survey which is developed by the team members on the patient’s perception of their care could be reviewed and the results presented to management.  This is something we could do as nurses that wouldn’t be costly it would increase patient satisfaction, decrease call light usage and improve nursing practice. EBP is the use of the best scientific evidence, integrated with clinical experience and incorporating patient values and preferences in the practice of professional nursing care. Houser (2018).

Question 2.

Reflect back over your time in the course and describe how your thinking has changed about nursing research and evidence based practice; describe one new learning during this course that you believe was the most helpful.

This course showed and encouraged me that nurses are an important part of the care team. We are the ones that execute the interventions, we’re that know what interventions that are the most effective. We can make a large impact on outcomes.  Previously I called it brainstorming, I know now it was EBP we were practicing on a more casual level.  This course has showed me the proper steps to set up and execute successful EBP research. 

Starting with an idea or question and the necessary data it takes to validate a proposed intervention. Will the intervention have positive patient care outcomes?  Improving nursing practice.  I feel that nursing is the driving force of patient and the outcomes and through EBP we have the power to improve and restore patient care outcomes.           

  Reference.

Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th edition). Jones & Bartlett  

  I really enjoyed reading your post this week. I agree with you that many places do not have the available resources or man power to facilitate real change that comes from EBP. However, this is a major problem because it is important that any facility stays on top of new nursing research and makes sure that all policies and procedures are staying up to date. This is very important because we want to give the best care to all of our patients and that means keeping all policies updated. 

You said, “I feel that nursing is the driving force of patient and the outcomes and through EBP we have the power to improve and restore patient care outcomes.”  I agree, and I’m happy that you feel that you’ve learned the steps that go into conducting (or at least evaluating) a research study.

Thank you for your contributions to our discussions, and best wishes as you move forward in your education and career!

One barrier that I feel prohibits the nurses from engaging in EBP is the notion of change.  Humans, in general, do not like change.  We like consistency…and when someone proposes a change, people want to know why.  Trying to defend the “why” is where EBP (and nurses) run into barriers.  Houser (2018) talks about the Systemic Review as one strategy to help facilitate the use of evidence to improve nursing care.  The systematic review is, “a highly structured and controlled search of the available literature that minimizes the potential for bias and produces a practice recommendation as an outcome,” (p. 460).  Houser highlights a number of systematic review databases, such as the BET, CCTR, DARE, HTA, NHS EED, and TRIP, that can be used to support any evidence-based research.  These databases provide an unbiased, exhaustive review in conjunction with a methodological evaluation of the study at hand (Houser, 2018). 

Upon reflection of my time in this course, I can say that my thinking about EBP and nursing research has changed in a way that is more appreciative for those that conduct these studies.  Especially in these times, when everyone wants everything done at lightning speed, the amount of time and effort put into these studies can be arduous, time consuming, and (dare I say) not fun at all!  The amount of discipline it takes to follow through with an EBP and nursing research project is certainly to be admired.  These individuals help provide the insight as to why nurses and other healthcare disciplines do things the way we do them (Godshall, 2010).     

The one new learning tool that I believed was most helpful to me was the week 3 PPE Worksheet.  The PPE worksheet helped me organize myself and my thoughts about potential research topics.  It provided the foundation for which the research platform can be built upon.  I am currently doing an EBP project at my work and the PICOT worksheet helped me present my idea to my mentors. 

It has been a pleasure being in this class with all of you!  Thank you for all of your insight and best of luck in all your future endeavors! 

References:

Godshall, M. (2010). Fast Facts for Evidence-Based Practice: Implementing EBP in a Nutshell. New York:

Springer Publishing Company. https://eds-a-ebscohost-com.chamberlainuniversity.idm.oclc.org/eds/detail/detail?vid=3&sid=d7dcba5c-84cb-49c6-abe9-2c17fcf355f4%40sessionmgr4008&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=307460&db=nlebkLinks to an external site.

Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Jones & Bartlett.