NURS 6052 Week 1 Assignment Overview of Evidence-Based Practice

Many people have ways of doing things that they follow for no other reason than “this is how it has always been done.” Have you ever encountered this in your experiences as a nurse? Do you follow certain processes because they have been shown to contribute to better health outcomes? Or, is the reasoning behind many of your practices simply based on how you were trained or how you have observed others in your practice setting?

Consider, for example, the taking of post-operative vital signs in the general surgical setting. According to Zeitz and McCutcheon (2003), specific regimens of collecting vitals at certain set intervals are based on tradition only, with no evidence that they are relevant or even useful. But diligent nurses worldwide still faithfully monitor these vital signs at specific time-intervals within in the post-operative setting.

This week, you examine the role that evidence-based practice (EBP) plays in nursing. You consider how EBP is demonstrated within clinical settings and healthcare organizations, and why it is important to base health care practices on evidence. You will formulate background questions and a PICOT question. Finally, you explore barriers that may prevent EBP from being used more consistently.

Zeitz, K., & McCutcheon, H. (2003). Evidence-based practice: To be or not to be, this is the question! International Journal of Nursing Practice, 9(5), 272–279.

Learning Objectives

Students will:

Evaluate the use of evidence-based practice in clinical settings
Formulate strategies for overcoming barriers to evidence-based practice
Formulate background questions and a PICOT question

Learning Resources for NURS 6052 Week 1 Assignment Overview of Evidence-Based Practice

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Week 1: Overview of Evidence-Based Practice

Required Readings

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 1, “Introduction to Nursing Research in an Evidence-Based Practice Environment”

This chapter provides an introduction to nursing research, its history, and the evolution of evidence-based practice. It includes an overview of credible sources of evidences and a description of the different paradigms used in nursing research.

Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice”

The focus of this chapter includes an overview of the key aspects of evidence-based practice, a review of how to identify credible research and appraise its value, and, finally, a discussion on how to take the identified evidence and convert it into a practice.

Chapter 3, “Key Concepts and Steps in Qualitative and Quantitative Research”

In this chapter, quantitative and qualitative research models are compared and the major steps in each approach are described. Information is also presented on the different sections of a research journal article and how you can identify the research model that was utilized. Week 1: Overview of Evidence-Based Practice

Adams, J. S. (2010). Utilizing evidence-based research and practice to support the infusion alliance. Journal of Infusion Nursing, 33(5), 273–277.

Retrieved from the Walden Library databases. Week 1: Overview of Evidence-Based Practice

This article examines how evidence-based research and practice supports infusion alliances. The text also specifies the increasing challenges that infusion nurses face. Week 1: Overview of Evidence-Based Practice

Mallory, G. A. (2010). Professional nursing societies and evidence-based practice: Strategies to cross the quality chasm. Nursing Outlook, 58(6), 279–286.

Retrieved from the Walden Library databases.

This article describes strategies for reducing the gap between research knowledge and practice. The article also details how nursing societies could use these strategies to improve the quality of care. Week 1: Overview of Evidence-Based Practice

Newhouse, R. P., & Spring, B. (2010). Interdisciplinary evidence-based practice: Moving from silos to synergy. Nursing Outlook, 58(6), 309–317.

In this article, the authors examine the state of interdisciplinary evidence-based practice (EBP). The authors detail efforts to promote interdisciplinary EBP, academic and clinical training regarding interdisciplinary EBP, and strategies that may facilitate EBP translation across disciplines.

Majid, S., Foo, S., Luyt, B., Zhang, X., Theng, Y-L., Chang, Y-K., & Mokhtar, I. A. (2011). Adopting evidence-based practice in clinical decision making: Nurses’ perceptions, knowledge, and barriers. Journal of the Medical Library Association, 99(3), 229–236.

Retrieved from the Walden Library databases. Week 1: Overview of Evidence-Based Practice

This article reviews a study that sought to determine nurses’ awareness of, knowledge of, and attitude toward EBP. The article also describes factors likely to promote barriers to EBP adoption.

Shivnan, J. C. (2011). How do you support your staff? Promote EBP. Nursing Management, 42(2), 12–14.

Retrieved from the Walden Library databases.

This article explores the role of the nurse manager in supporting evidence-based practice. The article also explains barriers and strategies to promote EBP for a nurse manager.

Walden Student Center for Success. (2012). Clinical Question Anatomy. Retrieved July 9, 2014

Laureate Education (Producer). (2012). Timeline of nursing research. Baltimore, MD: Author.

This multimedia piece features a timeline of major events in nursing research. The timeline highlights how historical events and seminal research have contributed to nursing practice.

Discussion: Nursing Research and Evidence-Based Practice

In your practice as a nurse, you may use procedures and methods that did not necessarily originate in evidence, but instead were derived from informal and unwritten conventions, traditions, and observations. While these techniques may have merit, practices are constantly being updated and contradicted by information from scholarly research studies and professional guidelines. This new information serves as “evidence” for revising practices to improve outcomes across health care.

Based on this evidence, you can formulate a question. In this Discussion, you consider the use of evidence-based practice in your own organization and formulate a question that you will need to answer for your portfolio project. This is called a PICOT question. You will also investigate strategies for overcoming barriers to implementing evidence-based practice (EBP).

To prepare: Week 1: Overview of Evidence-Based Practice

Consider a recent clinical experience in which you were providing care for a patient.
Determine the extent to which the care that you provided was based on evidence and research findings or supported only by your organization’s standard procedures. How do you know if the tasks were based on research?
What questions have you thought about in a particular area of care such as a procedure or policy?
Review Chapter 2, pages 31–34 on “Asking Well worded Clinical Questions” in Polit & Beck and consult the resource from the Walden Student Center for Success: Clinical Question Anatomy & examples of PICOT questions (found in this week’s Learning Resources). Formulate your background questions and PICOT question.
Reflect on the barriers that might inhibit the implementation of evidence-based practice in your clinical environment.
Review the article “Adopting Evidence-Based Practice in Clinical Decision Making” in this week’s Learning Resources. Select one of the barriers described that is evident in your organization and formulate a plan for overcoming this barrier.

WRITE an evaluation of the use, or lack thereof, of EBP in a recent clinical experience. Identify which aspects of the care delivered, if any, were based on evidence and provide your rationale. List your background questions and PICOT question about this nursing topic. Critique how the policies, procedures, and culture in your organization may hinder or support the adoption of evidence-based practices. Identify the barrier you selected from the article and explain how this barrier could be overcome within your organization.

NURS 6052 Week 1 Assignment Overview of Evidence-Based Practice – Week 2 & 3 Assignment

Evidence-Based Project

Is there a difference between common practice and best practice?

When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures. Perhaps you even attended an orientation session to brief you on these matters. As a rookie, you likely kept the nature of your questions to those with answers that would best help you perform your new role.

Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry. Week 1: Overview of Evidence-Based Practice

Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice?

In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed.

To Prepare:

Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.

Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest.

Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.

Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.

Part 1: An Introduction to Clinical Inquiry Week 1: Overview of Evidence-Based Practice

Create a 4- to 5-slide PowerPoint presentation in which you do the following:

Identify and briefly describe your chosen clinical issue of interest.

Describe how you used keywords to search on your chosen clinical issue of interest.

Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.

Provide APA citations of the four peer-reviewed articles you selected.

Part 2: Identifying Research Methodologies

After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:

The full citation of each peer-reviewed article in APA format.

A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.

A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.

A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.

A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.

Matrix Worksheet Template Completed Sample

Use this document to complete Part 1 of the Module 2 Assessment, Evidence-Based Project, Part 1: Identifying Research Methodologies

Full *citation* of the selected article	Article #1	Article #2	Article #3	Article #4
Full *citation* of the selected article	Allen, E., Williams, A., Jennings, D., Stomski, N., Goucke, R., Toye, C., Slatyer, S., Clarke, T., & McCullough, K. (2018). Revisiting the pain resource nurse role in sustaining evidence-based practice changes for pain assessment and management. Worldviews on Evidence-Based Nursing, 15(5), 368–376. https://doi.org/ 10.1111/wvn.12318	Chu, T.-L., Wang, J., Lin, H.-L., Lee, H.-F., Lin, C.-T., Chieh, L.-Y., Sung, Y.-C., & Lin, Y.-E. (2019). Multimedia-assisted instruction on pain assessment learning of new nurses: a quasi-experimental study. BMC Medical Education, 19(1), 68. https://doi.org/10. 1186/s12909-019-1496-z	Hamdan, K. M. (2019). Nurses’ assessment practices of pain among Critically Ill patients. Pain Management Nursing: Official Journal of the American Society of Pain Management Nurses, 20(5), 489–496. https://doi.org/10.1016 /j.pmn.2019.04.003	Melile Mengesha, B., Moga Lencha, F., & Ena Digesa, L. (2022). Pain assessment practice and associated factors among nurses working at adult care units in public hospitals in Wolaita Zone, Southern Ethiopia, 2021. BMC Nursing, 21(1), 115. https://doi.org/10. 1186/s12912-022-00892-4
*Why* you chose this article and/or *how it relates* to the clinical issue of interest (include a brief *explanation of the ethics* of research related to your clinical issue of interest)	I chose this article because less than five years old and provides evidence-based answers to my clinical issue. It concerns the role of ruses in pain assessment and management. Ethically, it attempts to answer the safety issue that arises from nurses failing to assess and manage pain efficiently.	I chose this article because it was available as full-text, was younger than five years, and also peer-reviewed. This article addresses the acquisition of pain assessment competencies by new nurses through multimedia-assisted instructions. Therefore, it is relevant. Ethically, it addresses quality and patient safety through nursing process assessment.	I chose this article because the target population was critically ill patients. Pain assessment this key and one of the vital signs assessed regularly among these patients. Ethically, preventing further pain to the critically ill can promote recovery and healing, thus beneficent goals from this article. This article adds an aspect of pain assessment in a critical population to my clinical issue.	I chose this article because it addresses my clinical issue in a low and middle-income setting. Health disparities and social determinants of health apply to apian assessment and management as well. Most studies that I evaluated previously addressed my clinical issue in economically advanced settings. Therefore, I saw it ethically fit to understand how the concept of justice and fairness can affect pain management.
Brief *description of the aims* of the research of each peer-reviewed article	The study aimed at evaluating the outcomes of the implementation of a ward-based pain management resource for nurses	The study aimed at evaluating the outcomes of implementing a multimedia instructional program on learning pain assessment among new nurses	This study aimed to investigate the practices of intensive care unit (ICU) nurses concerning pain assessment.	This study aimed at identifying the nurse’s pain assessment practices and factors associated with these assessments
Brief description of the *research methodology* used Be sure to identify if the methodology used was *qualitative, quantitative, or a mixed-methods* approach. Be specific.	This was a mixed-method study that used audit methods for quantitative data collection and interviews for qualitative data collection. “Knowledge and Attitudes Survey Regarding Pain was also used for quantitative data collection.	This was a quantitative study that adopted a quasi-experimental study design using convenience sampling techniques to acquire participants.	This was a quantitative study that adopted a descriptive cross-sectional design to explore the study’s variables.	The study used a quantitative method that adopted a cross-sectional study. The study involved 290 nurses working in adult care units in Ethiopia. The sampling was by a convenience sampling.
A brief description of the *strengths* of each of the research methodologies used, including *reliability* and *validity* of how the methodology was applied in each of the peer-reviewed articles you selected.	The methodology makes the findings detailed and contextualized. For example, the weakness of one method can be compensated by the strengths of the other method in this mixed-method study. On the downside, this was a single-site study that makes inferences from its findings to a new setting unlikely. A high attrition rate (more than 50%) could contribute to biased findings.	The use of a novel learning technique makes this study’s findings important for future studies and practice. However, being a single-center study makes its findings specific and not easily generalizable.	The sample size (300 nurses) gives the study the ‘power’ to generalization and make reasonable inferences from its findings. However, the cross-sectional design used in this study limits making inferences of causality.	This study also had a larger sample size that improve the validity and generalizability of its findings. However, the study did not identify the specific tools the nurses used to assess pain among adult patients. Self-reporting bias makes impacts negatively the validity of their findings.
General Notes/Comments	A credible study that I got from a credible source -PubMed	Credible sources with straightforward methodology focusing on knowledge and skill acquisition	The utility of pain assessment tools among nurses is an objective way to communicate in critical care settings. This study remains valuable in answering my clinical issue.	Another credible source from a peer-reviewed journal

References

Allen, E., Williams, A., Jennings, D., Stomski, N., Goucke, R., Toye, C., Slatyer, S., Clarke, T., & McCullough, K. (2018). Revisiting the pain resource nurse role in sustaining evidence-based practice changes for pain assessment and management. Worldviews on Evidence-Based Nursing, 15(5), 368–376. https://doi.org/10.1111/wvn.12318

Chu, T.-L., Wang, J., Lin, H.-L., Lee, H.-F., Lin, C.-T., Chieh, L.-Y., Sung, Y.-C., & Lin, Y.-E. (2019). Multimedia-assisted instruction on pain assessment learning of new nurses: a quasi-experimental study. BMC Medical Education, 19(1), 68. https://doi.org/10.1186/s12909-019-1496-z

Hamdan, K. M. (2019). Nurses’ assessment practices of pain among Critically Ill patients. Pain Management Nursing: Official Journal of the American Society of Pain Management Nurses, 20(5), 489–496. https://doi.org/10.1016/j.pmn.2019.04.003

Melile Mengesha, B., Moga Lencha, F., & Ena Digesa, L. (2022). Pain assessment practice and associated factors among nurses working at adult care units in public hospitals in Wolaita Zone, Southern Ethiopia, 2021. BMC Nursing, 21(1), 115. https://doi.org/10.1186/s12912-022-00892-4