Assignment 1: Evidence-Based Practice Problem

Complete the following table for each of the diseases assigned to you in NFS 715. The purpose of this assignment is to teach you how current research and evidence summaries are used to influence patient care.

Evidence based practice can be defined as the process of, using the recent evidence base practice to make decision about patients individual care and to make sure that patient is getting most appropriate care by utilising the best practice, judgement clinically, preference for individual patient and systematic review (Nay & Fetherstonhaugh, 2007). Hence, when health professional work, they need to consider the characteristics of the context of the practice and the patient’s values and their situation. So, combination of these elements helps to make an assessment in patients care as EBP is involved (Hoffmann, Bennett & Del Mar, 2013). Hypothetically, the proper practice of EBP can help to increase consistency in caring patient, supporting the experimental research, which can benefit clinicians to provide quality of care, assessing and justifying patient (Nay & Fetherstonhaugh, 2007). For e.g, the act of washing hand prevents from infection. It is consider being the main root of transmission of disease from one person to other. According to the systematic review by So (2011), organism is eradicated from immediate hand washing with liquid soap and water when changing the wound dressing of methicillin-resistant S. aureus (MRSA). According to Hoffmann, Bennett & Del Mar, (2013), the rational of the clinical evaluation becomes more obvious when clinical information is integrated on best evidence practice, which is available with knowledge. It also helps to increase confidence in

In the past few decades, many nursing practices were relied on state regulation, cost, or insurance policy. However, evidence based practice (EBP) are increasingly recognized and emphasized to change in nursing practice. For many clinical settings, there are thousands of resources available today. Not only most of nursing practice are made based on a pilot study but also implied to bring most benefits of the care.

The following ssion of this assignment attempts to critically appraise the venUS III randomised control trial (RTC) published in the British Medical Journal.

Evidence-based practice is extremely important in health care. It is not only important to know how to perform a certain skill, but why it should be done. There needs to be a standard of care and providers need to know the best way of doing things based on evidence. The article mentions that in the 20th century, many medial decisions were made on doctor assessment and preference (Brower, 2017). Many physicians were practicing dramatically different when compared with one another, which led to the realization that changes needed to be made and Evidence-based practice began to develop. Even though Evidence-based practices have been in play for a while, there is a gap between understanding and applying evidence-based

In order to develop nursing knowledge and establish evidence-based practice (EBP) in nursing, there needs to be a "concept model, one or more theories and one or more empirical indicators" (Fawcett & DeSanto-Madeya, 2013, p. 26). The theoretical framework can be advantageous in guiding and supporting the design and execution of an EBP change. Using a conceptual model (C) theory (T) and empirical research (E) provides the foundation for an intervention to an identified clinical problem. Known as C-T-E structure, the application of this system in nursing practice involves an elevated level of critical reasoning, which assists in knowing what data is important and how it relates to practice change (Chinn & Kramer, 2011; Fawcett & DeSanto-Madeya, 2013; Mazurek Melnyk & Fineout-Overholt, 2015). The doctoral level of nursing necessitates the need to combine the understanding and knowledge gained from using the C-T-E structure, and then integrate the concepts and theories into daily practice.

Bradley, S., & Mott, S. (September 2012). Handover: Faster and safer? Australian Journal of Advanced Nursing, 30(1), 23-32.

Measures used to evaluate the outcome of the evidence-based practice (EBP) change will be reviewing quarterly dashboard data. To ensure inter-rater reliability, the infection control nurse, and only the infection control nurse, will monitor ongoing efforts of data collection of CAUTI, and be an integral part of the feedback loop responsible of giving on-sight feedback to clinicians and team members. Also, the infection control nurse along with other team members will revisit the literature to see if any new knowledge focused triggers will be considered. The quarterly dashboard will inform of outcome indicators which may, or may not, affect the process indicators. Process and outcome indicators will be used for improvement purposes within the unit. The quarterly dashboard report also allows questions to be asked by team members and stakeholders, which stimulates more discussion and advanced thought toward quality improvement of the EBP change. The dashboard will assist in

Considering potential damage to the spine of a trauma victim within the overall treatment of a patient is vital when preventing any secondary injury. As stated in the ARC Guideliness,1 symptoms and signs of a spinal injury can include pain in the injured region, paralysis, nausea, headaches, dizziness, absent skin sensation, an abnormal head or neck position, an associated head injury, an altered conscious state, difficulties breathing or loss of function in limbs. Falls in the elderly population or a significant blow to the head are also commonly recognised as causing spinal damage.1 As an elderly woman with a substantial blow to the head and an altered state of consciousness, the patient should be treated as having a suspected

The author’s intention is to identify an aspect of clinical practice which lends itself to change at a micro level. The definition of a micro-change is an intervention of change aimed at the individual or the way small teams work. The micro-level change is not to be confused with a service change (Walsh, 2009).

Indeed, "new and validated knowledge that forms the basis j Y for evidence-based practice (EBP) most commonly is discovered in academic settings. But findings need to be translated into a protocol or guideline that can be used to guide practice," according to Conner, (2014, p.40). Evidence-based projects have lead to many improved clinical practice changes at the bedside and healthcare in general; and they are highly promoted and supported by different healthcare organizations.

First, everything one could want to know about the organization is on this website, including success stories, supporter stories, and a map and directions to their new facility. Furthermore, from the Homepage scroll down slightly there is a link for the success stories from past survivors. The first success story is from Lynn who thanks the HAVEN of Oakland for helping her rebuild her life, and providing her a safe place to go after leaving her abuser. At the end of her success story there is an option to continue looking through more success stories which is very useful for those debating on going to HAVEN for help. In addition to stories on their website they also have Supporter Stories where donors tell why they were

EBIs to reduce disruptive behavior and increase academic achievement can include trainings and implementation support at the school, class-wide, and individual student-level, and are often either academic or behavioral in nature. Overall, implementation of both universal (i.e. class-wide) and targeted (i.e. student-level) interventions have demonstrated positive impacts on decreasing disruptive behaviors and increasing student academic achievement (Flower, McKenna, Bunuan, Muething, & Vega, 2014; Vannest, Davis, Davis, Mason, & Burke, 2010).Ross, Romer, and Horner (2012) also found that teachers in schools implementing Positive Behavioral Interventions and Supports with high fidelity

This piece of work will be exploring the different forms of research and their significance in the evidence-based practice.

Evidence-based instruction includes reliable and valuable data obtained from your classroom. When you apply basil tests, unit tests, exit slips, and acuity assessments you need to collect the data from your classroom to organize your classroom groups. You should also use this data to decide who needs AIS or tiered interventions for certain areas. Instructional practices include the previously mentioned assessments. Pretests for all units of instruction can also help you understand what your students already know and who is weak in certain areas. For example, a unit on main idea and details using passages can be difficult for some students. Running records will help to determine what reading level your students are on. From this