Evidence-Based Practice Of Procedure

Gerrish, K. Lathlean, J. (2015). The research process in nursing. West Sussex: John Wiley & Sons. p263.

In this essay, I am going to consider how evidence-based practice can be used to support, justify, legitimate and/or improve clinical practice. I am also going to explore and discuss primary and secondary research evidences about how nursing interventions can potentially improve the quality of life of patients in the community suffering from heart failure. I will gather these evidences using a literature search which I will include an account of. Using a critiquing framework for support, I will appraise both primary and secondary evidences that I have chosen. I will also look at potential non-evidential factors that can influence evidence utilisation in practice. Finally, a conclusion will be drawn.

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

Charlie builds the relationships with his educators in the Nursery room. He likes to join his educators and friends in the activities that he is interested in. He sits side-by-side his friends, enjoys the good times together such as singing a song, moving along the music and looking at the animal pictures and naming them. He especially loves to look at the pictures in the books and listen to his educator names each picture. He often pulls on his educator's arm and leads her to the book corner to read a book to him as to initiate and communicate his needs to his trusted educator (EYLF 1.1). He confidently makes his own choices in play and exploration of his surroundings. He is often seen exploring something in one corner of the room and loves to share his discoveries with his educator by getting her attention and pointing to what he finds, such as new toys or books in the corner, bird and airplane in the sky.

Venous thromboembolism refers to the formation of a blood clot in a blood vessel. While clots can form in an artery or a vein, this article focuses only on clots that occur in a vein ("," 2015). Critically ill patients are at an increased risk of a venous thromboembolism (VTE) due to VTE can manifest as a deep venous thrombosis (DVT) or a pulmonary embolism (PE). Risk factors include venous stasis, vascular injury, and hypercoagulable disorders. A majority of ICU patients carry at least one risk factor for VTE; additional risk factors are considered to have a cumulative effect…it is impossible to predict which patients will experience a

Today, we are continually striving to improve the quality of care that we deliver and the best method in applying relevant research into clinical practice are through evidence based practice (EBP). We have now come to a time in our careers to shift our direction on how to employ evidence based practice techniques when managing our patient's health care needs. Facilitation is a method that has been investigated as a way to help clinicians accomplish the implementation of evidence into practice. As clinicians, we are encouraged to think outside the box and utilize critical thinking skills as well as express our role as nurses as part of the health care team.

Evidenced-based practice (EBP) originated in Canada from a new form of medical school which was launched during the 1970s at an institution called McMaster University (Hoffmann, Bennett, & Del Mar, 2010). This new medical program was uncommon in a variety of its methods. The primary variation was the abbreviated three year medical program which is very brief in comparison to other medical school framework (Hoffmann, Bennett, & Del Mar, 2010). Instructors conceded that the ideal concept of teaching medical students everything they would possibly need to know in regards to practicing medicine with in this program was an unattainable undertaking (Hoffmann, Bennett, & Del Mar, 2010). In response to this epiphany, instructors at this institution transformed their educational approach and focused on instruction that would provide students with the skills and tools they would need to effectively locate health information while practicing as healthcare professionals (Hoffmann, Bennett, & Del Mar, 2010). This scientific approach to healthcare is now known as evidence-based practice (Hoffmann, Bennett, & Del Mar, 2010). In the past, healthcare practitioners made decisions for patients based on personal and professional experience, hearsay, and lack of scientific evidence (White, 2004). An evidence-based practice links the

Jeremy, nice posting about continuing to advance evidence-based practice (EBP). Stevens (2013) wrote that clinical leaders have the chance to advance ahead and change healthcare from a systems view, thus directing their efforts on evidence-based practice (EBP) for proven effectiveness, patient commitment, and patient safety. I see that through this program that this is only the beginning, I have the sturdy foundation from which I can build from the bottom up. Now that my eyes are open more and I challenge the organization or leaders more with the data to support my claims, I am now the squeaky wheel that grates on your nerves.

As mentioned before, my chosen policy priority is childhood obesity, an epidemic with many health issues associated with it. According to Burns, Grove, and Gray (2011), research used as evidence- based practice (EBP) has been implemented in the clinical practice to achieve quality care, efficiency, and positive outcome for patients and healthcare organizations. Furthermore, when EBP is applied to clinical practice it provides description, explanation, prediction and the control of phenomena. To this, Saviñon, Taylor, Canty-Mitchell, and Blood-Siegfried (2012) suggested that nurses can advocate for the children by encouraging parents to provide children with a variety of foods in adequate amounts to support growth and energy play. Furthermore,

In healthcare, evidence based practice (EBP) has grown and become important in providing the best quality care possible to patients. There are numerous ways to collect and use the research in the nursing profession. Studies are constantly being done to help better nursing and all of the healthcare field in order to help patients live better and maintain their health. There are different types of research such as qualitative and quantitative. Qualitative uses the human experience or something that has been lived by someone and quantitative examines for meaning and goes more in depth to research things and strives to test a hypothesis or makes use of statistical data to answer research questions (LoBiondo-Wood

Evidence Based Practice is a principle that is centered on the improvement of patient care and outcomes, by introducing and researching current based evidence when making decisions for that patient. According to Johnston (2016), “Health-care practitioners are increasingly being encouraged to implement research evidence into practice in order to ensure optimal patient outcomes and provide safe, high-quality care”. Throughout the course of this class, whether it be from researching about Evidence Based Practice, or the implementation of nursing care delivery models, patient care and the way we treat our patients is at the forefront of change. We know that change is necessary, now it is just a matter of how to implement that change into the healthcare

Nurses have many responsibilities. Providing safety and the highest quality client care is one of the top priorities. The collective goal for the Quality and Safety Education for Nurses (QSEN) is to educate nurses and future nurses to constantly refine their knowledge, skills and attitude to provide the highest safety and quality to their patients (Cronenwett et al., 2009). Evidenced-based Practice is one of competencies written by QSEN. This is a process which involves the healthcare provider to efficiently and effectively collect appropriate data and research activities to provide optimal healthcare to the patients (Cronenwett et al., 2009).

The purpose of this essay will be to discuss evidence based practise and its use in nursing, I will be discussing, the types of research and various forms of data, including the principles of evidence based practise and research. Evidence Based practice is finding the most effective, research proven, evidence to make decisions regarding the service users individual needs and the best decisions for them. As David Sackett quotes, "evidence based practise is the integration of best research evidence with clinical expertise and patient values." (Sackett D, et al 1996, p.71) Evidence based practice is good practice, assist practitioners, avoiding information overload and applying the most useful information.

Goodwin, V., Richards, S., Henley, W., Ewings, P., Taylor, A., Campbell, J., & ... Campbell, J. L.

Learning Outcome: gain meaning by listening, knowledge and recognition of letters, represents ideas through play, convey letters with meaning, begins to make sense of problems, uses simple strategies to solve issues that arrive,