Importance Of Information Need In Graduate Clinical Education

I believe the most important aspect to successful implement evidence-based practice is a common understanding and stress of the importance of EBP among health care professionals. Everyone need to be on the same page and understand that practice methods that are not backed by evidence are no longer acceptable. I believe the facility needs to have a mandatory meeting with all the health care professionals and discuss how EBP will be implemented into their facility. I also believe that there should be repercussions if EBP is not put into place.

One member of the team was asked to act as the portfolio co-ordinator. A job description for the Clinical Supervision Portfolio Co-ordinator is shown below:

I am writing to obtain permission to conduct an evidence-based quality improvement project using a pretest/posttest design in your facility with the purpose of evaluating the effectiveness of an educational intervention regarding the importance and use of the nurse driven protocol on nurses ' knowledge and CAUTI rates.

As a HNC Health Care student I am required to provide evidence of the following principal aims and objectives: to integrate knowledge, theory and practice, to develop and apply a broad knowledge and skills and to have an individual patient/client focus in my practice. To achieve all of the above I am required to complete project in a form of Graded Unit which consists of three stages: planning, development and evaluation.

They are tasked to encourage and facilitate EBP projects. This is one way of actively supporting, promoting and continuing to improve patient outcomes with the use of evidence-based practices. Challenges arise when there are no consistent leadership in this SL group that may be due to personal reasons, schedule challenges and the different challenges that may come during the steps in conducting the EBP project itself. In my personal experience on the EBP project on bedside handoff, the advantages and benefits of changing from nurse-to-nurse handoff at the nurses’ station to bedside handoff were emphasized to all stakeholders, including the increase in patient satisfaction when patients are involved in their care. However, we faced a high push-back form staff when it came to the implementation phase. There were concerns that handoff would be longer than usual, and that breech of patient confidentiality and privacy would ensue if bedside handoff was done. Despite all that, the bedside handoff EBP was successfully implemented mostly due to the timing and adequacy of staff education that included role playing, as well as strong support of the leadership team. According to Adams, Farrington and Cullen (2012), “The final and perhaps most intimidating step in the evidence-based practice (EBP) process is dissemination.” But with proper preparation, this can be

To start my plan for implementation, I will first talk to my director of nursing, manager, and nurse educator for approval. I plan to implement increase evidence based practice use in my department (cardiac unit). I will obtain information from our quality assurance nurse to evaluate how our core measures like AMI, chf, and stroke bundle is being consistently followed by the nurses in my department. I plan to empower staff nurses to use EBP. I will schedule workshops for nurses interested in learning more about research and EBP, increase access to library resources and EBP information, interactive EBP skills and rounds, development of EBP mentors and champions. The change should be an ongoing support from the leaders and organization to

The Doctor of Nursing Practice (DNP) graduates function in the role of transferring the knowledge to practice. This article reports on the development of a DNP-level EBP course to help students evaluate and apply research findings to clinical practice. (Moore, E. R., & Watters, R., 2013). The DNP

Our department does not have a CRNA preceptor policy and that is a problem. ZWe have over 100 CRNA preceptors for about 10 SRNAs per month from five nurse anesthesia programs. CRNAs become preceptors with no real direction, expectations or preceptor education. The negative impact on the students is that their preceptors have no uniform method of teaching, their expectations vary and the level of autonomy granted to the SRNAs is inconsistent. The

These last two courses of my master’s program have worked well and hard to integrate all the previous core education, knowledge and skill acquired during the entire program. The evidenced based project has been a wonderful tool to integrate all the nursing theory, research processes, as well as demonstrating my ability to make a difference in quality patient care and to progress the nursing profession. For example using Lewi’s Theory for my change theory for implementation of my graduate project which I learned in a previous class (Butts & Rich, 2011), and spending time on each step were an excellent tool to increase and cemented the education learned throughout and brought all the pieces together.

A review of the literature was performed and yielded 26 articles relevant to precepting programs for novice nurses and advanced practice providers (APPs). For the sake of brevity, only the literature regarding novice APPs will be evaluated in this paper: six studies. Two had a date range exceeding 10 years, and were included in an attempt to fully explore the applicable literature. All of the articles reviewed can be found in Appendix A. The Johns Hopkins Evidenced-Based Practice Evidence Rating Scale was used to evaluate the literature (Newhouse, Dearholt, Poe, Pugh, & White, 2007).

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 best available scientific evidence with clinical expertise (White, 2004). EBP proponents assert that while clinical

Analyzing facilitating factors is an important step of LAST program implementation. When planning the change, the organization must develop goals that are realistic, attainable and measurable. In order to gain support from staff, it is important to ensure stakeholders to understand the changing process, and how this change can improve patient safety and benefit the organization. The LAST program implementation requires at least one individual or governance group to have primary responsibility for guiding users through the Evidence Based Practice (EBP) process, which requires education to help staff to know each step and process of this model (Rycroft-Malone & Bucknall, 2010).

Concerns about training standards and its quality has been the most debated topic against the RxP. Heiby shed light on the Muse and McGrath’s study which claimed that the level of training for prescribing psychologists are equal or greater than nurse practitioners and physicians (2010, p. 104). Heiby discovered that the “key content areas” of training defined by Muse and McGrath offered by the 1995 American Psychological Association (APA) model training program “do not overlap with the curricula of nursing and medical schools” (Heiby, 2010, p. 107). The Canadian Psychological Association Task Force outlined three levels of RxP training and practice as basic psychopharmacology education, collaborative practice, and prescriptive privilege. Focusing

Reflecting upon the differentness of a clinical expert, leader, and scholar: A clinical expert mimics a nurse capable of performing many duties within the hospital setting, who has outstanding expertise, handle various situations, and characterized as a resource person. However, a clinical leader practice from an educational view and practice as a hospital educator. Within the hospital, the hospital educator role allows for a team approach because of the collaboration, shared with unit management, hospital administration, physicians, peers, and new interns. The clinical scholar tends to spread her duties broadly, practicing within an academic or research setting; researching and sharing knowledge of evidence-based practice with others. In

My papers from the Evidence-Based Practice task 1 and task 2 are a clear indication of how WGU modeled me as a learner and healthcare professional. These artifacts are examples