Similarities and Differences Betweeen Evidence Based Practice and Reflective Practice

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.

Reflection means if when you are teaching and you notice something wrong you change it straight away, or for the next time. Practitioners should always be self critical of past lessons and picking out on not only the good parts, but also parts of a lesson that didn’t go so well. For example in order for the practitioners to improve in their practice they could prepare a reflective journal, this would help them by reflecting back on what they did in the perivious lesson and if an activity didn’t go so well the practitioner could think of different strategies of improving the activity or planning a different activity, but on the similar topic and also providing different recourses in order to improve the activity. Also practitioners and staff members should not assume that their work place will automatically inform them about new developments, changes and updates which affect their work, practitioners must be prepared to be active in maintaining their own knowledge base and to ensure that their practice is in line with current thinking and new theories. Practitioners could this by incorporating an awareness of the needs to update their knowledge constantly into all of their work and activities by using resources such as the internet, journals, and libraries or other professional development, e.g. training, and to check their awareness of new developments in their work and to work with other professionals e.g. there

Itroduction: Evidence-based practice is an approach to medicine that uses scientific evidence to determine the best practice (Beyea & Slattery, 2006). As nurses perform their daily tasks they must continually ask themselves, “What is the evidence for this intervention?”. Nurses are well positioned to question current nursing practices and use evidence to make care more effective. In order to improve patients’ outcomes it is the responsibility of the nurse to transition evidence-based practice into the norm, through application of daily practice (Flynn Makic, Rauen, Watson & Will Poteet, 2014). Continual evaluation of current practice must be performed to ensure the use of evidence-based practice opposed to practice based upon tradition. The implementation of evidence-based practice standardizes healthcare practices and diminishes groundless variations within care. These variations lead to the production of uncertain health outcomes (Stevens, 2013).

As a practitioner our main responsibility is to monitor and assess children’s learning and development so

Pressure ulcers occur over bony prominences when skin is compressed for long periods of time, affecting the blood supply to certain areas, leading to ischaemia development (Waugh and Grant, 2001). Compression of skin is caused by pressure, shearing and friction, but can also occur due to pressure exerted by medical equipment (Randle, Coffey and Bradbury, 2009). NICE (2014) states that the prevalence of pressure ulcers in different healthcare settings in December 2013 was 4.7%, taken from data available for 186,000 patients. The cost of treating ulcers can vary depending on severity from £43 up to £374 (NICE, 2014). Evidence based practice skills are essential in nursing as it allows the best available evidence to be used to improve practice and patient care, while improving decision-making (Holland and Rees, 2010). I will be critiquing two research papers; qualitative and quantitative, using a framework set out by Holland and Rees (2010), and will explore the impact on practice. Using a framework provides a standardised method of assessing quality and reduces subjectivity.

Evidence-Based Practice (EBP) was initially a movement in medicine, dating back to early 20th century (Spring, 2007). It was described as a careful decision making process about the care of individual patients using best available evidence by Sackett, Rosenberg, Gary, Haynes, and Richardson (1996). Greenhalgh (2010) gave a similar definition but with more emphasis on the mathematical assessment of the potential benefit and harm. By now, EBP has been widely adopted by many health disciplines, including psychology. In 2005, the American

Evidence Based Practice Nursing is the utilization by nurses of Evidence Based Research findings that, according to Houser (2012), steer the nurse toward integration of clinical expert opinion and experience with an unbiased exhaustive review of the best scientific evidence professional nursing care literature can provide while incorporating patient values and preferences. Evidence Based Practice Nursing entails adopting a systematic critical thinking decision making process guided by a deliberate and defined chosen Evidence Based Nursing model path that involves searching,

The incorporation of evidenced-based practice (EBP) into nursing practice is supported by research to positively improve the quality of care and improve patient outcomes. EBP is important to the nursing profession because it also leads to increased job satisfaction, teamwork, and levels of engagement in clinicians (Melnyk, et al., 2017). Miniature research projects such as quality improvement projects, surveys, and clinical research studies are frameworks used to get feedback and data from patients during their time spent in health care systems. EBP is not the standard of care in many health care systems (Melnyk, et al., 2017). This due to many factors, including lack of EBP mentors, nursing programs that do not incorporate EBP into the curriculum,

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

While there are many people that think that evidence based practice and practice based evidence should stay the way that they are. If you took both of these and used them together it could provide the appropriate treatments and meet the needs of the patients. Evidence based practice and practice based evidence play a big part in the treatment of a patient and their mental health. Evidence based treatment would be a lot better if the research was focused on each patient and what their needs are. There a many mental disorders that require different treatments and most of them are evidence based, but this does not look at each patient individually, and there a many people with health problems that could use both of the research and evidence to help them get better.

In our research, we have compared three very different tools for ranking evidence based practice methods. Each of these tools could be effectively utilized in any healthcare facility or healthcare organization.

Think about your specific practice setting. Based on your new knowledge of evidence-based practice, pick one unit procedure in your work place and explore whether it is based on research evidence or not. Discuss what you think would be needed to make the procedure more in line with best practice in the area or what was done to ensure that it was based on best practice.

Jennifer, these are all great points. Nursing practice has come a long way since Florence Nightingale, but still struggle when it comes to implementing evidence based practice. As discussed in chapter two (Walker & Advant, 2011), many nurses have misunderstood the term evidence based practice and its underlying intent and believe the focus should be more on practice based evidence (PBE). They state “PBE attempts to capture in-depth, comprehensive information about patient characteristics, processes of care and outcomes while controlling for patient differences” (Walker & Advant, p. 43, 2011). In recent years, I have seen a push to help nurses return to school for degree enhancement, and to provide more tools for them in the workplace such

In my opinion, implementing reflective practice approach to professional development in order to expand our knowledge is a challenge. This challenge involves teacher’s ability to “reflect on

Each clinical day, I am constantly thinking about what is evidence based; what have I learned for lecture. To be honest, I never thought I would be thinking so much about evidence based practice, but I feel it’s essential that each and every single one of my patients gets the best possible care that they deserve. Some ways that I’ve incorporated EVP into my clinical is having discussions with employees about the correct needle length size, observing employees do certain procedure and reflect back, as well as, if I see something that doesn’t seem right, I’ll ask the nurse a question. For example, the nurse and I were doing a postpartum assessment and I noticed when the nurse was assessing the patient’s lochia, that she didn’t have the patient turn to see if any blood was pooled under her.