NR 439 Week 8 Discussion: The Evidence-Nursing Practice Connection

Sample Answer for NR 439 Week 8 Discussion: The Evidence-Nursing Practice Connection Included After Question

Hello Class and Professor, 

Think about nursing practice and describe one barrier that you feel prohibits nurses from engaging in EBP; share one strategy you could use to facilitate the use of evidence to help improve nursing care for patients.

There are many barriers that prohibit nurses from engaging in evidence-based practice (EBP) but lack of time to read findings, conduct research, and implement new ideas into practice was the most common barriers to EBP across different studies (Shayan, 2019). Lack of time is something I can relate to specially during these times. Nurses are overworked with the COVID-19 pandemic in which patient acuity is high, the patient to nurse ratio is high and thrown out the window, there is not enough PPE,  and hospitals are extremely overstaffed. This type of work environment exhaust and burnout the nurse. When the covid cases were high we were trying to keep patients alive and care for all the assigned patients often times disregarding current EBP practices. After having worked over my 12hr shift up until 23hrs I would arrive home so exhausted and had to deal with class and being a single parent taking the time to read on the latest evinced based practices  was not my priority at that time and I feel many can relate during this past year. One strategy that can be used to facilitate the use of evidence to help improve nursing care is sharing research findings during unit meetings. Nurses must attend these meetings; thus, they will hear the findings and be able to out their input and clarify any questions.

Reflect back over your time in the course and describe how your thinking has changed about nursing research and evidence-based practice; describe one new learning during this course that you believe was the most helpful.

Throughout my nursing education the importance of nursing research and evidence-based practice has been drilled to my head. I have come to realize that nurses play a vital role in the in  the research process and in one form or another by either being part of the actual researcher or by reading the research findings and implementing it in the clinical setting. In previous courses I have been taught how to utilize search engines to look  for credible sources that are peer reviewed. This course in has taught me how to dissect and understand the different types of research designs. One thing I did not know  was how to differentiate between statistically significant findings and clinical significance which are fundamental for implementing EBP nursing.  Statistical significance tells us the findings are real; clinical significance tells us is the results are important for practice. (Houser, 2018). It is very important that nurses implement and help disperse EBP among other peers. Clinical significance helps nurses better understand and interpret the research findings and make clinical decisions based on the research, which is the basis of evidence-based practice.

Houser, J. (2018). Nursing research: Reading, using and creating evidence (4th ed.). Jones & Bartlett.   

Shayan, S. J., Kiwanuka, F., Nakaye, Z., 2019. Barriers associated with evidence-based practice among nurses in low-and middle-income countries: a systematic review. Worldviews on Evidence-Based Nursing, 16(1), 12-20.

NR 439 Week 8 Discussion: The Evidence-Nursing Practice Connection

NR 439 Week 8 Discussion: The Evidence-Nursing Practice Connection

One barrier I believe that prohibits nurses from engaging in Evidence-bases practice (EBP) is uncertainty due to lack of knowledge/educational support (Ginex, 2018). To solve this problem, we need to ensure the nurses have access to resources, and time to investigate them. We need to encourage the nurses share what they have learned with other staff members (Houser, 2018). The staff meeting is a good place to building the culture of inquiry and research; we can ask questions, generate evidence-based discussion; we can review new evidence-based policies and procedures relative to patients; we can measure the effectiveness of the evidence-based on care given; we should encourage any suggestions of how change can be implemented on the unit. The problems in daily nursing practice can be translated into questions, and answered with research evidence (Houser, 2018).

I have very little knowledge related to research until I take this course. The research knowledge and skills that I learn from this course give me confident to conduct quality improvement projects on my unit; and the PICOT questions format is the most useful tool for me to get start. I have learned how to look for and read strong research evidence to answer my clinical questions; and develop the strategic plan to facilitate the scientific evidence into our nursing practice. Nurses are responsible for promoting research, transferring research evidence to bedside to improve the health of individuals and groups in our society (Houser, 2018).

Ginex, P. (2018). Overcome barriers to applying an evidence-based process for practice change. May 30, 2018 by Pamela K. Ginex, EdD, RN, OCN®Links to an external site. https://voice.ons.org/news-and-views/overcome-barriers-to-applying-an-evidence-based-process-for-practice-changeLinks to an external site.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS NR 439 Week 8 Discussion: The Evidence-Nursing Practice Connection:

Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Jones & Bartlett.

I found that many nurses don’t engage in EBP due to a lack of knowledge to find credible sources. As a newer nurse, I didn’t know much about EBP and the impact it has on nursing practice. I feel better reading many posts where they had little knowledge about EBP as well. I think it is a great idea to have a discussion during a staff meeting and come up with evidence-based ideas to practice, then evaluate the effectiveness of care at the next meeting. Getting input from the bedside nurse is the best way to gain knowledge as to what can be improved upon. You did an excellent job on your post. Thank you for sharing. 

Question 1.

Think about nursing practice and describe one barrier that you feel prohibits nurses from engaging in EBP, share one strategy you could use to facilitate the use of evidence to help improve nursing care for patients.

I think that one of the barriers may be support of management, available resources and manpower. Smaller facilities there may be resistance from the staff, unwilling to adapt to change.  Not seeing the benefit or need to change their practice.   I would engage my peers and brainstorm what intervention that we could do as a team that would improve patient care and outcome which would improve our nursing practice.  It could go back to nurse hourly rounding.  Each nurse interacting with the patients that are assigned to them for that 12 hour shift, the patient care board is marked off on an hourly basis, to assist with any needs, toileting, pain management comfort care etc. Each charge nurse would keep the data via the assignment sheets which has the patients and their nurses.  At the end of a 6 week period, the data from a short discharge survey which is developed by the team members on the patient’s perception of their care could be reviewed and the results presented to management.  This is something we could do as nurses that wouldn’t be costly it would increase patient satisfaction, decrease call light usage and improve nursing practice. EBP is the use of the best scientific evidence, integrated with clinical experience and incorporating patient values and preferences in the practice of professional nursing care. Houser (2018).

Question 2.

Reflect back over your time in the course and describe how your thinking has changed about nursing research and evidence based practice; describe one new learning during this course that you believe was the most helpful.

This course showed and encouraged me that nurses are an important part of the care team. We are the ones that execute the interventions, we’re that know what interventions that are the most effective. We can make a large impact on outcomes.  Previously I called it brainstorming, I know now it was EBP we were practicing on a more casual level.  This course has showed me the proper steps to set up and execute successful EBP research.  Starting with an idea or question and the necessary data it takes to validate a proposed intervention. Will the intervention have positive patient care outcomes?  Improving nursing practice.  I feel that nursing is the driving force of patient and the outcomes and through EBP we have the power to improve and restore patient care outcomes.           

Reference.

Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4^th edition). Jones & Bartlett  

One barrier that I feel prohibits the nurses from engaging in EBP is the notion of change.  Humans, in general, do not like change.  We like consistency…and when someone proposes a change, people want to know why.  Trying to defend the “why” is where EBP (and nurses) run into barriers.  Houser (2018) talks about the Systemic Review as one strategy to help facilitate the use of evidence to improve nursing care.  The systematic review is, “a highly structured and controlled search of the available literature that minimizes the potential for bias and produces a practice recommendation as an outcome,” (p. 460).  Houser highlights a number of systematic review databases, such as the BET, CCTR, DARE, HTA, NHS EED, and TRIP, that can be used to support any evidence-based research.  These databases provide an unbiased, exhaustive review in conjunction with a methodological evaluation of the study at hand (Houser, 2018). 

Upon reflection of my time in this course, I can say that my thinking about EBP and nursing research has changed in a way that is more appreciative for those that conduct these studies.  Especially in these times, when everyone wants everything done at lightning speed, the amount of time and effort put into these studies can be arduous, time consuming, and (dare I say) not fun at all!  The amount of discipline it takes to follow through with an EBP and nursing research project is certainly to be admired.  These individuals help provide the insight as to why nurses and other healthcare disciplines do things the way we do them (Godshall, 2010).     

The one new learning tool that I believed was most helpful to me was the week 3 PPE Worksheet.  The PPE worksheet helped me organize myself and my thoughts about potential research topics.  It provided the foundation for which the research platform can be built upon.  I am currently doing an EBP project at my work and the PICOT worksheet helped me present my idea to my mentors. 

It has been a pleasure being in this class with all of you!  Thank you for all of your insight and best of luck in all your future endeavors! 

References:

Godshall, M. (2010). Fast Facts for Evidence-Based Practice: Implementing EBP in a Nutshell. New York:

Springer Publishing Company. https://eds-a-ebscohost-com.chamberlainuniversity.idm.oclc.org/eds/detail/detail?vid=3&sid=d7dcba5c-84cb-49c6-abe9-2c17fcf355f4%40sessionmgr4008&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=307460&db=nlebkLinks to an external site.

Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Jones & Bartlett.

A Sample Answer For the Assignment: NR 439 Week 8 Discussion: The Evidence-Nursing Practice Connection

Title: NR 439 Week 8 Discussion: The Evidence-Nursing Practice Connection

I had not thought about your perspective on this discussion and it really opened my mind to that concept. Going into this profession I had expected there to be constant change, and always heard that nursing is a never ending learning career, and that expectation is real, but I also think that the change is fascinating and were here to witness it and see it through and that’s remarkable! Although the change is uncomfortable, it makes us grow and become better, and who doesn’t want to become better? If it helps the patients too, then I’m all for it no matter how much I don’t like change. However, the changing of the visitor policies in my hospital almost everyday were very annoying! 

I enjoyed this class as well and wish you the best of luck! 

Well, we made it!  It has been my pleasure learning with all of you! 

Please remember that the session ends on SATURDAY.  Also, please take a moment you complete the End-of-Course Survey.  As you have learned, the larger the sample, the more representative and accurate is the data. 

I wish you all well, and please stay safe! 

One barrier I believe that prohibits nurses from engaging in Evidence-bases practice (EBP) is uncertainty due to lack of knowledge/educational support (Ginex, 2018). To solve this problem, we need to ensure the nurses have access to resources, and time to investigate them. We need to encourage the nurses share what they have learned with other staff members (Houser, 2018). The staff meeting is a good place to building the culture of inquiry and research; we can ask questions, generate evidence-based discussion; we can review new evidence-based policies and procedures relative to patients; we can measure the effectiveness of the evidence-based on care given; we should encourage any suggestions of how change can be implemented on the unit. The problems in daily nursing practice can be translated into questions, and answered with research evidence (Houser, 2018). 

I have very little knowledge related to research until I take this course. The research knowledge and skills that I learn from this course give me confident to conduct quality improvement projects on my unit; and the PICOT questions format is the most useful tool for me to get start. I have learned how to look for and read strong research evidence to answer my clinical questions; and develop the strategic plan to facilitate the scientific evidence into our nursing practice. Nurses are responsible for promoting research, transferring research evidence to bedside to improve the health of individuals and groups in our society (Houser, 2018). 

Ginex, P. (2018). Overcome barriers to applying an evidence-based process for practice change. May 30, 2018 by Pamela K. Ginex, EdD, RN, OCN®Links to an external site. https://voice.ons.org/news-and-views/overcome-barriers-to-applying-an-evidence-based-process-for-practice-changeLinks to an external site. 

Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Jones & Bartlett. 

Thank you for your post. I agree that one barrier for nurses to engage in EBP is due to lack of knowledge. This course and the BSN program help nurses how to better understand and engage in EBP. Many nurses specially in small hospitals only have an ADN which helps with the technical part of nursing. Dispersing this type of information on unit meeting is a great way to help all the nurses review EBP policies and practices. 

You are not alone when you say that you had very little knowledge about EBP prior to taking this course.  I wish a course like this was introduced at the ADN level. 

I’m happy that you found the PICOT question format to be helpful. 

Thank you for all of your informative and insightful discussion posts – we have all learned a lot from them. 

Best wishes to you in your future! 

I found that many nurses don’t engage in EBP due to a lack of knowledge to find credible sources. As a newer nurse, I didn’t know much about EBP and the impact it has on nursing practice. I feel better reading many posts where they had little knowledge about EBP as well. I think it is a great idea to have a discussion during a staff meeting and come up with evidence-based ideas to practice, then evaluate the effectiveness of care at the next meeting. Getting input from the bedside nurse is the best way to gain knowledge as to what can be improved upon. You did an excellent job on your post. Thank you for sharing.  

Question 1. 

Think about nursing practice and describe one barrier that you feel prohibits nurses from engaging in EBP, share one strategy you could use to facilitate the use of evidence to help improve nursing care for patients. 

I think that one of the barriers may be support of management, available resources and manpower. Smaller facilities there may be resistance from the staff, unwilling to adapt to change.  Not seeing the benefit or need to change their practice.   I would engage my peers and brainstorm what intervention that we could do as a team that would improve patient care and outcome which would improve our nursing practice.  It could go back to nurse hourly rounding.  Each nurse interacting with the patients that are assigned to them for that 12 hour shift, the patient care board is marked off on an hourly basis, to assist with any needs, toileting, pain management comfort care etc.

Each charge nurse would keep the data via the assignment sheets which has the patients and their nurses.  At the end of a 6 week period, the data from a short discharge survey which is developed by the team members on the patient’s perception of their care could be reviewed and the results presented to management.  This is something we could do as nurses that wouldn’t be costly it would increase patient satisfaction, decrease call light usage and improve nursing practice. EBP is the use of the best scientific evidence, integrated with clinical experience and incorporating patient values and preferences in the practice of professional nursing care. Houser (2018). 

Question 2. 

Reflect back over your time in the course and describe how your thinking has changed about nursing research and evidence based practice; describe one new learning during this course that you believe was the most helpful. 

This course showed and encouraged me that nurses are an important part of the care team. We are the ones that execute the interventions, we’re that know what interventions that are the most effective. We can make a large impact on outcomes.  Previously I called it brainstorming, I know now it was EBP we were practicing on a more casual level.  This course has showed me the proper steps to set up and execute successful EBP research.  Starting with an idea or question and the necessary data it takes to validate a proposed intervention. Will the intervention have positive patient care outcomes?  Improving nursing practice.  I feel that nursing is the driving force of patient and the outcomes and through EBP we have the power to improve and restore patient care outcomes.            

  Reference. 

Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4^th edition). Jones & Bartlett   

  I really enjoyed reading your post this week. I agree with you that many places do not have the available resources or man power to facilitate real change that comes from EBP. However, this is a major problem because it is important that any facility stays on top of new nursing research and makes sure that all policies and procedures are staying up to date. This is very important because we want to give the best care to all of our patients and that means keeping all policies updated.  

You said, “I feel that nursing is the driving force of patient and the outcomes and through EBP we have the power to improve and restore patient care outcomes.”  I agree, and I’m happy that you feel that you’ve learned the steps that go into conducting (or at least evaluating) a research study. 

Thank you for your contributions to our discussions, and best wishes as you move forward in your education and career! 

One barrier that I feel prohibits the nurses from engaging in EBP is the notion of change.  Humans, in general, do not like change.  We like consistency…and when someone proposes a change, people want to know why.  Trying to defend the “why” is where EBP (and nurses) run into barriers.  Houser (2018) talks about the Systemic Review as one strategy to help facilitate the use of evidence to improve nursing care.  The systematic review is, “a highly structured and controlled search of the available literature that minimizes the potential for bias and produces a practice recommendation as an outcome,” (p. 460).  Houser highlights a number of systematic review databases, such as the BET, CCTR, DARE, HTA, NHS EED, and TRIP, that can be used to support any evidence-based research.  These databases provide an unbiased, exhaustive review in conjunction with a methodological evaluation of the study at hand (Houser, 2018).  

Upon reflection of my time in this course, I can say that my thinking about EBP and nursing research has changed in a way that is more appreciative for those that conduct these studies.  Especially in these times, when everyone wants everything done at lightning speed, the amount of time and effort put into these studies can be arduous, time consuming, and (dare I say) not fun at all!  The amount of discipline it takes to follow through with an EBP and nursing research project is certainly to be admired.  These individuals help provide the insight as to why nurses and other healthcare disciplines do things the way we do them (Godshall, 2010).      

The one new learning tool that I believed was most helpful to me was the week 3 PPE Worksheet.  The PPE worksheet helped me organize myself and my thoughts about potential research topics.  It provided the foundation for which the research platform can be built upon.  I am currently doing an EBP project at my work and the PICOT worksheet helped me present my idea to my mentors.  

It has been a pleasure being in this class with all of you!  Thank you for all of your insight and best of luck in all your future endeavors!  

References: 

Godshall, M. (2010). Fast Facts for Evidence-Based Practice: Implementing EBP in a Nutshell. New York: 

Springer Publishing Company. https://eds-a-ebscohost-com.chamberlainuniversity.idm.oclc.org/eds/detail/detail?vid=3&sid=d7dcba5c-84cb-49c6-abe9-2c17fcf355f4%40sessionmgr4008&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=307460&db=nlebkLinks to an external site. 

Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Jones & Bartlett. 

I had not thought about your perspective on this discussion and it really open

5. Grading Rubric

Discussion Criteria	 A (100%) Outstanding or highest level of performance 	B (87%) Very good or high level of performance	C (76%) Competent or satisfactory level of performance	F (0) Poor or failing or unsatisfactory level of performance
Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week. 16 points	Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts.16 points	Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts.14 points	Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts.12 points	Minimally addresses the initial discussion question(s) or does not address the initial question(s).0 points
Integrates evidence to support discussion. Sources are credited.* ( APA format not required) 12 points	Integrates evidence to support your discussion from:assigned readings** OR online lessons, ANDat least one outside scholarly source.***Sources are credited.*12 points	Integrates evidence to support discussion from:assigned readings OR online lesson.Sources are credited.*10 points	Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson.Sources are credited.*9 points	Does not integrate any evidence.0 points
Engages in meaningful dialogue with classmates or instructor before the end of the week. 14 points	Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion.14 points	Responds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion.12 points	Responds to a classmate and/or instructor but does not further the discussion.10 points	No response post to another student or instructor.0 points
Communicates in a professional manner. 8 points	Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).8 points	Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation).7 points	Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation).6 points	Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).0 points
PARTICIPATION: Response to initial question: Responds to initial discussion question(s) by Wednesday, 11:59 p.m. M.T.	0 points lostStudent posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.		-5 pointsStudent does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.
PARTICIPATION Total posts: Participates in the discussion thread at least three times on at least two different days.	0 points lostPosts in the discussion at least three times AND on two different days.		-5 pointsPosts fewer than three times OR does not participate on at least two different days.