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EVIDENCE-BASED PRACTICES TO GUIDE CLINICAL PRACTICES 2
Evidence-Based Practices to Guide Clinical Practices
In support of clinical decision-making, EBP has been given increasing attention. EBP is intended to integrate best evidence with clinical knowledge, patient values and the demand for excellent, cost-effective healthcare. In clinical practice and research, health professionals utilize instruments such as pain or depression scores. This article solely addresses quantitative analysis as a health research paradigm. Proof-based practice is one of the most up-to-date and effective methods for social work. (Bushell, 2019) EBP involves combining quantifiable scientific assessments and actions, taking account of preferences and resources available to consumers and communities. To show the impact of these treatments on a population, quantifiable scientific evaluations and interventions are investigated. EBP is a connection between research and practice in social work and other professions.
For the program of magnet recognition and the components if the model, the three main goals of new knowledge, innovation and changes in the magnet recognition program and thus promotes research, demonstration-based methods, and improved quality. There are three main objectives in the Magnet Recognition Program:
1) Promote excellence in a professional practice environment
2) Identify excellence in delivering patient or resident care services
3) Distribution of good nursing practices.
Health care professionals must be involved at all levels to achieve the goals and component “new knowledge innovation and improvements” of the Magnet Model. Many healthcare providers cannot and cannot differentiate in between them to fresh knowledge, innovation and scaling high. Research utilizes a technology to develop new knowledge (quantitative or qualitative). At the same time, the greatest clinical evidence for patient treatment are due to the EBP and are usually via research, and applies systematic processes to improve patient outcomes.
Research indicates that patient results are increasing in evidence-based nursing practices. The evidentiary practice (EBP) has been identified as a “troubleshooting approach involving conscientious use of current best practices by means of well-designed trials, clinical expertise and patient values and preferences,” showing increased patient safety, improved clinical results, reduced cost of medical treatment and decreased variation in patient outcomes. (Tucker, 2017) There are nevertheless barriers to the widespread implementation of contemporary findings in nursing, in particular the fluidity and level of clinical nursing competence.
Individual and organizational barriers have been identified to the utilization of research. Personal obstacles include a lack of research knowledge and critical studies, a not properly understanding research, other members of staff who do not support changes in practice and the lack of power to modify the practices on nurses. The organizational constraints stipulated therefore incorporates the implementation of new ideas and not having access to the understanding and research tools.
Research indicates that support for the use of and conduct of research by the employing organizations is the main factor in the EBP of nurses. Other facilitators include advanced nursing professionals, mentors in research, competent teachers, nursing research internships and authorized nursing clinical researchers.
Funk and colleagues have suggested ways in their BARRIERS study to reduce EBP barriers to models of research involvement, to build college connections with academics and to engage in groups of research interest. The Magnet Recognition Program has recently recognized similar concepts. The assessment of the training program was assisted by a mixed approach design. A survey design was utilized in advance to assess the clinicians’ effect on the training program. Concentrations and interviews with physicians and administrators were performed to check their understanding of the training program. The appropriate institutional ethics body was provided ethical explanation. (Lee 2016).
Sample and specimen
Participants were selected from the administrative staff that applied for the training program in teams. Each study team required to contain a minimum of one health care doctor whose work was clinically restricted and without administrative or research responsibility. In two years, a total of 27 teams and 153 clinicians (including 78 RN) were admitted for training (2011-2013). Over the first two years, RNs headed 10 teams and 30 additional staff members from 25 supporting teams. These doctors are asked to complete a fundamental survey and two follow-up surveys and to participate in focus groups. These doctors’ administrative supervisors were invited to engage in qualitative interviews. (Brooks, McKiernan & Patterson, 2015)
Intervention
Potential research teams presented Letters of Intent detailing team composition and proposed research topics and evaluated by an advisory committee consisting of academic and clinical experts on feasibility and therapeutic relevance. Authorized teams were asked to participate in the training program and a research mentor was chosen to assist develop the whole research endeavor. The study teams attended three research workshops that offered essential information about research techniques, research ethics and literary review processes. (Bushell, 2019) Following the seminars, the research teams had three months to prepare a short proposal with their assigned mentor. Their feasibility, relevance and excellent design were assessed and the small study funds (CA$2,000-$5,000) awarded. The submissions have been evaluated. In the following year, sponsored research teams performed and participated in the translation of material.
Knowledge survey, attitudes and tool practice
The Knowledge, Attitudes and Practice (KAP) survey is a means of evaluating 33 research activities, including the use and application by RN and other health professionals of research conducted in clinical practice. The KAP covers five factors: identifying clinical issues, developing best practice guidelines, research in practice, implementing research, and conducting and disseminating research. The participants showed the level of knowledge, desire to participate (attitudes and the capability of a full study and translation of information) for each activity specified in the survey (practices).
Surveys of Data Collection
These devices were controlled at different phases of the training program using online survey software in three waves (fluid surveys; Ottawa, Ontario, Canada). The baseline survey (1) was performed once the program was registered. Survey 2 was carried out three months later after the research sessions were finished and recommendations received. After their fundamental duties were completed, the final survey (Survey 3) was conducted between 18 and 24 months. The ultimate data collecting length varied due to external factors (for example, delayed accumulation and loss of team members), resulting to longer time for some teams to investigate. (LoBiondo-Wood, Haber & Titler, n.d.)
Analysis of data
Descriptive statistics were used to summarize demographic information. Means and SDs have been used to describe the degree of knowledge, desire and expertise in survey waves. A linear mixed regression analysis was used to assess the effect of training at different program phases, comparing results obtained across time. This method has been used to connect measurements of the same topic and to include people with incomplete data, mainly because participants did not finalize all three samples. Average variations in average survey wave results have been identified for and where appropriate as standard effect sizes. The statistical data analysis was done using Windows version 9.2 of the SAS system.
Concentrations and interviews have been recorded and transcribed. Line by line were examined for transcripts of ideas built into coding systems. Line by line. Line by line. At least two researchers have coded and verified transcripts and inconsistencies until agreement has been achieved. Coded data have been incorporated into quality management software (Brooks, Patterson & McKiernan, 2015). Key topics and connections were discovered using a thematic analysis method, verified by multiple research team members.
The objective of this EBP intervention and assessment is to enhance knowledge and practice of EBP by including health professionals in the development of evidence for research. This new method bridges the conventional gap between clinical practice and research, allowing clinicians to identify issues and provide them with information, skills and resources to find evidence-based solutions. We wanted to work for research enthusiastically and EBP by engaging experts in research. The findings of this study indicate that a research training program may effectively enhance clinical research knowledge and skills, and provide a feeling of confidence and enthusiasm for clinical practice. However, the willingness to participate in research did not alter substantially. The participants’ willingness to participate in future research may be reduced by the time obstacles identified by many participants and by the difficulties inherent to research. (Davidson, Malloch, Weberg & Porter-O’Grady, 2016).
Various additional methods, including journal clubs, EBP training programs, knowledge brokers and mentoring programs, were suggested to promote EBP among physicians. Some of these possible treatments in EBP attitudes have not changed EBP behavior. Although the effect of the EBP training program was not statistically evaluated, the participants’ critical thinking and understanding of the links between research and practice have significantly increased. (Tucker, 2017) Many people expressed a broader commitment to enhance the course and clinical practice by reviewing standards of practice and developing patient and professional resources. (Tucker, 2017)
The administrator research training program demonstrates an excellent way to improve EBP, build academic linkages and create professional development opportunities for physicians. Support for these programs emphasizes the significance and value of research and EBP that may contribute to making a health organization one of the finest and best doctors with a strong culture of research and maintain it.
In short, EBP can no longer be an abstract term or an idealism. The research training program assessed in the study underlines the significance of clinical practice research and makes it possible for EBP to play a leadership role for physicians.
References
Bushell, M. (2019). Supporting your practice: Evidence-based Medicine. Australian Pharmacist,
38, 3, 46-55.
Tucker, S., 2017. People, Practices, and Places: Realities That Influence Evidence-Based
Practice Uptake. Worldviews on Evidence-Based Nursing, 14(2), pp.87-89.
Brooks, C., Patterson, D. and McKiernan, P., 2015. Group Supervision Attitudes: Supervisory
Practices Fostering Resistance to Adoption of Evidence-Based Practices. The Qualitative
Report.
Lee, S., 2016. Implementing evidence-based practices improves neonatal outcomes. Evidence
Based Medicine, 21(6), pp.231-231.
LoBiondo-Wood, G., Haber, J., & Titler, M. Evidence-based practice for nursing and healthcare
quality improvement.
Davidson, S., Weberg, D., Malloch, K., & Porter-O’Grady, T. (2016).
Leadership for Evidence-Based Innovation in Nursing and Health Professions. Sudbury:
Jones & Bartlett Learning, LLC.
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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