...Examine the ways that health professionals can use the five steps of evidence-based practice (EBP) as a practical framework to overcoming barriers to locating, appraising and applying best research evidence. Use an occupational health and safety practice as an example. Examples of occupational health and safety practices include: * Use of professional protective equipment (e.g. gloves) * Safety considerations when using equipment (e.g. sharps) * (or a topic you select yourself in negotiation with your LIC) Health professionals are very good at seeking information from their clients and their families and also from the settings in which they work but however they have not been as aware of the information that they can gain from research. Although they need information from many sources, evidence based practice shows how research can also play a role in informing clinical decisions, (Hoffmann ,2010). Health professionals use the five steps of evidence-based practice (EBP) as a structure to overcoming barriers and applying best research. Examples of this include use of professional protective equipment and safety considerations when using equipment. Liamputtong (2010) states that evidence based practice is a “process that requires the practitioner to find empirical evidence about the effectiveness or efficacy of different treatment options and then determine the relevance of the evidence to a particular clients situation” (pp. 252). Sackett (1996, pp.71)...
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...above initial registration | Descriptor * foster professional growth, personal development and accountability through support of students in practice * demonstrate breadth of understanding of assessment strategies and ability to contribute to the total assessment process as part of the teaching team * provide constructive feedback to students and assist them in identifying future learning needs and actions. Manage failing students so that they may enhance their performance and capabilities for safe and effective practice or be able to understand their failure and the implications of this for their future * be accountable for confirming that students have met or not met the NMC competencies in practice and as a sign off mentor confirm that students have met or not met the NMC standards of proficiency and are capable of safe and effective practice | Suggested Examples of Evidence * Reflective accounts * Anonymous example of student learning contract * Anonymous records of dealing with challenging circumstances and non-achieving students * Anonymous records of feedback given to students * Examples of how to use the student assessment criteria and map to learning outcomes and students individual learning objectives * Examples of evidence used to determine student achievement of competencies and proficiency * Evidence of collaborative working with partners in education * Attendance at mentor forums | Section 3 – Triennial Review – NMC Mentor Outcome NMC...
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...NRS-433V All Weeks Discussions To purchase this tutorial visit here: http://mindsblow.us/question_des/NRS-433VAllWeeksDiscussions/2857 contact us at: help@mindblows.us NRS-433V All Weeks Discussions NRS-433V Module 1 DQ 1 Identify two areas of nursing practice, which evidence-based practice has improved patient outcomes. State the study and its impact on patient care. How have these findings changed your nursing practice? Please support your response with a minimum of two supporting peer reviewed articles. NRS-433V Module 1 DQ 2 What similarities and differences can you identify between the nursing process and the research process? NRS-433V Module 2 DQ 1 The theoretical foundations of qualitative and quantitative methods are very different, but many researchers believe both methods should be used in the research study to increase validity and reliability. What advantages or disadvantages do you see in using both types of methods in a nursing study? Support your answer with current evidence-based literature. NRS-433V Module 2 DQ 2 Nursing research is used to study a dilemma or a problem in nursing. Examine a problem you have seen in nursing. Why should it be studied? Justify your rationale. NRS-433V Module 3 DQ 1 The three types of qualitative research are phenomenological, grounded theory, and ethnographic research. What are the differences and similarities between two of the three types of studies? NRS-433V Module 3 DQ 2 Qualitative data has been described...
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...Evidence Based Practice. Research Methods. Evidence-Based Practice (EBP), the skill of using correct research methods, the importance of making informative decisions based on the best EBP within the health care industry as well as an example of EBP in regards to infection control and hand washing procedures will be key issues discussed throughout this essay. The health profession is continually developing and adapting in its implementation to health care techniques and skills due to changing world health conditions. It is therefore imperative that research be constantly conducted to analyse new research relating to health care to ensure health care practitioners are using techniques derived from the most current evidence (Aveyard & Sharpe, 2009). Evidence Based Practice can be defined as, “the conscientious, explicit and judicious use of current best evidence in making decisions about the health care of patients” (Sackett, Richardson, Rosenberg, & Haynes, as cited in Craig & Smyth 2007). The basis of EBP is that decisions are made by assessing not only the information at hand, but also integrating clinical experience, the most current evidence available, critical thinking and keeping in mind the patient’s best interest and preferences (Aveyard & Sharpe, 2009). Evidence based practice was developed because of the commitment of health care practitioners to social research and science (Mullen, as cited in Liamputtong...
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...Research and Evidence Based Practice in Nursing Nurses are constantly challenged to stay up to date with new information to provide the best quality care to their patients. They are often challenge by offering ideas on how to approach old and new problem in health care (LoBiondo-Wood, Geri, and Judith Haber, (2014). Research in nursing is ongoing processes which provide continue education for all health care providers. Research allow health care providers especially nurses to advocate for their patients and provide best possible care they need (Hundley, Vanora, 2015). The purpose of this discussion is to explain the meaning of research and evidence based practice in nursing with example of each and a research and clinical sample question. A research...
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...Teachers and school leaders: making a difference through evidence-based practice A research paper for ACT Government schools ISBN 978-0-9757487-4-9 © Australian Capital Territory, Canberra 2007 Apart from any use as permitted under the Copyright ACT 1968, no part may be reproduced by any process without written permission from the ACT Department of Education and Training, ACT Government, PO Box 1584, Tuggeranong ACT 2901. Produced for the ACT Department of Education and Training by the Measurement, Monitoring and Reporting Directorate. Telephone: Canberra 6205 9214 Fax: Canberra 6205 8353 ACT Government Homepage address 2 Introduction The purpose of this paper is to provide a research base for the ACT Department of Education and Training’s discussion paper for ACT government school teachers: Teachers and school leaders: making a difference through evidence-based practice. Evidence-based practice is defined as the collection and analysis of relevant data and research and the application of this evidence to teaching and learning and to whole school improvement. The conceptual framework of the School Excellence Initiative underpins the paper. This places student achievement and learning at the centre of any discussion. In the research literature, there are many, often contradictory definitions of data, information and knowledge. This paper will use ‘data’ as a collective (singular) noun and define terms as follows: • data: a collection...
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...Evidence-based management (EBMgt or EBM) is an emerging movement to explicitly use the current, best evidence in management decision-making. Its roots are in evidence-based medicine, a quality movement to apply the scientific method to medical practice. Evidence-based management entails managerial decisions and organizational practices informed by the best available scientific evidence. Like its counterparts in medicine (e.g., Sackett, et al., 2000) and education (e.g., Thomas & Pring, 2004), the judgments EBMgt entails also consider the circumstances and ethical concerns managerial decisions involve. In contrast to medicine and education, however, EBMgt today is only hypothetical. Contemporary managers and management educators make limited use of the vast behavioral science evidence base relevant to effective management practice (Walshe & Rundall, 1999; Rousseau, 2005, 2006; Pfeffer & Sutton, 2001). An important part of EBMgt is educating current and future managers in evidence-based practices. The EBMgt website maintained at Stanford University provides a repository of syllabi, cases, and tools that can inform the teaching of evidence-based management. Efforts to promote EBMgt face greater challenges than have other evidence-based initiatives. Unlike, medicine, nursing, education, and law enforcement, "Management" is not a profession. There are no established legal or cultural requirements regarding education or knowledge for an individual to become a manager...
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...trustworthy evidence about issues of importance to the nursing profession, including nursing practice, education, administration, and informatics (Polit & Tatano, 2012) .” Stetler’s Model of Research Utilization to Facilitate Evidence-Based Practice is a primary example of this. This model was developed by Stetler and Marram in 1976. Stetler then expanded the model in both 1994 and 2001 to promote evidence based practice in nursing. (Polit & Tatano, 2012) The model enhances the use of research evidence by nurses to promote evidence based practice. On a basic level this model can use the knowledge from the research to enhance or influence a nurse’s decisions or have an impact on educational programs and many other uses. Stetler’s 2001 model contains five phases. They are: preparation, validation, comparative evaluation/decision making, translation/application and evaluation. Stetler’s intention with the 2001 model was “to make using research evidence in practice a conscious, critical thinking process that is initiated by the user. (Polit & Tatano, 2012) ” Preparation determines the purpose of potential outcomes that can make evidence based change in a clinical arena. Such research could be used to solve critical clinical problems. It could also be used as an educational program within a hospital environment. Validation refers to the research being scientifically sound. If the research is solid then its use can be prioritized as to the use of the evidence in practice (Polit...
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...Promoting Evidence-Based Education: The Role of Practitioners Round table presented at the British Educational Research Association Conference, Cardiff University, 7-10 September 2000 Robert Coe, Carol Fitz-Gibbon and Peter Tymms Curriculum, Evaluation and Management Centre, Durham University Mountjoy Research Centre 4, Stockton Road, Durham DH1 3UZ Tel: 0191 374 4504; Fax: 0191 374 1900; Email: r.j.coe@dur.ac.uk http://www.cem.dur.ac.uk/ebeuk Abstract A number of recent initiatives from Durham University’s Curriculum, Evaluation and Management Centre have sought to involve teachers in creating, accessing and applying evidence about what works in their practice. The ‘gold-standard’ of evidence in this context is taken to be multiple replications of small scale, randomised controlled trials of feasible interventions in real-life settings. The aims, form and progress of these initiatives will be reported, and a number of questions will be raised: What do we mean by ‘Evidence-Based Education’? How can it best be promoted? What kinds of research can teachers do? How good can it be? Can it genuinely contribute to knowledge? Is it a distraction or enhancement of teachers’ core role? How do traditional models of Action Research fit with this approach? Is there an existing body of knowledge that can inform practice? How can teachers gain access to it? Under what conditions might such knowledge have an impact on practice? ...
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...Evidence Based Practice Nursing Implications Evidence Based Practice Nursing Implications Evidence based practice has been changing the direction of care and clinical research with regards safety, patient centered, and cost efficient care delivered to patients. The purpose of this paper will show the importance of Evidence Based Research by defining this form of research and the importance of using the research to improve on nursing practice. It will also show research examples of qualitative and quantitative studies and how it would improve patient outcomes and nursing practice within the Neonatal Intensive Care Unit. Barriers will be discussed that prevent nursing from using and embracing the current research. Finally, the conclusions will summarize the main points of this paper. Importance of Evidence Based Research The importance of evidence based research is, and should, be the driving force on nursing practice to patients. It should go hand in hand with the critical thinking skills that nurses already have and use with regards to care. Evidence Based Research is important because it is an accumulation of information that forms clinical practice. Evidence based research incorporates the patient/family, cost, and safety of care to be delivered. It changes the care from; the way it was always done to the way research proves it should be done, which may still be the way it was always done. The difference is that the now the processes are backed by highly reviewed...
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...The use of Evidence-Based Practice by qualified practitioners will imply the correlation usage of a more systematic practice able to recognize and evaluate individual patients in an accurate way. It refers to the best evidence formulating a clinical assessment parallel to the best possible expertise, and answering to all the client´s expectations when getting a treatment. Sherman (1998) describes, for example, the inherent rules in Evidence-Based Practice coming from the best available research for important outcomes in the guidelines, evaluation of certain agencies, units and even officers, as in the case of forensic psychologists and police crime- investigators forces, as well as, in the medical setting. Now, when we talk about Practice-Based Practice, in reality we are talking about When suggesting a...
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...and also stop overcrowding in prisons. Many states are on community- based corrections now. So the question is how can evidence-based practices in community corrections effectively manage offenders without compromising safety? To be able to meet this challenge it requires correction leaders to the use the most effective resources and focus on giving services that prove to reduce offender recidivism. Some examples of community corrections are parole and probation. Both systems watch convicted offenders and sometimes use the same sanctions and rehabilitation programs, but work differently. For instance, offenders on probation serve their sentencing in the community instead of being incarcerated. On the other hand, an offender on parole served time in prison but was granted to be let out in the community; due to maybe good behavior or time served expired. As policy makers now focus to have community- based corrections, probation agencies are stepping up to the plate as a leader. Probation higher ups are having the challenge to help lower these pressures by handling the growing number of offenders within the community. Instead of sending these offenders to prison, we can use this new program but still need to try to maintain the safety of public. Researcher studies have shown that criminal justice agencies can really reduce offender recidivism by implementing a series of evidence based practices. Evidence practices are programs or tests proven to have positive outcomes through research...
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...Evidence-based practice (EBP) involves any practice that is effective and based on replicated scientific research following a set of explicit criteria (Buron & Wolfberg, 2013). It is important for educators and professionals to consider the best evidence based practices for individuals with ASD. Simpson (2005) states that “dependence on and uncritical use of miracle cures and unproven methods have encouraged unhealthy, unrealistic and improbable expectations and have, in all too many cases, retarded the progress of students with ASD” (p. 141). Adopting evidence-based practices and using scientific methods are important for educating and supporting individuals with ASD. Effective matching of EBP methods to the particular needs of an individual with ASD is considered best practice. Programs must be correctly applied and evaluated by knowledgeable professionals (Simpson, 2005). Implementation of evidence based-based practices involves a process of actions, multiple decisions and corrections (Fixsen, Naoom, Blase, Friedman & Wallace, 2005). Application to the clinical treatment, education and social intervention of individuals with autism spectrum disorders is influenced by current economic and political trends as well as historical influences. The National Research Council (NRC) issued a report in 2001 that incorporated a thorough analysis of the scientific base for the education of children with autism spectrum disorder (ASD). The review highlighted the aspects of effective...
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...have learned, evidence-based practice is the gold standard for guiding nursing policies that result in quality care and best patient outcomes. Unfortunately, despite significant evidence supporting the need for practice change, many barriers exist that prevent integrating evidence into practice. According to Schmidt and Brown (2012), using research, nurses have a direct role in contributing to evidence-based practice changes. When a discrepancy is identified between a care standard and nursing practice, resulting in negative patient outcomes, nurses have a responsibility to take actions to change the practice. When investigating a discrepancy, nurses utilize existing evidence and research to shape new policies supported by scientific evidence. Schmidt and Brown explain that Roger’s model of diffusion mirrors the process in which evidence-based practice originates in small institutions and eventually diffuses into standards of care. According to these authors, evidence-based practice is cultivated and supported at five levels: by the individual nurse, the healthcare institution, and at the regional, national, and international levels. By involving participation at all five levels, evidence-based practice changes can be implemented and supported. The change process involved in creating policies supported by evidence is often time consuming and complex. After compiling evidence supporting the practice change, incorporating this evidence into practice and implementing...
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...between Associate Degree in Nursing (ADN), and Bachelor in Science of Nursing (BSN) prepared nurses. Then identify a patient care situation describing how nursing care or approaches to decision making may differ based upon the educational preparation of the nurse. The Free online Dictionary (2013) depicts competency as “The quality of being competent or capable of performing an allotted function.” Here is a comparison of two different pathways to becoming a Registered Nurse: Associate Degree in Nursing (ADN), and Bachelor in Science of Nursing (BSN) programs. Born out of the nursing shortage in 1952, the Associate Degree nurse came in to fruition thanks to Mildred Montag. The Associate Degree program for Registered Nurses is two-three years length. This program does hold academic credit based on clinical and general studies preparing these students to be able to function as “technical” bedside nurses. At the end of the ADN program students are eligible to take the NCLEX-RN (Creasia & Reid, 2011). The Bachelors of Science program is four years in length and actually regarded by the American Nurse association as the original entry level requirement to becoming a Registered Nurse (Smith, 2009). This program originated in 1909. The BSN program is based on evidence based practice, Community nursing, and prepares these nurses for leadership roles whereas the ADN programs do not function to prepare nurses in leadership roles (Creasia & Reid, 2011). This is due to the program providing...
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