1、Evidence-Based PracticeAn Independent Study Short Course for Medical-Surgical NursesThis module was developed by the Clinical Practice Committee of the Academy of Medical-Surgical Nurses, in accordance with the 2006-2010 strategic plan. Why is evidence-based practice important and why now?Changing p

2、atient demographics require new approaches to care.The evidence base for practice is rapidly expanding and growing in complexity for nursing and other disciplines.Why is evidence-based practice important and why now?How to search, evaluate, and apply evidence in practice is unknown by many or incons

3、istently used.There continues to be a mismatch between what we know to be quality care and the quality of care that is delivered.Why is evidence-based practice important and why now?Quality problems occur even in the hands of dedicated, conscientious professionals.The burden of harm from the underus

4、e, misuse, and overuse of care is staggering.Purpose of ModuleTo provide an overview of evidence-based practice (EBP), one of the five competencies that all health care professionals should possess (Institute of Medicine, 2003).Where and how to find the best possible sources of evidence for your pra

5、ctice.How to formulate clear clinical questions.How to search for relevant answers to the questions.Determine when and how to integrate these new findings into practice.ObjectivesAt the end of this module, you will be able to:Recognize evidence-based practice (EBP) as one of five core competencies a

6、ll health professionals should possess regardless of their title or discipline (Institute of Medicine, 2003) for crossing the quality chasm. Define EBP.ObjectivesDescribe the 5 steps of the EBP process.Write a researchable clinical question.Identify resources for developing relevant answers to the q

7、uestion.Use clinical judgment and the 5-step process for determining when and how to integrate findings into practice.Evidence-Based PracticeisKnowing that what we do is the best practice.How do we know in nursing?TraditionAuthorityBorrowingTrial and errorPersonal experienceRole modeling and mentors

8、hipIntuition and reasoningNursing researchTypes of Nursing ResearchDescribeIdentify and understand phenomena, issuesExplainClarify relationshipsPredictEstimate the probability of outcomeControlManipulate the situation to get desired outcomesResearch-Practice GapMuch of what is known from research ha

9、s not been applied in practice. This is known as Research-Practice GapSteps of the process included:Dissemination of knowledge.Synthesis of findings.Critique of studies.Application of findings.Development of research-based practice guidelines (i.e., Agency for Health Care Policy and Research/AHCPR p

10、ractice guidelines; Conduct and Utilization of Research in Nursing/CURN practice protocols).Research-Practice GapEven though guidelines and knowledge have been disseminated, the overall effect on clinical practice and patient outcomes is unclear.Research-Practice GapThe problems of importance to med

11、ical-surgical nursing (skin breakdown, pain, bowel function, treatment adherence, nausea) and related interventions are largely not collected in medical record databases.Nursing research studies are predominately descriptive or qualitative in design, rather than what is considered more rigorous and

12、quantitative.EBP isNeeded to help bridge the research-practice gap by:Strengthening the evidence base so that we know what works and what doesnt work in providing patients with the best outcomes.Standardizing evidence across fields to reach the best outcome for the patient.Housing evidence in online

13、 databases providing reviews of the evidence base.Translating and consolidating state of the science into clinical recommendations. (Stevens, 2004)EBP isConscientious, explicit, and judicious use of theory-driven, research-based information in making decisions about care delivery to individuals or a

14、 group of patients, and in consideration of individual needs and preferences (Ingersoll, 2000).EBP isIntegration of best research evidence, clinical expertise, and patient values in making decisions about the care of individual patients (Institute of Medicine, 2001).A. Research EvidenceRandomized co

15、ntrolled trialsLaboratory experimentsClinical trialsEpidemiological researchOutcomes researchQualitative researchExpert practice knowledge, inductive reasoningB. Clinical ExpertiseKnowledge gained from practice over timeInductive reasoningBenefits for Med-Surg NursesFewer Errors Reduced likelihood o

16、f making type 1 and type 2 errors in practiceType 1 Acceptance of a practice that is incorrect. Example: Administration of a wrong dose, using the wrong procedure, teaching patients using the wrong information.Type 2 Rejection of a practice that is correct. Example: Failing to screen patients for fa

17、ll or pressure ulcer risks; failing to wash hands before and after patient contact; failing to provide patients with smoking cessation information.(Aherns, 2005)Benefits for Med-Surg NursesGreater professional satisfaction from working as part of a team and experiencing effective practice.Benefits f

18、or Med-Surg NursesBetter CareLess variation in care among caregivers where knowledge for improvement is already available.More predictable health outcomes.Less waste and inefficiency yielding fewer delays in diagnosis and treatment and fewer complications.EBP ProcessThere are 5 steps in judging the

19、evidence and determining the circumstances and patient values for guiding application. EBP ProcessAssess practice (formulate question)What isnt working? What do you want to know about?Decide (evidence review)What resources are available and are they any good? What has worked in other places? How can

20、 you change your practice?Plan (develop a plan based on findings)Make a plan to change care based on relevant, applicable information. Let others help.Intervene (take action to review process or change)Implement revised caregiving protocol in clinical unit.Evaluate (care improved or modify and again

21、 intervene)How well is that working for you?The EBP Process Steps are:ReferencesAherns, T. (2005). Evidence-based practice: Priorities and implementation strategies. AACN Clinical Issues. 16(1), 36-42.Burns, N. & Grove, S. K. (2004) The Practice of Nursing Research: Conduct, Critique & Utilization,

22、2-3. Fineout-Overholt, E., Melnyk, B.M., & Schultz, A. (2005). Transforming health care from the inside out: Advancing evidence-based practice in the 21st century. Journal of Professional Nursing, 21(6), 335-344.French, B. (2005). Evaluating research for use in practice: what criteria do specialist

23、nurses use? Journal of Advanced Nursing, 50(3), 235-43Ingersoll, G. I. (2000). Evidence-based Nursing; What it is and what it isnt, Nursing Outlook, 48, 151-152Institute of Medicine,(US) Committee on Quality Healthcare in America (2001). Crossing the quality chasm: A new health system for the 21st C

24、entury, The National Academies Press, 145-163Institute of Medicine, (US)Greiner, A. & Knebel, E., (Eds.) (2003) Health Professions Education: A bridge to quality, The National Academies Press, 45-74Ledbetter, C. A, & Stevens, K.R. (2000). Basics of Evidence-Base Practice, Seminars in Perioperative N

25、ursing 9 (3) 91-97National Patient Safety Goals. (2006). The Joint Commission (formerly JCAHO)Stevens, K. R. (2004). ACE Star Model of EBP: Knowledge Transformation. Academic Center for Evidence-based Practice. The University of Texas Health Science Center at San Antonio. Additional ReadingsCullen, L., Greiner, J., Greiner, J., Bombei, C., & Comried, L. (2005). Exc