Discuss Why EBP Is Essential In Nursing Practice For Nurses ✓ Solved

Discuss why EBP is essential in nursing practice. for nurses

Discuss why EBP is an essential component of the practice of a BSN RN. It Identify two ways in which you will continue to integrate evidence into your practice and encourage it within your work environment. What obstacles could challenge this plan, and what steps will you take to minimize their impact?

Project 2: Technical Description

Choose an Object

Select an object with which you are familiar and one with which you can physically interact while you work on your project. Consider something that you use in your field of study, workplace, or a hobby or leisure activity you enjoy.

Collect Information

Draw on your own knowledge and experience with the object as well as direct observations. You may conduct secondary research, but it is not required. If you do secondary research, cite the words and ideas of others clearly and accurately in a reference section at the end of your description.

Write a Mechanism Description

Your audience for this document is people who want to use the object you have selected. Consider why they might want to have or use the object and what they need to know about it.

Write a description that explains the object’s physical appearance, overall function or purpose, component parts, and how the component parts function as a whole.

Design Your Document

Your technical description will include some conventional elements, but it will not adhere to a particular format. Rather, you should design your document to be attractive and easy to read. Include subject headings, white space, and graphics in ways that can help your reader understand and use your document. You may create your own images, such as charts, diagrams, or photographs, or find appropriate images on the web.

Cite the source of any graphics that you do not create yourself.

Paper For Above Instructions

Evidence-Based Practice in BSN Nursing: Core rationale

Evidence-based practice (EBP) integrates the best available research with clinical expertise and patient values to improve outcomes, enhance safety, and reduce unwarranted variation in care. In nursing, EBP is a professional obligation that aligns with regulatory standards and the quality improvement mission of health systems. Foundational work in EBP argues that decisions grounded in sound evidence lead to better patient outcomes, more consistent care, and more efficient use of resources (Melnyk & Fineout-Overholt, 2019; Sackett et al., 1996). The BSN-prepared nurse is uniquely positioned to translate research findings into bedside practice, contribute to team-based decision making, and model continuous learning that patients and families trust (IOM, 2010; AACN, 2008). The movement toward nursing-centered evidence use was reinforced by national reports emphasizing system-wide improvement and the central role of nurses in quality and safety (IOM, 2001; IOM, 2010). This makes EBP not only a theoretical ideal but a practical framework for daily nursing work (Melnyk & Fineout-Overholt, 2019).

Two pathways that BSN professionals can leverage to sustain EBP are (1) formalizing ongoing engagement with current research through structured, routine activities and (2) integrating evidence into clinical decision support and daily workflows. First, establish a recurring Journal Club or EBP rounds that review recent studies, synthesize findings for applicability, and develop actionable practice changes. Regular, collaborative appraisal of new evidence strengthens clinicians’ confidence in implementing changes and reduces resistance by distributing ownership of decisions (Melnyk & Fineout-Overholt, 2019). Second, translate evidence into practical tools—brief evidence summaries, bedside checklists, and decision aids embedded in electronic health records—that guide clinicians at the point of care. This approach aligns with best practice guidelines and supports rapid, patient-centered decision making (Sackett et al., 1996; AACN, 2008).

Second, consider how to integrate evidence while fostering a supportive work environment. Encouraging a culture of inquiry—where staff identify gaps, pose questions, and seek evidence—helps normalize EBP as a professional norm rather than an add-on activity (IOM, 2010; Greenhalgh et al., 2004). Leadership support, protected time for literature review, and access to streamlined sources are critical facilitators (Melnyk & Fineout-Overholt, 2019). Journal clubs, continuing education credits tied to EBP milestones, and peer mentoring can sustain engagement and reduce the perception that EBP is solely the concern of researchers or educators (Grol & Wensing, 2013; IHI, n.d.).

Obstacles to sustaining an EBP plan commonly include time constraints, limited access to current literature, insufficient training in critical appraisal, resistance to change, and competing priorities. Time pressure reduces clinicians’ ability to search, appraise, and implement evidence; organizational culture can impede change if leaders do not visibly value EBP; and inconsistent access to journals or high-quality databases can hinder discovery (Melnyk & Fineout-Overholt, 2019; Greenhalgh et al., 2004). Patient preferences and administrative policies may also complicate implementation, illustrating the need for shared decision making and alignment with organizational goals (IOM, 2001).

To minimize impact, implement practical steps such as protected time for EBP activities, the creation of a small, trained EBP team or clinical librarian program to handle rapid literature searches, and the use of concise evidence summaries that translate research into action. Building leadership endorsement and tying EBP initiatives to quality metrics (e.g., falls, infection rates, readmission reductions) can sustain momentum. Training in critical appraisal and using rapid appraisal tools helps overcome knowledge gaps, while pilot-testing and iterative Plan-Do-Study-Act (PDSA) cycles support controlled adoption and measurement of impact (IHI; Melnyk & Fineout-Overholt, 2019).

Project 2: Technical Description – Stethoscope as a familiar object

Choose an Object: The stethoscope is a quintessential object in healthcare settings, widely used by nurses, physicians, and other clinicians to auscultate heart, lung, and bowel sounds. Its design and function are straightforward yet sophisticated, involving multiple materials and components that enable clear acoustic transmission and user comfort. The object is familiar to most healthcare students and professionals, making it an ideal example for a mechanism description that highlights both physical appearance and functional parts.

Collect Information: The stethoscope comprises a chest piece (diaphragm and bell), tubing, and a headset with binaurals and eartips. Materials commonly include a metal or alloy chest piece, flexible polyvinyl chloride (PVC) tubing, and silicone or rubber eartips. The diaphragm is used for high-frequency sounds, while the bell can be used for low-frequency sounds. The tubing channels acoustic vibrations to the ear pieces, where the clinician interprets sounds as part of the diagnostic process. While the basic design is standard, variations exist in acoustic performance, tubing length, and fit, which influence sound transmission and user comfort (Sackett et al., 1996; Burns & Grove, 2010).

Write a Mechanism Description: The mechanism of the stethoscope begins at the chest piece, where the diaphragm and bell capture sound vibrations generated by the patient’s body. The diaphragm—a flat, reinforced membrane—vibrates in response to high-frequency sounds, transmitting pressure variations through the tube to the ear. The bell, often with a concave shape, is tuned to detect lower-frequency sounds. These acoustic signals travel through the flexible tubing with minimal attenuation, reaching the headset. The binaurals—metal or plastic tubes—angle into the clinician’s ears via the eartips, delivering sound for interpretation. The overall mechanism relies on the conversion of mechanical wave energy in the patient into audible sound by the clinician, with design choices (tubing material, chest-piece construction, and fit) optimizing sound transmission and user comfort. This integrated system enables clinicians to hear subtle heart murmurs, breath sounds, and other clinical cues that guide assessment and decision making. (Melnyk & Fineout-Overholt, 2019; Burns & Grove, 2010).

Design Your Document: The technical description is structured to be accessible yet informative, with clear sections on appearance, function, components, and their interrelationships. Visual aids such as exploded diagrams or labeled photographs could augment the text, illustrating chest piece parts (diaphragm, bell), tubing, and headset. If graphic sources are used, proper citation is required to acknowledge authorship. The document is designed to be readable, with concise sentences and logically organized headings to support quick reference during clinical practice (Melnyk & Fineout-Overholt, 2019).

References

  1. Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Wolters Kluwer.
  2. Sackett, D. L., Rosenberg, W. M. C., Gray, J. A., Haynes, R. B., & Richardson, W. (1996). Evidence-based medicine: What it is and what it isn't. BMJ, 312(7023), 71-72.
  3. Institute of Medicine. (2010). The Future of Nursing: Leading Change, Advancing Health. National Academies Press.
  4. Institute of Medicine. (2001). Crossing the Quality Chasm: A New Health System for the 21st Century. National Academies Press.
  5. American Association of Colleges of Nursing. (2008). The Essentials of Baccalaureate Education for Professional Nursing Practice. AACN.
  6. Burns, N., & Grove, S. K. (2010). The Practice of Nursing Research: Appraisal, Synthesis, and Utilization (7th ed.). Saunders.
  7. Polit, D. F., & Beck, C. T. (2020). Nursing Research: Generating and Assessing Evidence for Nursing Practice (11th ed.). Wolters Kluwer.
  8. Greenhalgh, T., Robert, G., Macfarlane, F., Bate, P., & Kyriakidou, O. (2004). Diffusion of innovations in service organizations: Systematic review and synthesis. Milbank Quarterly, 82(4), 581-629.
  9. Grol, R., Wensing, M., Eccles, M., & Davis, D. (2013). Improving quality of care by implementing evidence-based practice: A summary of the guidelines from the EBP implementation. Implementation Science, 8(1), 1.
  10. AACN. (2021). The Essentials of Bachelor's Education for Professional Nursing Practice. AACN.

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