Evidence-Based Practice - Using Supporting Documentation

Evidence-Based Practice - Using supporting documentation from at least

Describe how evidence-based practice is different from research by utilizing supporting documentation from at least one nursing publication. Discuss how to distinguish a research project as an evidence-based intervention versus the creation of knowledge through nursing research.

Paper For Above instruction

Evidence-Based Practice (EBP) has become a fundamental component in the advancement of nursing care, emphasizing the integration of the best available research evidence with clinical expertise and patient preferences to improve health outcomes. While closely related to research, EBP differs significantly in its purpose, process, and application within clinical settings. This essay explores these differences using authoritative nursing publications, notably the work by Cepero (2011), and discusses how to identify whether a project qualifies as an evidence-based intervention or traditional nursing research.

At its core, research in nursing aims to generate new knowledge, principles, and theories about health, illness, and care practices. Research projects often involve systematic investigations designed to answer specific hypotheses, test new interventions, or explore gaps in existing knowledge. The primary goal is to produce evidence that expands scientific understanding, which can later be incorporated into clinical practice. Conversely, evidence-based practice focuses on applying existing, high-quality evidence to improve patient outcomes in real-world settings. EBP incorporates findings from research but also includes clinical expertise, patient values, and contextual factors. It is a dynamic process that requires clinicians to critically appraise the evidence, adapt it, and implement it into their practice to enhance care quality (Cepero, 2011).

One of the key distinctions highlighted by Cepero (2011) is that research often produces generalizable knowledge that may not be immediately applicable to specific clinical situations. In contrast, EBP aims to address immediate clinical questions by integrating the best current evidence with clinician experience and patient preferences. For example, a study investigating a new wound care dressing (research) contributes to the broader scientific understanding of wound management, whereas an EBP initiative might involve a nurse evaluating the latest dressing options to improve healing rates in a particular hospital ward based on current evidence and patient circumstances.

Identifying whether a project is an evidence-based intervention or a research endeavor involves examining its purpose, scope, and methodology. An evidence-based intervention project typically focuses on implementing or improving clinical practice by applying existing evidence within a specific context. It may involve quality improvement processes, staff education, or protocol updates with the goal of enhancing patient care. Such projects are often characterized by a relatively shorter timeline, direct application, and focus on outcomes in a particular setting. Conversely, research projects aim to generate new knowledge often through the formulation of hypotheses, experimental or observational designs, and detailed data analysis intended for dissemination beyond a specific practice setting (Cepero, 2011).

Furthermore, the distinction can be seen in the way projects are structured. Evidence-based practice projects generally involve review of current literature, assessment of local evidence or practice gaps, implementation plan, and outcome evaluation. They tend to be practical, iterative, and ongoing to sustain improvements. Research projects, on the other hand, involve hypothesis testing, control groups, randomization, and statistical analysis designed to produce generalizable findings.

To conclude, while both evidence-based practice and research are essential to advancing nursing science and improving patient care, their objectives and approaches differ. EBP emphasizes the application of existing evidence to enhance clinical outcomes, guided by clinical judgment and patient needs. Research seeks to create new knowledge, often through rigorous systematic investigations. Distinguishing between an evidence-based intervention and a research project involves examining their purpose, methodology, and scope. Understanding these differences allows nurses to appropriately implement evidence-based interventions in practice and contribute to the knowledge base through research.

References

  • Cepero, J. (2011). Differences among quality improvement, evidence-based practice, and research. Journal of Neuroscience Nursing, 43(4). https://doi.org/10.1097/JNN.0b013eac3
  • Melnyk, B. M., & Fineout-Overholt, E. (2015). Evidence-based practice in nursing & healthcare: A guide to best practice. Lippincott Williams & Wilkins.
  • Levine, R. (2007). The science of nursing: Evidence-based practice. Journal of Nursing Education, 46(1), 38-42.
  • Fineout-Overholt, E., Melnyk, B. M., & Mays, M. Z. (2010). Nursing research and evidence-based practice: Moving from best practices to best evidence. Journal of Nursing Administration, 40(9), 390-394.
  • Stetler, C. B., McQueen, L., & Demakis, J. G. (2007). An organizational framework and pathway to advance research-based practice. Research in Nursing & Health, 30(2), 112-122.
  • Hickam, D. H., & Sotnik, P. (2011). Implementation of evidence-based practice in nursing. American Journal of Nursing, 111(8), 52-60.
  • Craig, J., & Smyth, R. (2012). The evidence-based practice manual for nurses. Blackwell Publishing.
  • Whittemore, R., & Knafl, K. (2005). The integrative review: Updated methodology. Journal of Advanced Nursing, 52(5), 546-553.
  • Rycroft-Malone, J., et al. (2004). Ingredients for change: What staff want to enact evidence-based practice. Journal of Nursing Management, 12(4), 287-293.
  • Gerrish, K., & Lacey, A. (2010). The research process in nursing. Wiley-Blackwell.

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