Discussion: Nursing Research and Evidence-Based PracticeIn your practice as a nurse, you may use procedures and methods that did not necessarily originate in evide

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Discussion: Nursing Research and Evidence-Based Practice

In your practice as a nurse, you may use procedures and methods that did not necessarily originate in evidence, but instead were derived from informal and unwritten conventions, traditions, and observations. While these techniques may have merit, practices are constantly being updated and contradicted by information from scholarly research studies and professional guidelines. This new information serves as “evidence” for revising practices to improve outcomes across health care.

Based on this evidence, you can formulate a question. In this Discussion, you consider the use of evidence-based practice in your own organization and formulate a question that you will need to answer for your portfolio project. This is called a PICOT question. You will also investigate strategies for overcoming barriers to implementing evidence-based practice (EBP).

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To prepare:

Consider a recent clinical experience in which you were providing care for a patient.

Determine the extent to which the care that you provided was based on evidence and research findings or supported only by your organization’s standard procedures. How do you know if the tasks were based on research?

What questions have you thought about in a particular area of care such as a procedure or policy?

Review Chapter 2, pages 31–34 on “Asking Well worded Clinical Questions” in Polit & Beck and consult the resource from the Walden Student Center for Success: Clinical Question Anatomy & examples of PICOT questions (found in this week’s Learning Resources). Formulate your background questions and PICOT question.

Reflect on the barriers that might inhibit the implementation of evidence-based practice in your clinical environment.

Review the article “Adopting Evidence-Based Practice in Clinical Decision Making” in this week’s Learning Resources. Select one of the barriers described that is evident in your organization and formulate a plan for overcoming this barrier.

Post an evaluation of the use, or lack thereof, of EBP in a recent clinical experience. Identify which aspects of the care delivered, if any, were based on evidence and provide your rationale. List your background questions and PICOT question about this nursing topic. Critique how the policies, procedures, and culture in your organization may hinder or support the adoption of evidence-based practices. Identify the barrier you selected from the article and explain how this barrier could be overcome within your organization.

Required Readings

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 1, “Introduction to Nursing Research in an Evidence-Based Practice Environment”

This chapter provides an introduction to nursing research, its history, and the evolution of evidence-based practice. It includes an overview of credible sources of evidences and a description of the different paradigms used in nursing research.

Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice”

The focus of this chapter includes an overview of the key aspects of evidence-based practice, a review of how to identify credible research and appraise its value, and, finally, a discussion on how to take the identified evidence and convert it into a practice.

Chapter 3, “Key Concepts and Steps in Qualitative and Quantitative Research”

In this chapter, quantitative and qualitative research models are compared and the major steps in each approach are described. Information is also presented on the different sections of a research journal article and how you can identify the research model that was utilized.

Adams, J. S. (2010). Utilizing evidence-based research and practice to support the infusion alliance. Journal of Infusion Nursing, 33(5), 273–277.

Retrieved from the Walden Library databases.

This article examines how evidence-based research and practice supports infusion alliances. The text also specifies the increasing challenges that infusion nurses face.

Mallory, G. A. (2010). Professional nursing societies and evidence-based practice: Strategies to cross the quality chasm. Nursing Outlook, 58(6), 279–286.

Retrieved from the Walden Library databases.

This article describes strategies for reducing the gap between research knowledge and practice. The article also details how nursing societies could use these strategies to improve the quality of care.

Newhouse, R. P., & Spring, B. (2010). Interdisciplinary evidence-based practice: Moving from silos to synergy. Nursing Outlook, 58(6), 309–317.

Retrieved from the Walden Library databases.

In this article, the authors examine the state of interdisciplinary evidence-based practice (EBP). The authors detail efforts to promote interdisciplinary EBP, academic and clinical training regarding interdisciplinary EBP, and strategies that may facilitate EBP translation across disciplines.

Majid, S., Foo, S., Luyt, B., Zhang, X., Theng, Y-L., Chang, Y-K., & Mokhtar, I. A. (2011). Adopting evidence-based practice in clinical decision making: Nurses’ perceptions, knowledge, and barriers. Journal of the Medical Library Association, 99(3), 229–236.

Retrieved from the Walden Library databases.

This article reviews a study that sought to determine nurses’ awareness of, knowledge of, and attitude toward EBP. The article also describes factors likely to promote barriers to EBP adoption.

Shivnan, J. C. (2011). How do you support your staff? Promote EBP. Nursing Management, 42(2), 12–14.

Retrieved from the Walden Library databases.

This article explores the role of the nurse manager in supporting evidence-based practice. The article also explains barriers and strategies to promote EBP for a nurse manager.

Walden Student Center for Success. (2012). Clinical Question Anatomy. Retrieved July 9, 2014, from http://academicguides.waldenu.edu/content.php?pid=183871&sid=2950360


Laureate Education (Producer). (2012). Timeline of nursing research. Baltimore, MD: Author.

This multimedia piece features a timeline of major events in nursing research. The timeline highlights how historical events and seminal research have contributed to nursing practice.

Please cite at least 3 references

My specialty: Mental Health Nurse

To complete the discussion question you have to access to the resources in Walden library, you can access to my student portal:

Walden University

My walden


Password: Piloto05

Let me know if you need anything else, thanks

                   Discussion: Nursing Research and Evidence-Based PracticeIn your practice as a nurse, you may use procedures and methods that did not necessarily originate in evide
Evidence-Based Practice Research: Clinical Question Anatomy Print Page Report a broken link Evidence-Based Practice Clinical Question Anatomy Introduction PICOT Search terms Additional resources Levels of Evidence Pyramid Evidence Types CINAHL Search Help MEDLINE Search Help Joanna Briggs Institute Search Help Introduction The first step in doing evidence-based practice research is forming a researchable question. Questions that are too broad or too narrow can make your research difficult, if not impossible. For example: Too broad: How do you control infection? This topic is so broad that you’d have difficulty wading through all of the results. Too narrow: At the Johns Hopkins Neonatal Intensive Care Unit, what is the best way to control infection among Asian American babies born at 32 weeks?  This question is so specific that there probably hasn’t been anything published on that specific location regarding that specific population. Just right: In the NICU, what is the effect of hand washing on infection control compared with hand sanitizers, over 6 months?   On this page we will cover: using PICOT as a guide in developing a researchable question turning your research question into search terms PICOT PICOT is a mnemonic that helps you remember the key components of a well-focused question. It stands for:   P = Patient, Population or Problem I = Intervention, Prognostic Factor, or Exposure C = Comparison (optional) O = Outcome T = Time   PICOT examples: Intervention/therapy In _______(P), what is the effect of _______(I) on ______(O) compared with _______(C) within ________ (T)?  In the aged population, what is the effect of exercise programs on accidental falls, as compared with no exercise?   Etiology Are ____ (P) who have _______ (I) at ___ (Increased/decreased) risk for/of_______ (O) compared with ______ (P) with/without ______ (C) over _____ (T)? Are adult smokers with a history of childhood asthma at increased risk of COPD compared to adult smokers with no history of asthma?   Diagnosis or diagnostic test Are (is) _________ (I) more accurate in diagnosing ________ (P) compared with ______ (C) for _______ (O)?  Is the Hemoglobin A1C test more accurate in diagnosing diabetes as compared with fasting blood sugar levels?   Prevention For ________ (P) does the use of ______ (I) reduce the future risk of ________ (O) compared with _________ (C)?  For people with type 2 diabetes, does zinc supplementation reduce the future risk of foot ulcers compared with placebo?   Prognosis/Predictions  Does __________ (I) influence ________ (O) in patients who have _______ (P) over ______ (T)?  In adults with osteoarthritis, does low vitamin D levels in the bloodstream predict the rate of future hip fractures?   Meaning  How do ________ (P) diagnosed with _______ (I) perceive ______ (O) during _____ (T)?  How do cancer patients diagnosed with alopecia perceive their self-esteem during and after chemotherapy?   Search terms Once you’ve developed a PICOT question, it’s time to find keywords or search terms that you can use in the Library databases to find articles relevant to your question. Here are a few strategies that will help you turn each aspect of your topic into relevant search terms: Brainstorm synonyms Expand out acronyms Look at subjects Brainstorm synonyms For each aspect of your topic, think of other words or phrases that have a similar meaning. For example, some synonyms for hand sanitizers could be: hand rubs hand disinfection Expand out acronyms If your topic includes acronyms, like NICU, you’ll want to search using both the acronym and the actual phrase: NICU OR Neonatal Intensive Care Unit Look at subjects Most of the Library databases assign articles or other resources subjects based on the main topics covered in that item. These subjects make great search terms, since they will help you search for the terms the database uses to categorize your topic. Here is an example of how to find subjects in the CINAHL Plus with Full Text database: Once you are in the database, enter an aspect of your topic in the first search box. For example:  Hand Sanitizers     Then run your search by clicking on the Search button.  Note: This search is just to help you identify relevant subjects, so you don’t want to add additional search terms or limits to your search. Under the citation information for each result, look at the Subjects area to determine which subjects best fit your topic. For this topic, a few promising subjects are: Handwashing Standards, Handwashing Equipment and Supplies, Antiinfective Agents, and Cross Infection Prevention and Control.    To learn more about picking and combining appropriate search terms, please see our guides: Keyword Searching: Keyword Search Strategy Guide: Keyword Searching: Boolean


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