For decades now, evidence based practice is believed to improve quality patient care in health care where there are practiced. Maximum efforts has been put to eliminate traditional way of doing things and embrace new methodologies (Saunders, Vehviläinen-Julkunen & Stevens, 2016). Concerns have been raised towards improving knowledge and skills in respect to evidence for efficient clinical outcome. Lack of EBP knowledge has bring a lot of challenges in our organization thus hindering its implemented. This has influenced integration of sources of evidence in clinical decision making where clinical expertise, clinical context, patients outcomes and values as well as best research are included in the process of decision-making.
There is increased demand to create culture that promotes exploration of critical inquiry and availability of evidence as an important aspect to be incorporated in our daily nursing practice in the organization. Clinical inquiry in nursing follows five EBP processes including ask, gather, appraise, act, evaluate and disseminate. Learning these steps helps to support the capacity of nurses. According to Mick (2017), the first process to clinical inquiry is developing a clinical question, followed by gathering and evaluating evidence obtained. After finding a satisfactory evidence, actions should be taken for its implementation and dissemination and examining outcome.
Saunders, H., Vehviläinen-Julkunen, K., & Stevens, K. R. (2016). Effectiveness of an education
intervention to strengthen nurses’ readiness for evidence-based practice: a single-blind
randomized controlled study. Applied Nursing Research, 31, 175-185.
Mick, J. (2017). Call to action: How to implement evidence-based Nursing
practice. Nursing2019, 47(4), 36-43.
As discussed in week one, the significance of evidence-based practice (EBP) in providing safe and quality health care cannot be relegated. In fact, EBP has been endorsed in research and practice as a method that obtains the highest level of care for patients, reduces the cost of health care, reduces medical errors and injuries, and encourages individual and professional advancement for nurses and other health professionals because it encourages research and educational progression. Accordingly, Black et al (2015) concluded that providing research training opportunities to nurses is a worthwhile strategy for health care facilities seeking to promote EBP for the purpose of empowering nurses and consistently ensuring safe and quality health care.
Studies have shown that several issues or factors are implicated in achieving evidence-based nursing practice (e. g. Mahmoud and Abdelrasol, 2019; Solomons and Spross, 2011). Some of these factors include inadequate time to read literature, intense workload, shortage of staff qualified in EBP, and shortage of nursing faculties to inculcate the knowledge of EBP in nurses. Despite the presence of a couple of qualified RNs, the issue of intense workload and inadequate time to read literature is the main issue for my organization in addressing the issue of evidence-based nursing practice. To address this issue however, management must increase the number of nursing staff so that nurses will have more time for investigative inquiries to improve practice. Furthermore, encouraging a culture of research amongst nurses, by keeping nursing journals, articles, and periodicals can be promising for resolving EBP issues in nursing practice.
Black, A., Balneaves, L., Garo, C., Puyat, J., Qian, H. (2015). Promoting Evidence-Based Practice Through a Research Training Program for Point-of-Care Clinicians. The Journal of Nursing Administration, 45(10); pp. 14-20. doi: 10.1097/NNA.0000000000000151
Matmoud, M. H., & Abdelrasol, M. (2019). Obstacles in Employing Evidence-Based Practice by Nurses in their Clinical Settings: A Descriptive Study. Frontiers of Nursing, 6(2); pp. 123-133.
Solomons, N. M., & Spross, J. A. (2011). Evidence-Based Practice Barriers and Facilitators from a Continuous Quality Improvement Perspective: An Integrative Review. Journal of Nursing Management, 19: 109-120