Here are my picks from the nursing literature over the past few months. SJO and CHOC employees have access to the full text of many of these articles through the Burlew Medical Library.1. An Evidence-Based Review of a Lentinula edodes Mushroom Extract as Complementary Therapy in the Surgical Oncology Patient.
Shah SK; Walker PA; Moore-Olufemi SD; Sundaresan A; Kulkarni AD; Andrassy RJ;
JPEN Journal of Parenteral & Enteral Nutrition, 2011 Jul-Aug; 35 (4): 449-58
Abstract: The purpose of this review is to present the currently published evidence regarding the use, efficacy, potential mechanisms of action, and results of published clinical trials regarding the use of a Lentinula edodes mushroom-derived extract (active hexose correlated compound) as complementary therapy in patients with cancer. The authors explore the current preclinical and clinical evidence as it relates to this topic and its potential use in the surgical oncology patient. There has been a growing interest in stimulation of the immune system in trauma, cancer, and surgical patients in general. Little, however, has been written about some-of the supplements in widely used in Japan and China, but relatively unheard of in the United States.
2. Potential impact of optimal implementation of evidence-based heart failure therapies on mortality.
Fonarow GC; Yancy CW; Hernandez AF; Peterson ED; Spertus JA; Heidenreich PA;
American Heart Journal, 2011 Jun; 161 (6): 1024-1030.e3
3. How to Read a Paper: The Basics of Evidence-Based Medicine.
Critical Care Nurse, 2011 Jun; 31 (3): 93
4. Evidence-Based Nursing. Getting "research rich" at a community hospital.
Staffileno, Beth A.; McKinney, Cally;
Nursing Management, 2011 Jun; 42 (6): 10-4
5. The Colorado Patient-Centered Interprofessional Evidence-Based Practice Model: A Framework for Transformation.
Goode, Colleen J.; Fink, Regina M.; Krugman, Mary; Oman, Kathleen S.; Traditi, Lisa K.
Worldviews on Evidence-Based Nursing, 2011 2nd Quarter; 8 (2): 96-105
Abstract: Background: Evidence-based practice (EBP) models provide a framework to guide organizations and their clinicians to implement evidence-based policies, protocols, and guidelines. A historical review of evidence-based models is presented. The revised Colorado Patient-Centered Interprofessional EBP Model supports use of research evidence and nonresearch evidence and adopts a patient-centered approach to EBP. Aim: The purpose of this article is to present a framework that can be used to transform an organization and foster the use of evidence by interdisciplinary team members. Approach: An evidence-based intervention to decrease catheter associated urinary tract infections (CAUTI) is presented to show how the model is operationalized. The EBP model is supported by the five steps that clinicians should use as they identify a clinical problem, gather the evidence, and move the evidence into practice. Ideas for dissemination of new models to clinicians throughout the organization are presented.
6. Obstacles and Drawbacks to Avoid in Qualitative Nursing Research.
Windle, Pamela;
Journal of PeriAnesthesia Nursing, 2011 Jun; 26 (3): 173-5
7. Nursing Journal Club: Bridging the Gap Between Practice and Research.
McClurkin, Sylva L.; Bailey, Lillian; Kwan, Meggie;
Journal of PeriAnesthesia Nursing, 2011 Jun; 26 (3): 192
8. Who uses nursing theory? A univariate descriptive analysis of five years' research articles.
Bond, A. Elaine; Eshah, Nidal Farid; Bani-Khaled, Mohammed; Hamad, Atef Omar; Habashneh, Samira; Kataua', Hussein; al-Jarrah, Imad; Kamal, Andaleeb Abu; Hamdan, Falastine Rafic; Maabreh, Roqia;
Scandinavian Journal of Caring Sciences, 2011 Jun; 25 (2): 404-9
Abstract: Since the early 1950s, nursing leaders have worked diligently to build the Scientific Discipline of Nursing, integrating Theory, Research and Practice. Recently, the role of theory has again come into question, with some scientists claiming nurses are not using theory to guide their research, with which to improve practice. The purposes of this descriptive study were to determine: (i) Were nursing scientists' research articles in leading nursing journals based on theory? (ii) If so, were the theories nursing theories or borrowed theories? (iii) Were the theories integrated into the studies, or were they used as organizing frameworks? Research articles from seven top ISI journals were analysed, excluding regularly featured columns, meta-analyses, secondary analysis, case studies and literature reviews. The authors used King's dynamic Interacting system and Goal Attainment Theory as an organizing framework. They developed consensus on how to identify the integration of theory, searching the Title, Abstract, Aims, Methods, Discussion and Conclusion sections of each research article, whether quantitative or qualitative. Of 2857 articles published in the seven journals from 2002 to, and including, 2006, 2184 (76%) were research articles. Of the 837 (38%) authors who used theories, 460 (55%) used nursing theories, 377 (45%) used other theories: 776 (93%) of those who used theory integrated it into their studies, including qualitative studies, while 51 (7%) reported they used theory as an organizing framework for their studies. Closer analysis revealed theory principles were implicitly implied, even in research reports that did not explicitly report theory usage. Increasing numbers of nursing research articles (though not percentagewise) continue to be guided by theory, and not always by nursing theory. Newer nursing research methods may not explicitly state the use of nursing theory, though it is implicitly implied.
9. Nursing Student Research Assistant Program: A strategy to enhance nursing research capacity building in a Magnet status pediatric hospital.
Jamerson, Patricia A.; Fish, Anne F.; Frandsen, Geralyn;
Applied Nursing Research, 2011 May; 24 (2): 110-3
Abstract: For busy clinicians, time to conduct research is scarce. A novel solution, the Nursing Student Research Assistant Program (NS-RAP), was designed in collaboration with area nursing schools to build research capacity at a pediatric hospital. Undergraduate and graduate nursing students participated in a variety of research experiences that, in turn, aided the conduct of clinician-initiated research at the pediatric hospital. In this article, conceptualization, implementation, outcomes, challenges, and future directions of NS-RAP are discussed.
10. Models to enhance research capacity and capability in clinical nurses: a narrative review.
O'Byrne, Louise; Smith, Sheree;
Journal of Clinical Nursing, 2011 May; 20 (9/10): 1365-71
Abstract: To identify models used as local initiatives to build capability and capacity in clinical nurses. The National Health Service, Nursing and Midwifery Council and the United Kingdom Clinical Research Collaboration all support the development of the building of research capability and capacity in clinical nurses in the UK. Narrative review. A literature search of databases (including Medline and Pubmed) using the search terms nursing research, research capacity and research capability combined with building, development, model and collaboration. Publications which included a description or methodological study of a structured initiative to tackle research capacity and capability development in clinical nurses were selected. Three models were found to be dominant in the literature. These comprised evidence-based practice, facilitative and experiential learning models. Strong leadership, organisational need and support management were elements found in all three models. Methodological issues were evident and pertain to small sample sizes, inconsistent and poorly defined outcomes along with a lack of data. Whilst the vision of a research ready and active National Health Service is to be applauded to date, there appears to be limited research on the best approach to support local initiatives for nurses that build research capability and capacity. Future studies will need to focus on well-defined objectives and outcomes to enable robust evidence to support local initiatives. To build research capability and capacity in clinical nurses, there is a need to evaluate models and determine the best approach that will provide clinical nurses with research opportunities.
11. Evidence-based practice implementation strategy: the central role of the clinical nurse specialist.
Muller, Anne; McCauley, Kathleen; Harrington, Paul; Jablonski, Julie; Strauss, Robyn; Nursing Administration Quarterly, 2011 Apr-Jun; 35 (2): 140-51
Abstract: The Hospital of the University of Pennsylvania Model of Excellence in Nursing Professional Practice serves to fully integrate therole of the clinical nurse specialist (CNS) in the implementation of evidence-based care and the role of organizational change agent. Inthis role, the CNS is responsible for the identification and remedy of system-wide challenges to optimal quality care, mentorship ofclinical nurses both as clinicians and as leaders, and enhancement of interdisciplinary partnerships. Integrating the CNS role as thenursing department knowledge keepers, knowledge seekers and knowledge disseminators able to proactively develop and enhanceinterdisciplinary partnerships required systematic educational sessions and use of outcome measurement tools. Resources have included roledevelopment seminars, individual mentoring and standardization of role expression, across service lines. Development and implementation ofan outcome measurement tool has served to further quantify the contribution of the CNS and standardized role implementation across servicedivisions. This dedication of resources has resulted in a significant number of unit-based and system-wide CNSs, serving as a significantsupport to the clinical nurse's practice and leadership development. This article will describe some of the processes used to enhancethe role of the CNS implementing change and practice improvement at the Hospital of the University of Pennsylvania.
12. Negotiating Journal Authorship: Strategies and Hazards.
Sommers, Marilyn S.;
Clinical Nursing Research, 2011 May; 20 (2): 115-9
13. From Practice to Print: Creating a Thriving Culture of Writing.
Saver, Cynthia;
Nurse Leader, 2011 Jun; 9 (3): 23-5
14. Nurses' and patients' perceptions of caring behaviours: quantitative systematic review of comparative studies.
Papastavrou, Evridiki; Efstathiou, Georgios; Charalambous, Andreas;
Journal of Advanced Nursing, 2011 Jun; 67 (6): 1191-205
Abstract: Aim. This paper is a report of a systematic review conducted to test the hypothesis that nurses and patients perceive the concept of caring in nursing differently. Background. Caring is viewed as the central focus of nursing. However, despite its fundamental place in clinical practice, researchers and scholars have failed in reaching a common definition. This failure has led to eliciting for nebulous interpretations of the concept often leading to perplexity and opposing views between patients and nurses. Data sources. Extensive search was conducted using MEDLINE, CINAHL and EMBASE between March and May 2009 with no publishing time limit and the keywords 'care', 'caring', 'nurse', 'nursing', 'behavio(u)rs', 'patient', 'perception', 'quantitative' and 'comparative'. Review methods. This quantitative systematic review of comparative studies followed the guidance of the Centre for Reviews and Dissemination. A seven-item 'yes' or 'no' checklist was developed and used for appraising the quality status of the selected literature. Narrative summary technique was used to report outcomes. Results. Evidence of incongruence of perceptions between patients and nurses is mainly supported by the literature. Few studies, however, report aspects of congruence. Conclusion. There is considerable evidence of the assertion that there is no congruence of perceptions between patients and nurses as regards to which behaviours are considered caring and intended caring is not always perceived as such by the patient. Further research is needed, however, to generate more knowledge on the relationship between caring behaviours, patient outcomes and health or nursing costs.
15. Self-Care Strategies to Enhance Caring.
Shiparski, Laurie; Richards, Kim; Nelson, John;
Nurse Leader, 2011 Jun; 9 (3): 26-30
16. Factors influencing the contribution of advanced practice nurses to promoting evidence-based practice among front-line nurses: findings from a cross-sectional survey.
Gerrish, Kate; Guillaume, Louise; Kirshbaum, Marilyn; McDonnell, Ann; Tod, Angela; Nolan, Mike;
Journal of Advanced Nursing, 2011 May; 67 (5): 1079-90
Abstract: Aim. This paper is a report of a study to identify factors influencing advanced practice nurses' contribution to promoting evidence-based practice among front-line nurses. Background. Despite widespread recognition that care should be evidence-based, nurses experience challenges implementing evidence-based practice. As opinion leaders, advanced practice nurses can influence the practice of front-line nurses by promoting research use. Little is known about how advanced practice nurses use evidence and their influence on care given by front-line nurses. Method. A cross-sectional survey of 855 advanced practice nurses working in 87 hospital/primary care settings in England. The questionnaire examined understandings of evidence-based practice, sources of evidence used, ways of working with frontline nurses, perceived impact on front-line nurses, skills in evidence-based practice and barriers to promoting evidence-based practice. Data were collected in 2005 and analysed using descriptive statistics. Comparisons were made between advanced practice nurses with Masters qualifications and those with lower qualifications. Findings. Advanced practice nurses used different sources of evidence. They engaged in various activities to promote evidence-based practice and had a positive influence on front-line nurses' practice. Advanced practice nurses' skills in evidence-based practice varied with few considering themselves expert. Advanced practice nurses with Masters qualifications perceived themselves to be more skilled in all aspects of evidence-based practice than those with lower qualifications. Conclusion. Advanced practice nurses are well placed as clinical leaders to promote evidence-based practice by frontline nurses but require further development of their skills in evidence-based practice. In order to maximize their potential, advanced practice nurses require Master's preparation.
