Evidence Into Practice: Publishing an Evidence-Based Practice Project.
Adams, Susan; Farrington, Michele; Cullen, Laura;
Journal of PeriAnesthesia Nursing, 2012 Jun; 27 (3): 193-202
The Role of Technology in Enhancing Evidence-Based Practice, Education, Heathcare Quality, and Patient Outcomes: A Call for Randomized Controlled Trials and Comparative Effectiveness Research.
Melnyk, Bernadette Mazurek;
Worldviews on Evidence-Based Nursing, 2012 2nd Quarter; 9 (2): 63-65
Evidence-based nursing. The EBP rollout process.
Sparger, Kathy; Selgas, Misleydy; Collins, Patricia Manda; Lindgren, Carolyn L.; Massieu, Mary; Castillo, Angela S.;
Nursing Management, 2012 May; 43 (5): 14-20
Evidence-Based Practice for Obtaining Blood Specimens From a Central Venous Access Device.
Mendez, Sarah J.;
Oncology Nursing Forum, 2012 May; 39 (3): 247-51
Abstract: As part of a scheduled policy and procedure review, the department of nursing education at a large urban academic medical center conducted a literature review to determine the most up-to-date evidence for central venous access device (CVAD) blood draws. The literature review revealed that the dead space blood draw was the best practice methodology because the dead space methodology, defined as the point at which blood is in the attached syringe when aspirating without flushing, reduced the potential for infection with minimal blood loss from blood discard.
Planning for Implementation of Evidence-Based Practice.
Cullen, Laura; Adams, Susan L.;
Journal of Nursing Administration, 2012 Apr; 42 (4): 222-30
Infusing research into practice: a staff nurse evidence-based practice fellowship program.
Gawlinski, Anna; Becker, Elaine;
Journal for Nurses in Staff Development, 2012 Mar-Apr; 28 (2): 69-73
Abstract: This article describes the framework and dynamics of an evidence-based practice mentorship program for staff nurses. Staff development educators can be instrumental as leaders in an evidence-based practice fellowship program, as they foster a thirst for lifelong learning, assist with developing a questioning attitude, and inspire nurses to ask clinical questions. The program serves as a bridge to bring research into real-world patient care that results in improved patient outcomes.
Mentoring nurses in evidence-based projects.
Journal for Nurses in Staff Development, 2012 Mar-Apr; 28 (2): 89-90
Nursing Research: It's Easier Than You Think!.
Guercia, Joan M.; Howard, Beverly J.;
Med-Surg Matters, 2012 Mar-Apr; 21 (2): 1-12
Promoting nursing research and innovation by staff nurses.
Syme, Rachel; Stiles, Carla;
Applied Nursing Research, 2012 Feb; 25 (1): 17-24 Abstract:
Abstract: Promoting nursing research participation is challenging. Since the creation of an internal fund for research and innovation, 11 projects have received funding with a doubling of staff participation. The success of this novel funding opportunity highlights the need for this type of support and demonstrates success in promoting nursing research.
Demystifying nursing research terminology: Part 2.
Welford, Claire; Murphy, Kathy; Casey, Dympna;
Nurse Researcher, 2012; 19 (2): 29-35
Abstract: Aim To provide an explanation of the research methodologies and strategies available. Background There are numerous research methodologies and strategies. The literature is ambiguous in relation to research terminology and this often leads to confusion about which methodology or strategy to adopt. Data sources A review of the most up-to-date literature. Discussion The most commonly adopted methodologies and strategies are discuss Conclusion Part 1 (Welford et al 2011) of this two-part paper explained the research paradigms and the rationales for choosing particular paradigms. Part 2 provides an explanation of the methodologies and strategies available to the researcher. Implications for practice/research This paper will be particularly useful for novice researchers or doctoral students.
Mixing research with hands-on experience.
Dunning, Jeremy;
Cancer Nursing Practice, 2012 Apr; 11 (3): 7
The role of a research nurse in translating evidence into practice.
Houlston, Catherine;
Nursing Management - UK, 2012 Apr; 19 (1): 25-8
Abstract: This article describes the role and experiences of a research nurse working with a nursing team to implement best practice guidelines. The structure of the research project and resources were found to support the change, resulting in better patient care. Challenges promoting change as part of a research project included inflexibility of research paperwork and competing local trust priorities. The research nurse was able to support the clinical team to implement change through education and regular visits to the ward to monitor progress and feedback good practice.
Efficacy of the use of evidence-based algorithmic guidelines in the acute care setting for pain assessment and management in older people: a critical review of the literature.
Harmon, Joanne R.; Higgins, Isabel; Summons, Peter; Bellchambers, Helen;
International Journal of Older People Nursing, 2012 Jun; 7 (2): 127-40
So You Want to Change Practice: Recognizing Practice Issues and Channeling Those Ideas.
Lusardi, Paula;
Critical Care Nurse, 2012 Apr; 32 (2): 55-64
Abstract: Applying the best evidence to support nursing practice and generating new knowledge for use in practice are the hallmarks of excellence and allow practitioners to meet patient care quality and safety priorities. Although identifying a patient care problem comes easily to staff nurses, the process of clarifying the problem and channeling those ideas through to a practice change can be daunting for bedside nurses. This article provides guidance to staff nurses who want to identify a clinical problem and change practice.
Applying research to practice: exploring the barriers.
Hewitt-Taylor, Jaqui; Heaslip, Vanessa; Rowe, Nicholas E.;
British Journal of Nursing (BJN), 2012 Mar 22; 21 (6): 356-9
Abstract: Nurses are not averse to applying research findings to their clinical practice; however, there appears to be a number of barriers to achieving this. Generally, barriers include lack of time and the need to provide more education surrounding the use of research. While these are both valid points, the authors suggest that perhaps the solution to the problem is looking at how research is 'sold' to practitioners. For example, the use of jargon in research is off-putting to many practitioners, which creates an impression that research is associated with academia, rather than a tool for practitioners. Also, there may be an unrealistic expectation of what 'using research' might mean. Research is seen as the pinnacle of evidence, and not a part of evidence-based practice. In this article, the authors propose that teaching and expectations of research should focus on the application of research to practice. Reviewing and critiquing of research should serve the purpose of helping to make decisions about its practical applications, rather than for academic use.
Nurses learn caring theory by being co-researchers in a surgical setting.
Boussaid, Lena; Dahlgren, Monica; Lindwall, Lillemor;
Nurse Education Today, 2012 May; 32 (4): 393-8
Abstract: Summary: This paper present findings from research on the following issues: How nurses from surgical unit learn a caring theory by being co-researchers in a research group. The aim was to describe the learning process of the nurses when they were co-researchers in a research group. The study has a qualitative design and a hermeneutical approach. Data were collected through interviews with seven registered nurses in hospital in mid Sweden. The study shows that nurses learn caring by listening to each other. Four sub-themes emerged through the interpretation: Nurses learn caring theory by listening to each other when they are; giving time to talk to one another, expressing their actions in words, sharing thoughts with others and allowing themselves to be touched by each other''s stories. The new understanding highlights that learning in research groups can be understood as a learning process, where nurses listen to one another and thereby create an expression and meaning of their experiences through caring theory, while at the same time developing their profession. Nurses learn caring theory by being co-researchers in a research group. In order for this to happen, the research collaboration should be characterized by realism and engagement.
