1. APN-led nursing rounds: An emphasis on evidence-based nursing care. Mahanes, Dea; Quatrara, Beth D.; Shaw, Katherine Dale;
Intensive & Critical Care Nursing, 2013; 29 (5): 256-60.
Abstract: In today's healthcare environment, nursing staff are challenged to care for patients with increasingly complex needs in an ever-changing environment. Nurses are expected to stay up to date on a tremendous number of institutional initiatives, best practice guidelines, and policies and procedures. These practice imperatives are often disseminated through passive means of information-sharing such as staff meetings and electronic mail. In this setting, it is difficult for nurses to simultaneously focus on incorporating practice updates while continuing to value basic nursing functions such as oral care, skin care, and incontinence management. The concept of Interventional Patient Hygiene emphasises that basic nursing functions are not only tasks, but also important evidence-based interventions that contribute to improved health for the patient. Interventional Patient Hygiene facilitates the integration of science and practice. This article describes a quality improvement intervention, Advanced practice nurse-led nursing rounds, which supports Interventional Patient Hygiene and be used to help staff integrate best practices while balancing the multiple priorities inherent in nursing care.
2. Developing complex interventions for nursing: a critical review of key guidelines.
Corry, Margarita; Clarke, Mike; While, Alison E; Lalor, Joan;
Journal of Clinical Nursing, 2013 Sep; 22 (17/18): 2366-86.
Abstract: Aims and objectives To identify the most comprehensive approach to developing complex interventions for nursing research and practice. Background The majority of research in nursing is descriptive and exploratory in nature. There is an increasing professional and political demand for nurses to develop and provide evidence to support their practices. Nurses need to explore current practice and develop and test interventions to provide the evidence required for safe practice. Design A literature review using a systematic approach. Methods The review was carried out using four databases: CINAHL, Pub Med, Psyc INFO and BNI (2000-2011), and the search was limited to 'brief interventions' and complex intervention development ( January 2000- September 2011). Included papers reported on guidelines for intervention development or 'how' an intervention was developed. Results Six papers reported on guidelines for developing interventions. There are many similarities between the guidelines with a similar pattern of guideline development in Europe and the USA. The only guideline reported to have been used in the development of interventions is the Medical Research Council framework ( MRC) (A Framework for Developing and Evaluation of RCTs for Complex Interventions to Improve Health, 2000), with 9 of 14 papers that describe the development of an intervention reporting the use of this guideline. The other five papers did not mention the use of any guideline or framework. Conclusions The MRC (A Framework for Developing and Evaluation of RCTs for Complex Interventions to Improve Health, 2000) framework appears to be the most widely used guideline reported for developing complex interventions. Although the updated MRC (Developing and Evaluating Complex Interventions, 2008) framework adds considerably to the original MRC (A Framework for Developing and Evaluation of RCTs for Complex Interventions to Improve Health, 2000) framework, other guidelines contribute additional guidance which can inform the development of nursing interventions. These additional guidelines are presented in a model for developing complex interventions for nursing. Relevance to clinical practice The model will help nurses planning to develop nursing interventions as it provides additional and nursing-specific guidance to the MRC (Developing and Evaluating Complex Interventions, 2008) framework for the development of complex interventions for nursing practice.
3. Citation Classics in Nursing Journals: The Top 50 Most Frequently Cited Articles From 1956 to 2011.
Y. Wong, Eliza L.; S. Tam, Wilson W.; Y. Wong, Faye C.; L. Cheung, Annie W.;
Nursing Research, 2013 Sep-Oct; 62 (5): 344-51.
Abstract: Background: Assessing the impact of individual journal articles provides information for understanding trends in science and translation of findings on practice. Citation analysis is an important way to highlight the contributions of individual author/ investigator and journals on nursing practice. Objective: The purpose of this study was to identify the most frequently cited articles published in nursing journals from 1956 to 2011. Methods: The Science Citation Index Expanded and Social Sciences Citation Index were searched for citations through 2011 to articles published in the 89 nursing journals listed on the Journal Citation Reports (2010 edition). The number of citations, topic, countries, and institutions of origin based on the first author affiliation, year of publication, study design, publishing journal, journal country, and journal impact factor were noted. The most frequently cited articles published in the 89 nursing journals from 1956 to 2011 were identified. Results: The top 50 most frequently cited articles were published in 10 nursing journals between 1970 and 2005. The top cited article received 784 citations. The most common topics were methodology for qualitative studies, validation procedures for tool development, and nursing care and practices in cancer and mental health. The most common study designs were reviews Including meta-analysis and instrument validation. Most of the top 50 cited articles were published from 1986 to 1995. Discussion: The findings provide insights into priorities and trends in nursing research and translational science.
4. Defining What Evidence is, Linking It to Patient Outcomes, and Making It Relevant to Practice: Insight from Clinical Nurses.
Jeffs, Lianne; Beswick, Susan; Lo, Joyce; Campbell, Heather; Ferris, Ella; Sidani, Souraya;
Applied Nursing Research, 2013 Aug; 26 (3): 105-9.
Abstract: Background/Rationale: Factors that impede or enable successful evidence based practice for nurses in their daily work is well documented. Less known is how nurses define evidence in their daily clinical practice and how this knowledge can inform strategies to enhance evidence based patient care and outcomes. Aims/Methods: A qualitative study was undertaken to explore nurses' perceptions of what constitutes evidence as part of EBP and how applicable evidence is to their daily practice. A qualitative design using semi-structured interviews was employed for this study. Data were analyzed using directed content analysis. Results: The following four key themes emerged: viewing evidence as research based and a proven practice; linking evidence to patient outcomes; basing evidence on experience; and making evidence relevant to practice. Implications: Study findings point to having accessible, practical tools to make evidence credible and relevant for nurses tailored to their clinical contexts.
5. Scholarly Publication Practices of Doctor of Nursing Practice-Prepared Nurses.
Broome, Marion E.; Riner, Mary E.; Allam, Eman S.;
Journal of Nursing Education, 2013 Aug; 52 (8): 429-10.
Abstract: Doctor of Nursing Practice (DNP) graduates are expected to contribute to nursing knowledge through empirically based studies testing the effectiveness of practice approaches that ultimately benefit patients and health care systems. This article describes publication practices of DNP graduates in the scholarly literature. Published studies (2005 to 2012) with at least one author with a DNP degree were identified. The search yielded 300 articles in 59 journals; 175 met the inclusion criteria and were included in this study. A codebook, consisting of 15 major categories, was used to extract relevant information. Original clinical investigations were the most frequent, followed by practice-focused patient and provider studies. The number of studies published in peer-reviewed journals with DNP-prepared authors increased over time. We recommend greater integration of translational science models into DNP curricula to achieve the goal of publishing scholarly products that use evidence to improve either practice or patient outcomes.
6. Turning Knowledge Into Action at the Point-of-Care: The Collective Experience of Nurses Facilitating the Implementation of Evidence-Based Practice.
Dogherty, Elizabeth J.; Harrison, Margaret B.; Graham, Ian D.; Vandyk, Amanda Digel; Keeping-Burke, Lisa;
Worldviews on Evidence-Based Nursing, 2013; 10 (3): 3rd Quarter: 129-39.
Abstract: ABSTRACT Background Facilitation is considered a way of enabling clinicians to implement evidence into practice by problem solving and providing support. Practice development is a well-established movement in the United Kingdom that incorporates the use of facilitators, but in Canada, the role is more obtuse. Few investigations have observed the process of facilitation as described by individuals experienced in guideline implementation in North America. Aim To describe the tacit knowledge regarding facilitation embedded in the experiences of nurses implementing evidence into practice. Methods Twenty nurses from across Canada were purposively selected to attend an interactive knowledge translation symposium to examine what has worked and what has not in implementing evidence in practice. This study is an additional in-depth analysis of data collected at the symposium that focuses on facilitation as an intervention to enhance evidence uptake. Critical incident technique was used to elicit examples to examine the nurses' facilitation experiences. Participants shared their experiences with one another and completed initial data analysis and coding collaboratively. The data were further thematically analyzed using the qualitative inductive approach of constant comparison. Results A number of factors emerged at various levels associated with the successes and failures of participants' efforts to facilitate evidence-based practice. Successful implementation related to: (a) focus on a priority issue, (b) relevant evidence, (c) development of strategic partnerships, (d) the use of multiple strategies to effect change, and (e) facilitator characteristics and approach. Negative factors influencing the process were: (a) poor engagement or ownership, (b) resource deficits, (c) conflict, (d) contextual issues, and (e) lack of evaluation and sustainability. Conclusions Factors at the individual, environmental, organizational, and cultural level influence facilitation of evidence-based practice in real situations at the point-of-care. With a greater understanding of factors contributing to successful or unsuccessful facilitation, future research should focus on analyzing facilitation interventions tailored to address barriers and enhance facilitators of evidence uptake.
7. The Financial and Clinical Benefits of a Hospital-Based PhD Nurse Researcher.
Staffileno, Beth A.; Wideman, Marilyn; Carlson, Elizabeth;
Nursing Economic$, 2013 Jul-Aug; 31 (4): 194-7.
8. Use, Knowledge, and Attitudes Toward Evidence-Based Practice Among Nursing Staff.
White-Williams, Connie; Patrician, Patricia; Fazeii, Pariya; Degges, Mary Ann; Graham, Shannon; Andison, Margot; Shedlarski, Antoinette; Harris, Lindsey; McCaleb, K. Alberta;
Journal of Continuing Education in Nursing, 2013 Jun; 44 (6): 246-54.
Abstract: Background: Little information is known about the use, knowledge, and attitudes toward evidence-based practice (EBP) among nurses in a large academic hospital. This cross-sectional, descriptive study examined the knowledge, attitudes, and use of EBP by nurses at a large academic, Magnet®-designated medical center. Methods: Data were collected from 593 nurses who completed the Clinical Effectiveness and Evidence Based Practice Questionnaire between November 2011 and March 2012. Statistical analyses included correlations and multivariate analysis of covariance. Results: Most nurses (96%) reported that they were aware that an EBP and Research Council existed. The average scores were highest on the Attitudes subscale, followed by the Knowledge/Skills and Practice subscales. Conclusion: Continuing education for nurses makes a difference in nurses' attitudes, knowledge, and use of EBP in practice. Participation in EBP and research educational activities or Council meetings may affect EBP culture in a large academic medical center.
9. The evolving role and value of libraries and librarians in health care. Sollenberger, Julia F; Holloway Jr, Robert G;
JAMA: Journal of the American Medical Association, 2013 Sep 25; 310 (12): 1231-2.
10. The effect of a clinical medical librarian on in-patient care outcomes.
Esparza, Julia M.; Shi, Runhua; McLarty, Jerry; Comegys, Marianne; Banks, Daniel E.;
Journal of the Medical Library Association, 2013 Jul; 101 (3): 185-91.
Abstract: Objective: The research sought to determine the effect of a clinical medical librarian (CML) on outcomes of in-patients on the internal medicine service. Methods: A prospective study was performed with two internal medicine in-patient teams. Team 1 included a CML who accompanied the team on daily rounds. The CML answered questions posed at the point of care immediately or in emails post-rounds. Patients on Team 2, which did not include a CML, as well as patients who did not require consultation by the CML on Team 1, served as the control population. Numerous clinical and library metrics were gathered on each question. Results: Patients on Team 1 who required an answer to a clinical question were more ill and had a longer length of stay, higher costs, and higher readmission rates compared to those in the control group. Using a matched pair analysis, we showed no difference in clinical outcomes between the intervention group and the control group. Conclusions: This study is the largest attempt to prospectively measure changes in patient outcomes when physicians were accompanied by a CML on rounds. This approach may serve as a model for further studies to define when and how CMLs are most effective.
11. Clinical Inquiry. Monitoring the Quality of Clinical Inquiry Projects.
Bolte, Jean; Granger, Bradi B.;
AACN Advanced Critical Care, 2013 Jan-Mar; 24 (1): 78-81.
Abstract: The article discusses the importance of educating nurses about the components of monitoring for clinical inquiry and states ways of educating them one of which is to involve them in monitoring activities. It also states that monitoring is important for local quality improvement or unit-based studies and establishing a quality monitoring plan is essential for good clinical practice. It also discusses the components, timing and frequency of monitoring the projects.
