Evidence Based Professional Nursing Practice Discussion

Evidence Based Professional Nursing Practice Discussion ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Evidence Based Professional Nursing Practice Discussion Week 10 Chapter 10: Evidence-Based Professional Nursing Practice After reading Chapter 10 and reviewing the lecture power point, please answer the following questions. Each question must have at least 3 paragraphs and you must use at 3 least references (APA) included in your post. Evidence Based Professional Nursing Practice Discussion 1. Describe the importance of evidence-based practice. 2. Describe how and where to search for evidence. 3. Describe strategies for the implementation of evidenced-based practice in nursing practice. I uploaded the class textbook and the corresponding power point to help you answer the questions. You can use the textbook of the class as one of the references. Please use 3 references for week 10. attachment_1 attachment_2 Chapter 10 Evidence-Based Professional Nursing Practice Evidence-Based Practice: What Is It? • Evidence-based practice (EBP) is a framework used by nurses and other healthcare professionals to deliver optimal health care through the integration of best current evidence, clinical expertise, and patient/family values Why Is EBP Relevant in Nursing? (1 of 2) • Helps resolve problems in the clinical setting • Results in effective patient care and better outcomes • Contributes to the science of nursing through the introduction of innovation to practice • Keeps practice current and relevant by helping nurses deliver care based upon current best research Why Is EBP Relevant in Nursing? (2 of 2) • Decreases variations in nursing care and increases confidence in decision making • Supports Joint Commission on Accreditation of Healthcare Organizations (JCAHO)readiness since policies and procedures are current and include the latest research • Supports high quality patient care and achievement of Magnet status Steps in the EBP Process (1 of 2) • Cultivate a spirit of inquiry and culture of EBP among nurses and within the organization • Identify an issue and ask the question • Search for and collect the most relevant and best evidence to answer the clinical question Steps in the EBP Process (2 of 2) • Critically appraise the evidence and synthesize the evidence • Integrate evidence with clinical expertise and patient preferences to make the best clinical decision • Evaluate the outcome of any EBP change • Disseminate the outcomes of the change Barriers to EBP in Nursing (1 of 3) • Lack of value for research in practice • Difficulty in changing practice • Lack of administrative support • Lack of knowledgeable mentors • Insufficient time • Lack of education about the research process • Lack of awareness about research or EBP Barriers to EBP in Nursing (2 of 3) • Research reports/articles not readily available • Difficulty accessing research reports and articles • No time on the job to read research • Complexity of research reports • Lack of knowledge about EBP • Lack of knowledge about the critique of articles Barriers to EBP in Nursing (3 of 3) • Feeling overwhelmed by the process • Lack of sense of control over practice • Lack of confidence to implement change • Lack of leadership, motivation, vision, strategy, or direction among managers Promoting EBP: Individual Nurse • Educate yourself about EBP • Conduct face-to-face or online journal clubs, share new research reports and guidelines with peers, and provide support to other nurses • Share your results through posters, newsletters, unit meetings, or a published article • Adopt a reflective and inquiring approach to practice Strategies to Promote EBP: Organizations • Specific identification of the facilitators and barriers to EBP • Education and training to improve knowledge and strengthen beliefs related to the benefits of EBP • Creation of an environment that encourages an inquisitive approach to patient care PICO(T) •Evidence Based Professional Nursing Practice Discussion P: Patient, population, or problem • I: Intervention, exposure, or topic of interest • C: Comparison or alternate intervention • O: Outcome • (T): Time or timeframe PICO(T) Questions • In (patient or population), what is the effect of (intervention or exposure) on (outcome) compared with (comparison or alternate intervention)? • For (patient or population), does the introduction of (intervention or exposure) reduce the risk of (outcome) compared with (comparison or alternate intervention)? Electronic Resources • National Library of Medicine • Cochrane Library • National Guideline Clearinghouse • Joanna Briggs Institute • Agency for Healthcare Research and Quality • Centre for Health Evidence • Registered Nurses’ Association of Ontario Evaluation of Evidence • What is the source of the information? • When was it developed? • How was it developed? • Does it fit the current clinical environment? • Does it fit the current situation? Levels of Evidence • Meta-analysis or systematic reviews of multiple welldesigned controlled studies • Well-designed randomized controlled trials • Well-designed nonrandomized controlled trials • Observational studies with controls • Systematic review of descriptive and qualitative studies • Single descriptive or qualitative study • Opinions of authorities and/or reports of expert committees Appraisal of Research Using the Critical Appraisal Skills Programme (CASP) • Checklists provide tools to interpret research evidence • Checklists are specific to types of research • Checklists provide frameworks to determine strength and reliability of research reports Institute of Medicine (IOM) Standards for Clinical Practice Guideline Development • STANDARD 1: Establishing • STANDARD 2: Management of conflict of interest • STANDARD 3: Guideline development group composition • STANDARD 4: Use of systematic reviews • STANDARD 5: Establishing evidence and strength of recommendations • STANDARD 6: Articulation of recommendations • STANDARD 7: External review • STANDARD 8: Updating Appraisal of Guidelines for Research and Evaluation (AGREE II) • Scope and purpose • Stakeholder involvement • Rigor of development • Clarity and presentation • Application • Editorial independence AGREE II Category #1 • Scope and purpose – Overall objectives of the guideline are specifically described – The health questions covered by the guideline are specifically described – The population to whom the guideline is meant to apply are specifically described AGREE II Category #2 • Stakeholder involvement – Guideline development group includes individuals from all relevant professions – The views and preferences of the target population have been sought – Target users of the guideline are clearly defined AGREE II Category #3 (1 of 2) • Rigor of development – Systematic methods were used to search for evidence – The criteria for selecting the evidence are clearly described – The strengths and limitations of the body of evidence are clearly described – Evidence Based Professional Nursing Practice Discussion The methods used for formulating the recommendations are clearly described AGREE II Category #3 (2 of 2) • Rigor of development (cont.) – The health benefits, side effects, and risks have been considered in formulating recommendations – There is an explicit link between the recommendations and the supporting evidence – The guideline has been externally reviewed by experts prior to publication – A procedure for updating the guideline is provided AGREE II Category #4 • Clarity and presentation – Recommendations are specific and unambiguous – Different options for management of the condition or health issue are clearly presented – Key recommendations are easily identifiable AGREE II Category #5 • Application – The guideline describes facilitators and barriers to its application – The guideline provides advice and/or tools on how the recommendations can be put into practice – The potential resource implications of applying the recommendations have been considered – Guideline presents monitoring and/or auditing criteria AGREE II Category #6 • Editorial independence – The views of the funding body have not influenced the content of the guideline – Competing interests of guideline development group members have been recorded and addressed Implementation Models for EBP • Center for Advancing Clinical Evidence (ACE) Star Model of Knowledge Transformation • The Iowa Model of Evidence-Based Practice • Agency for Healthcare Research and Quality Model • Johns Hopkins Nursing Evidence-Based Practice Model • Diffusion of Innovation Framework The Pedagogy Role Development in Professional Nursing Practice, Fifth Edition drives comprehension through various strategies that meet the learning needs of students while also generating enthusiasm about the topic. This interactive approach addresses different learning styles, making this the ideal text to ensure mastery of key concepts. The pedagogical aids that appear in most chapters include the following: World Headquarters Jones & Bartlett Learning 5 Wall Street Burlington, MA 01803 978-443-5000 [email protected] www.jblearning.com Jones & Bartlett Learning books and products are available through most bookstores and online booksellers. To contact Jones & Bartlett Learning directly, call 800-832-0034, fax 978-443-8000, or visit our website, www.jblearning.com. Substantial discounts on bulk quantities of Jones & Bartlett Learning publications are available to corporations, professional associations, and other qualified organizations. For details and specific discount information, contact the special sales department at Jones & Bartlett Learning via the above contact information or send an email to [email protected] Copyright © 2020 by Jones & Bartlett Learning, LLC, an Evidence Based Professional Nursing Practice Discussion Ascend Learning Company All rights reserved. No part of the material protected by this copyright may be reproduced or utilized in any form, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission from the copyright owner. The content, statements, views, and opinions herein are the sole expression of the respective authors and not that of Jones & Bartlett Learning, LLC. 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Any individuals and scenarios featured in the case studies throughout this product may be real or fictitious but are used for instructional purposes only. The authors, editor, and publisher have made every effort to provide accurate information. However, they are not responsible for errors, omissions, or for any outcomes related to the use of the contents of this book and take no responsibility for the use of the products and procedures described. Treatments and side effects described in this book may not be applicable to all people; likewise, some people may require a dose or experience a side effect that is not described herein. Drugs and medical devices are discussed that may have limited availability controlled by the Food and Drug Administration (FDA) for use only in a research study or clinical trial. Research, clinical practice, and government regulations often change the accepted standard in this field. When consideration is being given to use of any drug in the clinical setting, the healthcare provider or reader is responsible for determining FDA status of the drug; reading the package insert; reviewing prescribing information for the most up-to-date recommendations on dose, precautions, and contraindications; and determining the appropriate usage for the product. Evidence Based Professional Nursing Practice Discussion This is especially important in the case of drugs that are new or seldom used. 16306-3 Production Credits VP, Executive Publisher: Amanda Martin Product Manager: Tina Chen Product Assistant: Anna-Maria Forger Product Specialist: Alex Schab Senior Marketing Manager: Jennifer Scherzay Product Fulfillment Manager: Wendy Kilborn Composition: S4Carlisle Publishing Services Cover Design: Kristin E. Parker Rights & Media Specialist: John Rusk Media Development Editor: Troy Liston Cover Image: © James Kang/EyeEm/Getty Images Printing and Binding: LSC Communications Cover Printing: LSC Communications Library of Congress Cataloging-in-Publication Data Names: Masters, Kathleen, editor. Title: Role development in professional nursing practice / [edited by] Kathleen Masters. Description: Fifth edition. | Burlington, Massachusetts : Jones & Bartlett Learning, 2018. | Includes bibliographical references and index. Identifiers: LCCN 2018023086 | eISBN 9781284152920 Subjects: | MESH: Nursing–trends | Nursing–standards | Professional Practice | Nurse’s Role | Philosophy, Nursing Classification: LCC RT82 | NLM WY 16.1 | DDC 610.73–dc23 LC record available at https://lccn.loc.gov/2018023086 6048 Printed in the United States of America 22 21 20 19 18 10 9 8 7 6 5 4 3 2 1 Dedication This book is dedicated to my Heavenly Father and to my loving family: my husband, Eddie, and my two daughters, Rebecca and Rachel. Words cannot express my appreciation for their ongoing encouragement and support throughout my career. © James Kang/EyeEm/Getty Images CONTENTS Preface Contributors UNIT I: FOUNDATIONS OF PROFESSIONAL NURSING PRACTICE 1 A History of Health Care and Nursing Karen Saucier Lundy and Kathleen Masters Classical Era Middle Ages The Renaissance The Dark Period of Nursing The Industrial Revolution And Then There Was Nightingale . . . Continued Development of Professional Nursing in the United Kingdom The Development of Professional Nursing in Canada The Development of Professional Nursing in Australia Early Nursing Education and Organization in the United States The Evolution of Nursing in the United States: The First Century of Professional Nursing The New Century International Council of Nurses Conclusion References 2 Frameworks for Professional Nursing Practice Kathleen Masters Overview of Selected Nursing Theories Overview of Selected Nonnursing Theories Relationship of Theory to Professional Nursing Practice Conclusion References 3 Philosophy of Nursing Mary W. Stewart Philosophy Early Philosophy Paradigms Beliefs Values Developing a Personal Philosophy of Nursing Conclusion References 4 Competencies for Professional Nursing Practice Jill Rushing and Kathleen Masters Overview Nurse of the Future: Nursing Core Competencies Critical Thinking, Clinical Judgment, and Clinical Reasoning in Nursing Practice Conclusion References 5 Education and Socialization to the Professional Nursing Role Kathleen Masters and Melanie Gilmore Professional Nursing Roles and Values The Socialization (or Formation) Process Facilitating the Transition to Professional Practice Conclusion ReferencesEvidence Based Professional Nursing Practice Discussion 6 Advancing and Managing Your Professional Nursing Career Mary Louise Coyne and Cynthia Chatham Nursing: A Job or a Career? Trends That Affect Nursing Career Decisions Showcasing Your Professional Self Mentoring Education and Lifelong Learning Professional Engagement Expectations for Your Performance Taking Care of Self Conclusion References 7 Social Context and the Future of Professional Nursing Mary W. Stewart, Katherine E. Nugent, and Kathleen Masters Nursing’s Social Contract with Society Public Image of Nursing The Gender Gap Changing Demographics and Cultural Competence Access to Health Care Societal Trends Trends in Nursing Conclusion References UNIT II PROFESSIONAL NURSING PRACTICE AND THE MANAGEMENT OF PATIENT CARE 8 Safety and Quality Improvement in Professional Nursing Practice Kathleen Masters Patient Safety Quality Improvement in Health Care Quality Improvement Measurement and Process The Role of the Nurse in Quality Improvement Conclusion References 9 Evidence-Based Professional Nursing Practice Kathleen Masters Evidence-Based Practice: What Is It? Barriers to Evidence-Based Practice Promoting Evidence-Based Practice Searching for Evidence Evaluating the Evidence Implementation Models for Evidence-Based Practice Conclusion References 10 Patient Education and Patient-Centered Care in Professional Nursing Practice Kathleen Masters Dimensions of Patient-Centered Care Communication as a Strategy to Support Patient-Centered Care Patient Education as a Strategy to Support Patient-Centered Care Evaluation of Patient-Centered Care Conclusion References 11 Informatics in Professional Nursing Practice Kathleen Masters and Cathy K. Hughes Informatics: What Is It? The Effect of Legislation on Health Informatics Nursing Informatics Competencies Basic Computer Competencies Information Literacy Information Management Current and Future Trends Conclusion References 12 Leadership and Systems-Based Professional Nursing Practice Kathleen Masters and Sharon Vincent Healthcare Delivery System Nursing Leadership in a Complex Healthcare System Nursing Models of Patient Care Roles of the Professional Nurse Conclusion References 13 Teamwork, Collaboration, and Communication in Professional Nursing Practice Kathleen Masters Interprofessional Teams and Healthcare Evidence Based Professional Nursing Practice Discussion Quality and Safety Interprofessional Collaborative Practice Domains Interprofessional Team Performance and Communication Conclusion References 14 Ethics in Professional Nursing Practice Janie B. Butts and Karen L. Rich Ethics Ethical Theories and Approaches Professional Ethics and Codes Ethical Analysis and Decision Making in Nursing Relationships in Professional Practice Moral Rights and Autonomy Social Justice Death and End-of-Life Care Conclusion References 15 Law and Professional Nursing Practice Kathleen Driscoll and Kathleen Masters The Sources of Law Classification and Enforcement of the Law Nursing Scope and Standards Malpractice and Negligence Nursing Licensure Professional Accountability Conclusion References Appendix A Appendix B Glossary Index Provisions of Code of Ethics for Nurses The ICN Code of Ethics for Nurses © James Kang/EyeEm/Getty Images PREFACE Although the process of professional development is a lifelong journey, it is a journey that begins in earnest during the time of initial academic preparation. The goal of this book is to provide nursing students with a road map to help guide them along their journey as professional nurses. This book is organized into two units. The chapters in the first unit focus on the foundational concepts that are essential to the development of the individual professional nurse. The chapters in Unit II address issues related to professional nursing practice and the management of patient care, specifically in the context of quality and safety. In the Fifth Edition, the chapter content is conceptualized, when applicable, around nursing competencies, professional standards, and recommendations from national groups, such as Institute of Medicine reports. All chapters have been updated, several chapters have been expanded, and two new chapters have been added in this edition. The chapters included in Unit I provide the student nurse with a basic foundation in such areas as nursing history, theory, philosophy, socialization into the nursing role, professional development, the social context of nursing, and professional nursing competencies. The social context of nursing chapter has been expanded to incorporate not only societal trends but also trends in nursing practice and education that are changing the future landscape of the profession. The chapters in Unit II are more directly related to patient care management and, as stated previously, are presented in the context of quality and safety. Chapter topics include the role of the nurse in patient safety and quality improvement, evidence-based nursing practice, the role of the nurse in patient education and patient-centered care, informatics in nursing practice, the role of the nurse related to teamwork and collaboration, systems-based practice and leadership, ethics in nursing practice, … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

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