Enhancing evidence-based practice—a controlled vocabulary for nursing practice and research

2003 ◽  
Vol 70 (2-3) ◽  
pp. 249-253 ◽  
Author(s):  
Kaija Saranto ◽  
Marianne Tallberg
Keyword(s):  
Nursing Practice ◽  
Evidence Based Practice ◽  
Controlled Vocabulary ◽  
Evidence Based

Lifelong Learning: Fostering a Culture of Curiosity

2010 ◽  
Vol 16 (4) ◽  
pp. 155-159 ◽  
Author(s):  
Toni Eason
Keyword(s):  
Lifelong Learning ◽  
Nursing Practice ◽  
Evidence Based Practice ◽  
Care Service ◽  
Health Care Service ◽  
Practice Research ◽  
Evidence Based ◽  
Continuous Learning ◽  
Research Education ◽  
Health Care Service Delivery

Lifelong learning contributes to the development of knowledge and skill in nursing. A focus on continuous learning is necessary to remain current on trends, practices, and the newest treatments in the field of nursing. Creation of a culture where educational growth is supported and promoted is vital to advancement of the nursing profession. Nurses’ satisfaction with their professional role can be further enhanced by demonstrated expertise through lifelong learning. Expertise in nursing is solidly founded on evidence-based practice. Research, education, and experience in nursing practice are linked to evidence-based practice and lifelong learning; both are essential to remaining well versed in health care service delivery.

Doctor of Nursing Practice: Integrating Theory, Research, and Evidence-Based Practice

2013 ◽  
Vol 6 (1) ◽  
pp. 4-8 ◽  
Author(s):  
Bridget R. Roberts
Keyword(s):  
Nursing Practice ◽  
Evidence Based Practice ◽  
Strong Relationship ◽  
The Body ◽  
Evidence Based ◽  
Advanced Practice ◽  
Nursing Knowledge ◽  
Doctor Of Nursing Practice ◽  
Practice Nurses ◽  
Theory Research

A strong relationship exists between theory, research, and evidence-based practice; and these three entities are necessary to guide practice and contribute to the body of nursing knowledge. Doctor of nursing practice graduates can serve as leaders as they enter into their respective clinical practice areas. Through education of peers, along with translation and evaluation of current theoretical literature and empirical data, these advanced practice nurses can positively influence nursing practice and patient care.

Using Twitter to Teach Evidence-Based Practice in Doctor of Nursing Practice Degree Program

2017 ◽  
Vol 31 (6) ◽  
pp. 349-352 ◽  
Author(s):  
Jane M. Carrington ◽  
Thaddeus W. W. Pace ◽  
Kate G. Sheppard ◽  
Katherine M. Dudding ◽  
Delaney Stratton
Keyword(s):  
Nursing Practice ◽  
Evidence Based Practice ◽  
Degree Program ◽  
Evidence Based ◽  
Doctor Of Nursing Practice

What Does Evidence-Based School Nursing Practice Even Mean? Get a CLUE

2017 ◽  
Vol 32 (5) ◽  
pp. 287-289 ◽  
Author(s):  
Erin D. Maughan ◽  
Catherine F. Yonkaitis
Keyword(s):  
Nursing Practice ◽  
Evidence Based Practice ◽  
School Nurse ◽  
School Nursing ◽  
Evidence Based ◽  
Nursing Policy ◽  
Three Components

Evidence-based practice (EBP) is a phrase used frequently in nursing, policy, and education. This article explains three components of EBP, why it is important for school nursing, barriers to practicing EBP, and solutions to practicing EBP. This article is the first in a series of articles for NASN School Nurse that will delve into what EBP is and how it applies to school nursing using practical examples.

Development of the Massachusetts School Nurse Research Network (MASNRN): A Practice-Based Research Network to Improve the Quality of School Nursing Practice

2007 ◽  
Vol 23 (2) ◽  
pp. 65-72 ◽  
Author(s):  
Judith A. Vessey ◽  
Keyword(s):  
Nursing Practice ◽  
Evidence Based Practice ◽  
Quality Care ◽  
School Nurse ◽  
Research Network ◽  
School Nursing ◽  
Evidence Based ◽  
Nurse Research ◽  
Network Maintenance ◽  
Practice Based Research

When school nurses embrace evidence-based practice (EBP), higher-quality care is provided to students, their families, and the larger community. Despite this, school nursing has been slow to embrace EBP. Practice-Based Research Networks (PBRNs), which capitalize on the combined strengths of clinicians and researchers to study clinical questions, are one approach to overcoming barriers towards advancing evidence-based practice (EBP) in school nursing. This article will briefly review EBP and PBRNs. The development of Massachusetts School Nurse Research Network (MASNRN), a PBRN designed to investigate health issues common across schools and to validate school nursing practice, will then be described. Details regarding MASNRN’s mission, governance, communications systems, staffing, and network maintenance and funding will be explicated. MASNRN can serve as a model for PBRN development within the broader school nursing community.

Writing for Publication: Supporting the Neonatal Nurse Practitioner Student

2006 ◽  
Vol 25 (2) ◽  
pp. 75-76
Author(s):  
Carol Trotter ◽  
Lynn Rasmussen
Keyword(s):  
Health Care ◽  
Chronic Illness ◽  
Nurse Practitioner ◽  
Health Care Professionals ◽  
Informal Education ◽  
Nursing Practice ◽  
Evidence Based Practice ◽  
Essential Element ◽  
Evidence Based ◽  
Writing For Publication

THE QUESTION POSED TO PARTICIPANTS AT THE International Academy of Nurse Editors (INANE) was “Why don’t nurses write for publication?” The answer that surfaced throughout the discussions was because nurses never learned why and how to write professional manuscripts.1 It is our belief that authorship should be part of the curriculum of every advanced practice nursing (APN) program. Four articles published in this issue of Neonatal Network® were written by University of Missouri-Kansas City (UMKC) Neonatal Nurse Practitioner (NNP) students as part of their required course work. Neonatal Network® has chosen to highlight these student writers in an effort to encourage all neonatal nurses to consider this opportunity and to encourage faculty to incorporate this activity into their curricula for APNs. Sharing one’s knowledge and expertise is an essential element of advanced nursing practice and provides the opportunity to enhance the science of nursing practice. By writing for publication, students work toward achieving the following recently published Acute Care NP Competencies:2• Integrates research to promote evidence-based practice for patients with acute, critical, and chronic illness.• Participates in formal and informal education provided to other health care professionals to promote positive outcomes during complex acute, critical, and chronic illness.• Contributes to the knowledge base of the health care community through research, presentations, publications, and involvement in professional organizations.• Promotes valuing lifelong learning and evidence-based practice while continually acquiring knowledge and skills needed to address questions arising in practice to improve patient care.

Aesthetics and Evidence-Based Practice in Nursing: An Oxymoron?

2004 ◽  
Vol 8 (2) ◽  
pp. 9-13 ◽  
Author(s):  
Dawn Freshwater
Keyword(s):  
Nursing Practice ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Healthcare Provision ◽  
Nursing Theory ◽  
Nursing Knowledge ◽  
Research Findings ◽  
Scientific Base

Nursing theory and differing sources of nursing knowledge have focused the argument that nursing theory and nursing practice must be founded on a scientific base. The phrase “evidence based” is increasingly entering the discourse around nursing effectiveness and has captured the attention of managers, because of its seeming potential to rationalize costs in healthcare provision, and researchers, because of its association with problems related to lack of adoption of research findings in nursing. A potential exists to broaden the chasm between the art and the science of nursing, when the art of nursing is gaining credibility. This paper challenges the current of evidence-based practice. It argues that the two concepts, when viewed through the postmodern lens, are not necessarily an oxymoron.

School Nursing EBP Clinical Guidelines: What They Are and Are Not, and Why They Matter

2018 ◽  
Vol 33 (2) ◽  
pp. 104-105 ◽  
Author(s):  
Robin Adair Shannon
Keyword(s):  
Registered Nurses ◽  
Nursing Care ◽  
Clinical Guidelines ◽  
Nursing Practice ◽  
Evidence Based Practice ◽  
School Nursing ◽  
Evidence Based ◽  
High Quality ◽  
Quality School

Quality school nursing practice should be evidence-based. However registered nurses in autonomous school nursing practice have limited capacities to access, synthesize, and implement the best evidence into practice. Clinical guidelines are important tools to reduce barriers to evidence-based practice (EBP) and support the delivery of high-quality school nursing care. The purpose of this article is to outline what EBP clinical guidelines are, are not, and why they matter.

Translation to Practice

2008 ◽  
Vol 19 (3) ◽  
pp. 325-332
Author(s):  
Patricia M. Selig ◽  
Walter Lewanowicz
Keyword(s):  
Patient Care ◽  
Professional Growth ◽  
Nursing Practice ◽  
Practice Nurse ◽  
Evidence Based Practice ◽  
Lessons Learned ◽  
Evidence Based ◽  
Pragmatic Approach ◽  
Recruitment Process ◽  
Culture Of Inquiry

Creating a culture of inquiry in which nurses are engaged in the pursuit of the best evidence to support nursing practice ultimately improves patient care and clinical outcomes. So, how do we do that? Implementation of an evidence-based practice nurse internship program has proven to be a key ingredient for success in stimulating critical thinking and subsequent analysis of the evidence behind nursing practice. A pragmatic approach to developing and sustaining an evidence-based practice nurse internship program can be a helpful guide for those who are considering a similar proposition. The recruitment process, education, clinical projects, and lessons learned are detailed in this article as a resource to nursing colleagues in the spirit of professional growth.

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