Evidence-Based Practice and School Nursing

2005 ◽  
Vol 21 (5) ◽  
pp. 258-265 ◽  
Author(s):  
Susan Adams ◽  
Ann Marie McCarthy

School nurses need to demonstrate that their practice is based on the best evidence available, which is usually data obtained from research. Evidence-based practice involves combining the best evidence available with nursing expertise and patient and family preferences to determine optimum care. Evidence-based practice guidelines are developed by carefully reviewing the available evidence on a topic and synthesizing this information into recommendations for practice. This article defines evidence-based practice and best evidence, describes the development of evidence-based practice guidelines, discusses factors that affect the use of research and evidence-based practice guidelines in school nursing, and reviews current sources of evidence-based practice guidelines for school nurses. Strategies that school nurses can use to incorporate evidence into their practice are discussed. One recommendation is that school nurses partner with nurse leaders and nurse researchers to develop evidence-based practice guidelines relevant to school nurse practice.

2017 ◽  
Vol 34 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Catherine F. Yonkaitis

School nurses report that evidence-based practice (EBP) is not a part of their daily practice, and most have had no formal education regarding EBP or its implementation. The purpose of this review is to identify what strategies might be effective to educate school nurses about EBP as a first step toward establishing EBP in school nurse practice. Three scientific databases were searched, and eight pertinent manuscripts were identified. A review of the manuscripts indicates that EBP learners should be addressed in terms of the level of education needed (EBP “user” vs. “practitioner”) and that a multifaceted approach to learning that addresses EBP knowledge, skill, and attitude is most effective. School nurse leaders and educators should work to provide learning opportunities to develop school nurses knowledge and skill using various learning modalities and delivery methods. EBP mentor relationships should be developed to bridge knowledge into practice.


2017 ◽  
Vol 32 (6) ◽  
pp. 346-349 ◽  
Author(s):  
Erin D. Maughan ◽  
Catherine F. Yonkaitis

Care coordination is an important part of school nurses’ responsibilities, but coordinating that care for students in schools with chronic conditions is more complex than what we learned in nursing school. This article is the second in a series of articles for NASN School Nurse that will delve into how to apply evidence-based practice (EBP) to school nursing. The article focuses on the first step of EBP: asking the question. As the series progresses, we encourage you to apply the steps to a situation in your setting or even use the series to increase discussions at nursing staff meetings so all can benefit.


2009 ◽  
Vol 25 (4) ◽  
pp. 302-313 ◽  
Author(s):  
Susan Adams

Primary and acute care settings are the focus of a concerted effort to implement evidence-based practice (EBP) in health care; yet, little attention has been given to use of EBP among school nurses. The aims of this study were to (a) describe current use of EBP among school nurses attending a national school nurse conference, (b) describe demographic, individual, and organizational factors associated with EBP use, and (c) identify resources needed to enhance EBP use. A survey designed for this study was distributed during a national school nurse conference. Descriptive statistics, correlations, and independent t tests were used to analyze respondent data regarding the current level of EBP use, awareness, skills, and information sources. Respondents also identified resources needed to increase use of EBP, which included networking opportunities, predeveloped EBP guidelines, and education on outcome evaluation. The results from this study will be used to develop strategies to increase the use of EBP in the school setting.


2017 ◽  
Vol 32 (5) ◽  
pp. 287-289 ◽  
Author(s):  
Erin D. Maughan ◽  
Catherine F. Yonkaitis

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.


2007 ◽  
Vol 23 (2) ◽  
pp. 65-72 ◽  
Author(s):  
Judith A. Vessey ◽  

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.


Author(s):  
Pei-Lin Hsieh ◽  
Sue-Hsien Chen ◽  
Li-Chun Chang

The implementation of evidence-based practice (EBP) in health care has been focused mainly on hospital settings and there is little research on EBP adoption and implementation among school nurses in Taiwan. This study aimed to determine primary school nurses’ perceptions regarding EBP and to explore the factors that influence EBP in Taiwan. A cross-sectional design was used and the School Nurse Evidence-Based Practice Questionnaire was developed to collect data. A total of 2679 elementary school nurses in Taiwan were invited to participate in this study, and 1200 completed questionnaires were returned, with a 45% response rate. Participants’ mean age was 37.5 (range: 31–62) years and the mean duration of employment as a school nurse was 8.4 (range: 1–20) years. The majority of participants had a Bachelor’s degree (56%). The results revealed that participants had insufficient EBP knowledge and skills. However, they had a positive attitude toward and moderate self-efficacy in EBP. The demographic data positively correlated with knowledge, attitudes, skills, self-efficacy, and influencing factors. Certain influencing factors were highlighted. As school nurses play a crucial role in promoting children’s health, they ought to embrace EBP so as to provide more effective services. School organization should play a supportive role with regard to EBP implementation.


2006 ◽  
Vol 22 (3) ◽  
pp. 148-155 ◽  
Author(s):  
Michelle Ficca ◽  
Dorette Welk

As a result of various health concerns, children are receiving an increased number of medications while at school. In Pennsylvania, the School Code mandates a ratio of 1 certified school nurse to 1,500 students, which may mean that 1 school nurse is covering 3–5 buildings. This implies that unlicensed personnel are administering medications, a violation of licensing laws in Pennsylvania. The purpose of this study was to determine the policies and practices that Pennsylvania public schools have in place regarding medication administration. The sample consisted of 314 state-certified school nurses who returned a 71-question survey. Findings indicated that school nurses are very concerned about issues related to medication administration. Additional findings identified the lack of standing orders to administer over-the-counter medications, the increase in medication errors when the school nurse had responsibility for multiple buildings, and the lack of understanding of the ramifications of the Nurse Practice Act on school nursing practice in regard to delegation. Recommendations for practice include development of detailed policies and procedures and collaboration among all stakeholders in the development of policies that address legal issues.


2018 ◽  
Vol 33 (2) ◽  
pp. 99-103 ◽  
Author(s):  
Erin D. Maughan ◽  
Catherine F. Yonkaitis

School nurses are often faced with various requests from parents, teachers, and even healthcare providers. How do you know what requests should be honored? What does the current evidence indicate? This article is the third in a series of articles outlining the steps of evidence-based practice. The article explains and provides tips for accomplishing the third step: Appraise the evidence. Appraising the evidence means better understanding what the literature says and how strong the evidence is. This is an important step in evidence-based school nursing practice.


2013 ◽  
Vol 23 (2) ◽  
Author(s):  
Sari Susanna Ormstad ◽  
Hege Underdal

<p>Fremveksten av kunnskapsbasert praksis har ført til økt fokus på å gjøre forskningsbasert kunnskap lettere tilgjengelig. 6S-pyramiden, som er utviklet av McMaster University i Canada, er en modell som viser hvordan helsefaglig forskning kan plasseres på seks ulike nivåer, avhengig av graden av oppsummering og kvalitetsvurdering. Modellen kan brukes som et verktøy når man skal velge relevante søkekilder.</p><p>Den mest sammenstilte kunnskapen om ulike tilstander og sykdommer finner man i kliniske oppslagsverk og kunnskapsbaserte retningslinjer. De har som formål å tilby kunnskapsbaserte og oppdaterte anbefalinger om diagnostisering, behandling og oppfølging av spesifikke utvalgte tilstander i lettlest format.</p><p>Om man søker etter litteratur til bruk i utarbeidelsen av fagprosedyrer, retningslinjer, systematiske oversikter eller lignende oppsummeringer, må det utføres søk i bibliografiske databaser og andre lignende kilder. Man bør først lete etter systematiske oversikter og eventuelt utvide søket etter primærstudier dersom man ikke finner oppdaterte, relevante systematiske oversikter.</p><p>Helsebiblioteket.no er et offentlig finansiert nettbibliotek som gir gratis tilgang til norske og internasjonale kunnskapskilder. Helsebiblioteket kjøper tilgang til lisensbelagte ressurser som kliniske oppslagsverk, databaser og tidsskrifter. Mange av kildene nevnt i denne artikkelen inngår i Helsebibliotekets samling. I tillegg er nettsiden en delingsplattform for norske retningslinjer, prosedyrer og annet stoff som utvikles i det offentlige helse-Norge.</p><p>Ormstad SS, Underdal H. <strong>Information sources for evidence-based practice</strong>. <em>Nor J Epidemiol</em> 2013; <strong>23</strong> (2): 221-224.</p><p><strong>ENGLISH SUMMARY </strong></p><p>The development of evidence-based practice has led to an increased focus on making research-based evidence easily accessible. The 6S model, developed by McMaster University in Canada, is a model that describes how health-related research evidence can be sorted out on six different levels. The higher one comes in the model, the more summarized and quality-assured the evidence is. The 6S model can be used as a tool when selecting relevant sources for the literature search.</p><p>The most compiled evidence on various conditions and diseases can be found in evidence-based point of care tools and clinical practice guidelines. They are designed to offer comprehensive and up-to-date recommendations on diagnosis, treatment and monitoring of specific conditions condensed into easily digestible formats.</p><p>When looking for relevant research evidence to be included in clinical procedures, clinical practice guidelines, systematic reviews and other evidence syntheses, one should conduct searches in bibliographic databases and other similar sources. One should first try to find systematic reviews or similar evidence syntheses written about the topic of interest, and expand the search for primary studies only if no relevant up-to-date systematic reviews are available.</p><p>The Norwegian Electronic Health Library (helsebiblioteket.no) is a publicly funded e-library that provides free access to many Norwegian and international sources. The Norwegian Electronic Health Library purchases access to licensed resources, such as clinical reference works, databases, and journals. Many of the sources mentioned in this article are included in the collection of the Electronic Health Library. In addition, the e-library is a sharing platform for Norwegian clinical practice guidelines, clinical procedures, and other materials developed in the public health care system in Norway.</p>


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