Disseminating Evidence-Based Practice Projects: Poster Design and Evaluation

2010 ◽  
Vol 3 (1) ◽  
pp. 14-21 ◽  
Author(s):  
Diane McNally Forsyth ◽  
Tracy L. Wright ◽  
Cindy A. Scherb ◽  
Phyllis M. Gaspar
Keyword(s):  
Literature Review ◽  
Nursing Practice ◽  
Evidence Based Practice ◽  
Quality Care ◽  
Evidence Based ◽  
Essential Information ◽  
Doctor Of Nursing Practice ◽  
Traditional Research ◽  
Poster Presentations ◽  
Practice Projects

The international emphasis on evidence-based practice (EBP) as a basis for quality care has elevated the importance of EBP dissemination. The doctor of nursing practice (DNP) degree has created opportunities for nurses to implement EBP projects in collaboration with academic and clinical teams. Findings from such innovative efforts ought to be widely distributed, yet such projects have unique dissemination needs that are not readily met by traditional research-based presentation venues. Current literature focuses on presentation approaches for research-based poster content and evaluation rather than EBP posters. To facilitate timely and quality dissemination of EBP projects, there is a need for clear criteria identifying the essential information to be shared, how to share it effectively, and how to evaluate the end product. Thus far, the challenge to better accommodate EBP poster presentations has been unmet. The purposes of this article are to provide suggestions for EBP poster creation and to describe the process of developing a Poster Evaluation Rubric for Evidence-Based Practice (PER-EBP). The PER-EBP tool, developed by the authors, provides a guide for EBP poster creation and criteria for EBP poster evaluation by self and others. Examples of an EBP literature review and a DNP student poster are provided.

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

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.

scholarly journals Evaluating the Level of Integration of Evidence-Based Practice Content in Doctor of Nursing Practice Curricula

2018 ◽  
Vol 3 (3) ◽  
Keyword(s):  
Clinical Education ◽  
Nursing Practice ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Doctor Of Nursing Practice ◽  
Practice Nurses ◽  
Nursing Curricula ◽  
Faculty Beliefs ◽  
Rigorous Research ◽  
Ebp Implementation

Evidence-based practice, (EBP), is associated with improved patient outcomes, yet evidence is lacking demonstrating that the majority of advanced practice nurses practice or teach from this framework. The objectives of this study were to evaluate the level of integration of EBP in Doctor of Nursing Practice curricula and explore the relationship between demographics, faculty beliefs and reported implementation of EBP. The Organizational Culture & Readiness for School-wide Integration of Evidence-based Practice Survey instrument, along with customized demographic questions, was utilized in a web based format. A discrepancy still exists between reported integration of EBP in nursing curricula and EBP in nursing practice. The most frequently named barrier to EBP was the continued teaching of how to conduct rigorous research versus evidence-based care in advanced clinical education tracts. Doctor of Nursing Practice (DNP) faculty age appeared to be an important factor in the barriers to EBP implementation and merits further investigation.

scholarly journals Educational Intervention for an Evidence-Based Nursing Practice of Skin-to-Skin Contact at Birth

2016 ◽  
Vol 25 (2) ◽  
pp. 116-128 ◽  
Author(s):  
Jeanne Pigeon Turenne ◽  
Marjolaine Héon ◽  
Marilyn Aita ◽  
Joanne Faessler ◽  
Chantal Doddridge
Keyword(s):  
Parent Education ◽  
Educational Intervention ◽  
Nursing Practice ◽  
Evidence Based Practice ◽  
Quality Care ◽  
Routine Care ◽  
Evidence Based ◽  
Skin Contact ◽  
Skin To Skin ◽  
Evidence Based Nursing

ABSTRACTThis article presents the development and evaluation of an educational intervention aiming at an evidence-based practice of skin-to-skin contact at birth among nurses of a maternity care unit. Based on the Iowa Model of Evidence-Based Practice to Promote Quality Care, four educational sessions were developed according to an active-learning pedagogy. Even if the nurses’ practice did not fully meet the recommendations for skin-to-skin contact, a pre- and postintervention evaluation showed some positive results, such as a longer duration of skin-to-skin contact immediately after birth, delivery of some routine care directly on mothers’ chest, and improved parent education. The educational intervention seems to have enacted some evidence-based nursing practice changes regarding skin-to-skin contact at birth.

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.

Sign in / Sign up

Export Citation Format

Share Document