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.

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.

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

Advanced practice nurses and evidence-based practice. An opportunity for change

2019 ◽  
Vol 29 (2) ◽  
pp. 119-124 ◽  
Author(s):  
Miguel Ángel Rodríguez Calero ◽  
Carlos Javier Villafáfila Gomila ◽  
Pedro Sastre Fullana
Keyword(s):  
Evidence Based Practice ◽  
Advanced Practice Nurses ◽  
Evidence Based ◽  
Advanced Practice ◽  
Practice Nurses

Neonatal Advanced Practice Nurses as Key Facilitators in Implementing Evidence-Based Practice

2009 ◽  
Vol 28 (3) ◽  
pp. 193-201 ◽  
Author(s):  
Joan Renaud Smith ◽  
Ann Donze ◽  
F. Sessions Cole ◽  
Judy Johnston ◽  
Jeanne Giebe
Keyword(s):  
Clinical Practice ◽  
Knowledge Base ◽  
Expert Opinion ◽  
Patient Preference ◽  
Evidence Based Practice ◽  
Advanced Practice Nurses ◽  
Evidence Based ◽  
Advanced Practice ◽  
Practice Nurses ◽  
Practice Implementation

EVIDENCE-BASED PRACTICE (EBP) is a process that utilizes the best available evidence, expert opinion, and patient preference to guide clinical practice decisions. Although the process itself is relatively straightforward and understandable (See Five Steps of Evidence-Based Practice), implementation requires an infrastructure and knowledge base that can support all five steps of the EBP process.

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.

Doctor of Nursing Practice Education for Uniformed Service Advanced Practice Nurses: A Model Curriculum and Clinical Partnership

2015 ◽  
Vol 8 (1) ◽  
pp. 29-38
Author(s):  
Carol A. Romano ◽  
Ada Sue Hinshaw
Keyword(s):  
Curriculum Design ◽  
Nursing Practice ◽  
Implementation Strategies ◽  
Lessons Learned ◽  
Advanced Practice ◽  
Graduate Degree ◽  
Advanced Nursing Practice ◽  
Doctor Of Nursing Practice ◽  
Practice Nurses ◽  
School Of Nursing

The American Association of Colleges of Nursing asserted the position that the practice doctorate should be the graduate degree for advanced nursing practice preparation. To maintain professional standards for military advanced practice registered nurses (APRN) and remain competitive for high-quality students, the Daniel K. Inouye Graduate School of Nursing at the Uniformed Services University of the Health Sciences transitioned its APRN programs to the Doctor of Nursing Practice degree. This article describes a model graduate curriculum that incorporates clinical partnerships to prepare APRNs for their future roles in the federal health care system. Background, stakeholders, program aims, implementation strategies, curriculum design, accreditation, challenges, and lessons learned are discussed.

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