Evidence-Based Nursing Management: Basing Organizational Practices on the Best Available Evidence

2021 ◽  
Vol 27 (2) ◽  
pp. 94-97
Author(s):  
Elaheh Haghgoshayie ◽  
Edris Hasanpoor
Keyword(s):  
Research Evidence ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Nursing Management ◽  
Health Care Outcomes ◽  
Care Outcomes ◽  
Development Plans ◽  
Patient Values ◽  
Effective Use ◽  
Evidence Based Nursing

Evidence-based nursing management, developed as a framework for improving the quality of decisions to provide the most effective health-care outcomes, is a synthesis of clinical expertise, research evidence, and patient values, to create effective patient care strategies. Effective use of evidence-based nursing management requires identifying the sources of evidence and assessing their utilization. This article suggests a model for evidence-based nursing management in nursing practice. The literature shows six sources utilized for nursing management decisions: scientific and research evidence, information from hospitals, political-social development plans, managers' professional expertise, ethical-moral evidence, and values and expectations of all stakeholders.

The Use of Evidence-Based Management in Nursing Management

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Edris Hasanpoor ◽  
Yibeltal Siraneh Belete ◽  
Ali Janati ◽  
Sakineh Hajebrahimi ◽  
Elaheh Haghgoshayie
Keyword(s):  
Decision Making ◽  
Social Development ◽  
Research Evidence ◽  
Evidence Based ◽  
Nursing Management ◽  
Professional Expertise ◽  
Cross Sectional ◽  
North West ◽  
Nursing Managers ◽  
Development Plans

Evidence-based management (EBM) has been developed as a management framework for improving the quality of decisions. To use that, we need to identify the sources of evidence and to assess the utilisation of evidence in EBM. Therefore, the purpose of this study was to assess the utilisation of evidences and to identify predominantly used sources in EBM among nursing managers in Tabriz, north-west Iran. A facility-based descriptive cross-sectional study design was used in Tabriz hospitals. Out of 276 nursing managers eligible for the study from the Tabriz hospitals (n = 20), 205 nursing managers completed and returned the self-administered questionnaire, which indicated a response rate of 74.27 per cent. The questionnaire components included scientific and research evidence (four sources), facts and information from the hospitals (four sources), political-social development plans (three sources), the managers’ professional expertise (three sources), ethical-moral evidence (three sources), and values and expectations of all stakeholders (three sources). The results showed that the average use of scientific and research evidence (58.41 ± 13.23) was less than other sources of evidence. The average use of values and expectations of all stakeholders’ political-social development plans was (67.15 ± 14.78), managers’ professional expertise (70.47 ± 12.49), and ethical-moral evidence (68.91 ± 11.62). In addition, hospital ownership and the participants’ gender influence the use of facts and information of hospital and managers’ professional expertise. The findings showed that nursing managers were more customer- and expertise-oriented in the decision-making process. From the study findings we recommend utilisation of all the sources of evidence for decision-making in a full evidence-based nursing management process.

Handheld Computer Software for School Nurses

2005 ◽  
Vol 21 (6) ◽  
pp. 356-360 ◽  
Author(s):  
Martha Dewey Bergren ◽  
Elizabeth Ann Murphy
Keyword(s):  
21St Century ◽  
Research Evidence ◽  
Computer Software ◽  
School Nurses ◽  
Handheld Computers ◽  
The Internet ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Software Applications ◽  
Evidence Based Nursing

School nurses used computers in the 1980s, the Internet in the 1990s, and are embracing handheld computers in the first decade of the 21st century to improve their practice. The purpose of this article is to provide information about handheld computers and software applications that school nurses can use in day-to-day, emergency, and disaster situations. Handheld computers help school nurses to make decisions based on accurate and up-to-date information, and to practice evidence-based nursing. Evidence-based nursing is the process by which nurses make clinical decisions using the best available research evidence, their clinical expertise, and patient preferences.

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

scholarly journals EBP e-Toolkit: Providing a Teaching and Learning Open and Innovative Toolkit for Evidence-Based Practice to Nursing European Curriculum – the second transnational project meeting in Warsaw

2019 ◽  
Vol 18 (3) ◽  
pp. 197-199
Author(s):  
Mariusz Panczyk ◽  
Joanna Gotlib
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Teaching And Learning ◽  
Research Evidence ◽  
European Federation ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Clinical Decisions ◽  
Learning Tools ◽  
Efficient Option

AbstractIntroduction. Although European healthcare systems differ from country to country, almost all are currently going through profound changes and are becoming increasingly complex. New tasks and growing social expectations towards healthcare build high expectations of medical professionals regarding their competences. Knowledge and skills allowing for choosing the safest and most efficient option for patient care are particularly welcome. The idea of Evidence-based Nursing Practice (EBP) combines the best available research evidence on the one hand and clinical expertise and patients’ expectations on the other, allowing for solving problems in making clinical decisions. EBP is a tool used for making clinical decisions in nursing care that helps to reduce the cost of healthcare by increasing efficiency and safety. Under the Directive 2013/55/EU European Federation of Nurses Associations developed qualifications framework that provides requirements for nursing training, with the ability to apply research evidence in clinical practice being one of its key elements. Despite the aforementioned recommendations, the actual implementation of EBP into clinical practice is hindered by various obstacles. In addition, the existing European resources enhancing EBP teaching for nursing students are very limited.Summary. The EBP e-Toolkit Project is a response to high needs of the academic world and nursing practitioners, involving six institutions whose cooperation and expertise aim to ensure the development and implementation of high-quality learning tools tailored to the educational needs of modern nursing personnel. The six higher education institutions that jointly implement the aforementioned project involve: the University of Murcia (coordinating institution, Spain), Technological Educational Institute of Crete (Greece), University of Modena e Reggio Emilia (Italy), University of Ostrava (Czech Republic), Medical University of Warsaw (Poland), and Angela Boskin Faculty of Health Care (Slovenia).

scholarly journals Is there a role for warfarin anymore?

Hematology ◽  
2012 ◽  
Vol 2012 (1) ◽  
pp. 541-546 ◽  
Author(s):  
Alan Jacobson
Keyword(s):  
Bleeding Risk ◽  
Novel Agents ◽  
The Novel ◽  
Management Options ◽  
Health Care Outcomes ◽  
Routine Clinical Setting ◽  
Hemorrhagic Risk ◽  
Care Outcomes ◽  
Effective Use

Abstract Reduction of atrial fibrillation–associated stroke risk has become the leading indication for warfarin use. Optimal management of warfarin can only be achieved with a relatively complex infrastructure. Alternative anticoagulant agents have been developed, and 3 have demonstrated effectiveness, safety, and adherence that are comparable or superior to warfarin in the clinical trial setting. None of the novel agents requires routine laboratory testing to demonstrate effective anticoagulation. Whereas these new agents present potential advantages, such as fixed dosing and dramatically reduced intracranial hemorrhaging, they are also subject to caveats that ought to be considered in the context of an “ideal” anticoagulant. If used casually, they have the potential to worsen rather than improve health care outcomes. There is little question that the management burden of the novel agents will be less than with warfarin. However, with a hemorrhagic risk that was similar to warfarin in these trials, there will likely remain a significant need for both baseline education and some level of focused interval follow-up to assess for bleeding risk and adherence considerations. These novel agents offer a definite advance in the available management options for thromboembolic disease, but until we understand the requirements for safe and effective use in the routine clinical setting, we will not be able to establish the extent to which they should replace warfarin.

Evidence-based medicine in anaesthesia

2017 ◽  
Author(s):  
Ann Merete Møller
Keyword(s):  
Evidence Based Medicine ◽  
Meta Analysis ◽  
Consort Statement ◽  
Current Evidence ◽  
Evidence Based ◽  
Clinical Question ◽  
Clinical Expertise ◽  
Clinical Databases ◽  
Patient Values ◽  
Based Medicine

Evidence-based medicine (EBM) is defined as ‘The judicious use of the best current evidence in making decisions about the care of individual patients’. Evidence-based medicine (EBM) is meant to integrate clinical expertise with the best available research evidence and patient values. The purpose of EBM is to assist clinicians in making the best decisions. Practising EBM includes asking an answerable, well-defined clinical question, searching for information, critically appraising information retrieved, extracting data, synthesizing data, and making conclusions about the overall effect. The clinical question includes information of the following elements: the population, the intervention, and the clinically relevant outcomes in focus. The clinical question is a tool to make the focus of the question clearer, and an aid to build the following search strategy. A comprehensive and reproducible literature search is essential for conducting a high-quality and up-to-date search. The search should include all relevant clinical databases. Papers retrieved after the search must be critically appraised and evaluated for the risk of bias. Evidence-based methods are used in the production of systematic reviews, and the development of clinical guidelines. Whether a meta-analysis should be performed depends on the quality and nature of the extracted data. Practising EBM may be challenged by a lack of well-performed trials, various types of bias (including publication bias), and heterogeneity between existing trials. Several tools have been constructed to help the process; examples are the CONSORT statement, the PRISMA statement, and the AGREE instrument.

scholarly journals Quandaries of Autonomy and Empowerment in Evidence-Based Nursing Care

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Marita Nordhaug
Keyword(s):  
Decision Making ◽  
Nursing Care ◽  
Patient Empowerment ◽  
Professional Autonomy ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Autonomous Choice ◽  
Patient’S Autonomy ◽  
Research Findings ◽  
Evidence Based Nursing

Empowerment and evidence-based practice represent two influential principles in nursing care: that decision-making should be based upon the patient’s autonomous choice, and the most up-to-date research findings, respectively. In this article, patient empowerment is taken to imply a transfer of control and power from the nurse to the patient through communication and care and acknowledging the patient’s perspectives and values. Empowerment-based nursing may thus be central to enhancing a patient’s autonomy. Evidence-based nursing combines up-to-date research findings, the nurse’s clinical expertise and the patient’s preferences. This article concerns some of the potential conflicts these principles may give rise to in everyday deliberations in nursing care. It is argued that patient empowerment and autonomy potentially both have paternalistic connotations. It is also questioned whether an increased emphasis on patient empowerment and autonomy may lead to a risk of diminished professional autonomy.

Translating science into practice in clinical psychology: A reformulation of the evidence-based practice inquiry model

2021 ◽  
pp. 095935432110598
Author(s):  
Tony Ward ◽  
Brian D. Haig ◽  
Max McDonald
Keyword(s):  
Research Evidence ◽  
Information Overload ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Research And Practice ◽  
Conflicting Evidence ◽  
Assessment And Treatment ◽  
Social And Cultural Factors

The model of evidence-based practice (EBP) directs clinicians to integrate the best available research evidence, clinical expertise, client preferences and values, and social and cultural factors in the assessment and treatment of psychological problems. Despite its many strengths, the five-step inquiry component of the EBP model suffers from several conceptual and practical problems that make it difficult to implement in practice. In this article, we first outline the transdisciplinary EBP model. Second, several criticisms of the overall EBP model are outlined and briefly discussed. Third, five pressing problems in the inquiry component of the EBP model are identified: (a) information overload, (b) a focus on questions rather than tasks, (c) neglect of theory, (d) difficulty dealing with conflicting evidence, and (e) an oversimplified view of the role of values in research and practice. Fourth, we suggest ways of modifying the inquiry part of the model to address these problems.

Disseminating, Teaching, and Implementing Evidence-Based Practices

2016 ◽  
pp. 247-266
Author(s):  
John C. Norcross ◽  
Thomas P. Hogan ◽  
Gerald P. Koocher ◽  
Lauren A. Maggio
Keyword(s):  
Implementation Science ◽  
Empirical Research ◽  
Healthcare System ◽  
Research Evidence ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Evidence Based Practices ◽  
What Works ◽  
System P

Moving research evidence from science to service, from the lab bench to the bedside, poses a challenge for evidence-based practices (EBPs). Translation(al) research inclusively refers to the process of successfully moving research-supported discoveries into established practice and policy. This chapter begins with synopses of the empirical research on predicting adoption of EBP and the barriers to its implementation. The chapter then reviews effective methods for disseminating, teaching, and implementing EBPs. Like EBP itself, the new field of implementation science sensitively integrates the best research evidence, clinical expertise, and staff characteristics and preferences into deciding what works in each unique healthcare system.

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