scholarly journals Evidence-based care: an innovation to improve nursing practice globally

1970 ◽  
Vol 21 (1) ◽  
pp. 81-85
Author(s):  
II Akpabio ◽  
EU Duke

Evidence-Based Nursing (EBN) permits the highest quality of care in meeting the multifaceted needs of clients using the best available evidence from research findings, expert ideas from specialists in the various health care sectors and feedback from clients. However, in many instances, various challenges need to be addressed to enhance utilization of the best available evidence in nursing practice. This paper focused on ways of identifying the acceptable evidence and where they could be found; methods of implementing EBN; and appropriate measures of supporting EBN practice. For improved practice, it is recommended that nursing education should increasingly focus on development of skills for critical thinking and reflective practice as well as promotion of mentorship among nurse educators and nurse clinicians in regards to implementation of available and acceptable evidence.KEYWORDS: Evidence-based-care; Nursing; Practice.

Author(s):  
Samson Wakibi ◽  
Linda Ferguson ◽  
Lois Berry ◽  
Don Leidl ◽  
Sara Belton

AbstractIntroductionGlobally, Evidence based nursing practice (EBNP) is becoming an expected norm for nursing practice. The small-scale activities surrounding this practice in African countries indicate a need for better approaches to enhance EBNP. One of these approaches is strengthening nursing education through EBNP education.ObjectivesThe purpose of this paper is to provide strategies to African novice nurse educators to teach EBNP, with the ultimate goal of promoting it in clinical settings when the student nurses enter professional practice.MethodsThis is a discussion paper based on the results of a systematic review.ResultsIn this paper, the authors create an understanding of EBNP, describe the state of nursing education in Africa, and propose the EBNP content to be taught as well as how to teach it.ConclusionsEmphasis is on educational strategies that create student engagement, promote critical thinking, unite clinical and classroom settings, and are cost-effective within the context of Africa.


2019 ◽  
Vol 1 (1) ◽  
pp. 39-64 ◽  
Author(s):  
Alexandra I. García

Abstract Given the pressing issues that affect nursing education (e.g. higher attrition and plagiarism rates), this study aims to obtain initial insight on whether nursing textbooks meet the demands of their context of situation. These demands could be listed as: construing biomedical knowledge, establishing a pattern of evidence-based nursing practice and promoting the values of person-centred care. For this analysis, I draw on aspects of parameters of context developed by Hasan (2004), Butt (2004) and Matthiessen (2015), and relate them to their semantic and lexicogrammatical realisation across different metafunctions using corpus-based techniques and detailed manual analysis of short extracts. The results may suggest that nursing textbooks may be meeting the demands of nursing as a research-based discipline but failing to model empathetic communication.


2018 ◽  
Vol 52 (0) ◽  
Author(s):  
Nikos Rikos ◽  
Manolis Linardakis ◽  
Michael Rovithis ◽  
Anastas Philalithis

ABSTRACT Objective: To record and identify the characteristics of nursing handovers in a tertiary hospital. Method: Observational study. Twenty-two nurses participated in 11 nursing handovers in 2015/16, using a recorded audio system and an unstructured observation form. Hierarchical cluster analysis was performed. Results: Thirty characteristics were identified. The nursing handovers were based on the clinical status of patients, and all nurses obtained specialized scientific knowledge specific to the clinical environment. The information used was not based on nursing diagnoses and not in accordance with best nursing clinical practice. The following four clusters emerged among the 30 characteristics: 1) the use of evidence-based nursing practice, 2) the nonuse of evidence-based nursing practice and its correlation with strained psychological environment, 3) patient management and the clinical skills/knowledge of nurses, and 4) handover content, quality of information transferred and specialization. Conclusion: Multiple characteristics were observed. The majority of characteristics were grouped based on common features, and 4 main clusters emerged. The investigation and understanding of structural relations between these characteristics and their respective clusters may lead to an improvement in the quality of nursing health care services.


This final Afterword brings together (at least) five characters. Firstly, there is Ben, a young man who has had a 'mental breakdown'. Secondly, there is Theo, a psychiatric nurse who is working with Ben and who reflects on their relationship. Thirdly, there is F, who does (at least) two things: she discusses the theory of reflective practice and she reflects on Theo's reflections as if she was Theo. Fourthly, there is R, who occasionally comments and theorises on F's reflections. And finally, there is the chorus, a series of voices telling a series of stories. These characters ask (but do not answer) a number of questions, largely concerned with truth and the nature of practice. Thus, if practice is seen as a text, then to what extent and in what sense can it be said to be true? And if reflection is a story that I tell to myself, then is it nothing but a branch of fiction? And if it is...? And finally, of course, we come to the question of endings... Notes 1 Derrida, J. Afterword: toward an ethic of discussion. In G. Graff (ed) Limited Inc, Evanston, Illinois: Northwestern University Press, 1988, p.146 2 Derrida, J. But, beyond... (Open letter to Anne McClintock and Rob Nixon), Critical Inquiry, 1986, 13, 1, 155-70, p.167, his emphases 3 Derrida, J. (1967) Of Grammatology, Baltimore: The Johns Hopkins University Press, 1974, p.94 Derrida, But, beyond..., op. cit., p.167 5 Lechte, J. Fifty Key Contemporary Thinkers, London: Routledge, 1994, p.106 6 Russell, B. The Problems of Philosophy, Oxford: Oxford University Press, 1973, p.40 7 Blomfield, R. & Hardy, S. Evidence-based nursing practice. In S. Reynolds & L. Trinder (eds), Evidence-Based Practice: A Critical Approach, Oxford: Blackwell Science, 2000 8 Derrida, J. (1972) Dissemination, London: The Athlone Press, 1981, p.111 9 All three statements are taken from DiCenso, A., Cullum, N. & Ciliska, D. Implementing evidence-based nursing: some misconceptions, Evidence-Based Nursing, 1, 2, 38-40, 1998 10 Ibid.,p.29


2013 ◽  
Vol 17 (3) ◽  
pp. 7-12 ◽  
Author(s):  
Jessalyn F. Barbour,

Reflective practice is the cyclic process of internally examining and exploring an issue of concern, triggered by an experience, which creates and clarifies meaning in terms of self, existing knowledge, and experience. This is a descriptive phenomenological study that explores the guided reflections of eighteen RN-to-BSN students. The themes derived from the student text include (a) reflection in-action; (b) reflection on-action in daily nursing practice; (c) time, autonomy, experience, and fear were identified as barriers. By integrating reflective pedagogies into nursing curriculum, nurse educators can help students develop competence in reflective practice and enhance their learning for a lifetime.


2020 ◽  
Vol 23 (80) ◽  
pp. 4-6
Author(s):  
Mile Despotović ◽  
Milena Despotović ◽  
Divna Kekuš ◽  
Čedomirka Stanojević ◽  
Nela Marinović ◽  
...  

With the development of nursing education institutions, there emerged a need for continued education and expansion of the body of related scientific knowledge. After the introduction of nursing care and nursing into the university curricula, scientific research in this area became an inevitable part of the advancement of the profession. Nursing focuses on the care for others and deals with issues such as nutrition, security and safety, admission and care, hygiene issues and similar. Promoting the research and involvement of nurses in research teams is of great importance to the quality of nurses' work, as it encourages evidence-based and data-based work. Generally speaking, we can say that the history of nursing research begins together with modern nursing. Nurses involved in research are often faced with a lack of support from managerial nurses and misunderstanding from colleagues who believe that doing research has a negative impact on clinical practice. Such a situation suggests that research work should actually be encouraged during school. There are three major areas with regard to nursing research: nursing education, nursing practice, and nursing administration. When it comes to trends in nursing education, the emphasis is primarily put on the importance of quality research rooted in philosophy and humanism that is also able to provide practically usable results. In the field of nursing practice, the emphasis is on research that promotes health and healthy lifestyles. Finally, in the field of nursing administration, the most common is evidence-based research. The primary focus is placed on topics such as nursing, energy therapies, knowledge and attitudes, and spirituality. The relationship between care and treatment, symptoms management, quality of life and depression are the topics most commonly examined. In Serbia, nurses have only recently been given the opportunity to study at a university level. There is also an increasing number of nursing colleges. This situation speaks in favor of stimulating and fostering research work.


2010 ◽  
Vol 33 (3) ◽  
pp. 443-456 ◽  
Author(s):  
Simmy Randhawa ◽  
Renee' Roberts-Turner ◽  
Karen Woronick ◽  
Jennifer DuVal

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