Are we doing it all the time? If not, then why not?Evidence-based practice is a pivotal focus of health care services in the world. Increasingly critical care nurses are required to provide the evidence on which they base their practice decisions. It is recognised that engaging in research enables critical care nurses collectively to develop practice in pursuit of patient-centred care. While cause is notable, its full implementation in clinical practice remains problematic.
The most commonly cited barriers as to why critical care nurses have difficulty in implementing research findings in practice is that they feel they do not have enough authority to change patient procedures, they do not understand statistical analyses (Parahoo, 2000) or they do not always solve our clinical problems. The good news is that these barriers are by no means insurmountable and practice development (PD) shows us that change is possible with good teamwork (product, software, tool) Teamwork - A SASD tool from Sterling Software, formerly CADRE Technologies, which supports the Shlaer/Mellor Object-Oriented method and the Yourdon-DeMarco, Hatley-Pirbhai, Constantine and Buhr notations. (McCormack et al., 1999; Manley & McCormack, 2003). An essential requirement in our understanding of evidence-based practice is that we do it all the time.
So how can we do it? Our colleagues around the world have been engaging actively in the development of clinical practice guidelines clinical practice guidelines Clinical policies, practice guidelines, practice parameters, practice policies Medtalk Systematically developed statements to assist practitioner and Pt decisions about appropriate health care for specific clinical circumstances. See Psychology. for some time now. We still need to do more in implementing these clinical guidelines guidelines,
n.pl a set of standards, criteria, or specifications to be used or followed in the performance of certain tasks. into local practice. This may involve conducting clinical audits, benchmarking change and development of written standards or protocols as evidence of local best practice. Understanding the research process is by no means exclusively in the domain of academic institutions. Many of our colleagues, with whom we work, have an understanding of research, and most probably would be more than willing to share their knowledge, if asked to do so. Many of us already have collegial col·le·gi·al
a. Characterized by or having power and authority vested equally among colleagues: "He . . . relationships with our academic institutions, inviting them to assist provides opportunity not only to develop capacity but also establish partnerships in individual and collective research initiatives.
Who has done it? One study (Henderson et al., 2005), reports on the development of an evidence-based practice model for nurses, within the broader structure of the organisation's core business. Among the key elements identified by these authors, were nursing leadership, motivational strategies and educational support to get started, coupled with ongoing educational sessions and the addition of a facilitator to drive individual research initiatives. The development of a supporting team was established to ensure sustainability of the project. In addition, presentation of clinical guidelines and revisions to practice were undertaken by subgroup sub·group
1. A distinct group within a group; a subdivision of a group.
2. A subordinate group.
3. Mathematics A group that is a subset of a group.
tr.v. working parties. This study tells us that it is not impossible to focus on developing evidence-based practice with good vision, leadership and teamwork. I firmly believe as critical care nurses, we have creative vision and we can do it all the time, if we remain focused on why we are doing it. It is foremostly for our patients. We do need an understanding of evidence based practice The introduction to this article provides insufficient context for those unfamiliar with the subject matter.
Please help [ improve the introduction] to meet Wikipedia's layout standards. You can discuss the issue on the talk page. because the strength of evidence will determine future health care policy decisions.
Parahoo K (2000). Barriers to, and facilitators of research utlization among nurses in Northern Ireland Northern Ireland: see Ireland, Northern.
Part of the United Kingdom of Great Britain and Northern Ireland occupying the northeastern portion of the island of Ireland. Area: 5,461 sq mi (14,144 sq km). Population (2001): 1,685,267. . Journal of Advanced Nursing 31 (1), 89-98.
McCormack B, Manley K, Kitson A, Titchen A, Harvey G (1999). Towards practice development--a vision in reality or a reality without vision? Journal of Nursing Management 7 (5), 255-264.
Manley K, McCormack B (2003). Practice development: purpose, methodology, facilitation Facilitation
The process of providing a market for a security. Normally, this refers to bids and offers made for large blocks of securities, such as those traded by institutions. and evaluation. Nursing in Critical Care 8 (1), 22-29.
Henderson A, Winch S winch, mechanical device for hauling or lifting consisting essentially of a movable drum around which a cable is wound so that rotation of the drum produces a drawing force at the end of the cable. , Henney R, McCoy R, Grugan C (2005). 'Working from the inside': an infrastructure for the continuing development of nurses' professional clinical practice. Journal of Nursing Management 13 (2), 106-110.
Shelley Schmollgruber, Lecturer, Intensive and Critical Care Nursing Science, Department of Nursing Education, University of the Witwatersrand Due to the 1959 Extension of University Education Act the school was only allowed to register a small number of black students for most of the apartheid era, even though several notable black anti-apartheid leaders graduated from the university. , South Africa South Africa, Afrikaans Suid-Afrika, officially Republic of South Africa, republic (2005 est. pop. 44,344,000), 471,442 sq mi (1,221,037 sq km), S Africa.