EBP consolidate and present findings of the two article

User Generated

Whfgzrwng

Health Medical

Description

Evidence-Based Practice (EBP).You will use the "CLC: EBP Research Table" to consolidate and present the findings. Solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines. This assignment uses a rubric.


User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

Explanation & Answer

Hello,Attached find the completed work together with the plagiarism report. Go through it and in case you need the work redone or anything corrected kindly let me know. All the best.

Running Head: EVIDENCE BASED PRACTICE

Evidence Based Practice
Name
Institutional Affiliation

1

EVIDENCE BASED PRACTICE

2

Evidence Based Practice (EBP)
This is the use of systematic processes for decision making or service provision and
which has been presented through available scientific evidence, in consistently improving the
measurable client outcomes. EBP relies on the data collected through experimental researches
which accounts for individual client characteristics and the clinical expertise. EBP has been
identified and valued by most of the medical profession bodies including the Academic of
Medical-surgical Nurses (AMSN) as the best way of affecting patient care. EBP integrates the
best evidence which is available to guide nursing care while improving the patient outcomes
(Murphy, MacCarthy, McAllister & Gilbert, 2014).
Collaborative Learning Community – Evidence Based Practice Analysis
Evidence Based Practice being the conscientious and explicit way where nurses find the
highest effective research evidence which allows them to make the best decisions for their
patient care. Its objective is to promote effective and efficient nursing interventions, improve the
patient outcomes, and provide the best evidence for effective clinical and educational decision
making. Nursing interventions which are informed by effective evidence are vital in the current
complex and dynamic patient care settings to improve services in the health care setting,
improving health care services and saving medical costs.
The collaborative learning involve coming together and working as a team towards
common goals. It entails students teaching each other, teachers teaching students, or even the
students teaching their teachers. It implies that a collaborative education needs learners to
become responsible for the learning of their colleagues and their own through debates and
negotiation. Learners become critical thinkers through group discussions and responsibility for

EVIDENCE BASED PRACTICE

3

their individual learning. In groups, students tend to learn faster retaining the taught information
for a long period (Shojania & Grimshaw, 2017).
A research confirms that patient outcome is improved when nurses practice improves in
evidence based manner. A well explained approach in problem solving relating to the clinical
care which incorporates the conscientious application of the current based practices from a well
designed study, patient values and preferences, and a clinician expertise. It is seen that the
Evidence Based Practices improves clinical outcomes, patient safety, decreases the variations in
the patient outcome, and reduces health care costs. Its importance is substantiate, although, the
barriers remain in the current use of the research evidence in nursing practice, including the
knowledge level and the fluency of the clinical nurses.
Nurses have identified both organizational and individual barriers to research utilization. The
organizational barriers comprise of;
-

Lack of access to new ideas,

-

Insufficient time for new idea implementation, and

-

Lack of awareness of the w available educational tools which are related to the research.

Individual barriers include;
-

Lack of knowledge on the research processes and hoe to critique the research studies,

-

Colleagues not being supportive to the practice change,

-

Lack of research awareness, and

-

Nurses lacking the authority to change the practice.

EVIDENCE BASED PRACTICE

The healthcare organizations can no longer allow the Evidence Based Practice to remain an
idealized competency or an abstract concept. An evaluated research training programs is a
promising initiative which can bring the EBP to life for the care clinicians through empowering
them to take the leading role (Schmidt, & Brown, 2014).

4

EVIDENCE BASED PRACTICE

5

References
Murphy, M., MacCarthy, M. J., McAllister, L., & Gilbert, R. (2014). Background Competency
profiles for occupational clusters within Canada’s substance abuse workforce (SAW) define
the need for skill and knowledge in evidence-based practice (EBP) across all its members.
Members of the Senior Management occupational cluster hold ultimate responsibility for
decisions made within addiction services agencies and therefore must possess the highest
level of proficiency in... Substance Abuse Treatment, Prevention, and Policy, 9(1), 1-15.

Schmidt, N. A., & Brown, J. M. (2014). Evidence-based practice for nurses. Jones & Bartlett
Learning.

Shojania, K. G., & Grimshaw, J. M. (2017). Evidence-based quality improvement: the state of
the science. Health affairs.

Hello,Attached find the reviewed work. Go through it and in case you need more corrections I will be here to assist you.All the best.

Running Head: CLC: EBP RESEARCH TABLE

CLC: EBP Research Table
Name
Institutional Affiliation

1

CLC: EBP RESEARCH TABLE

Citation

Sen, A. I., Morgan, R. W., & Morris, M. C.
(2013). Clinical and Laboratory
Observations: Variability in the
Implementation of Rapid
Response Teams at Academic
American Pediatric Hospitals.
The Journal Of Pediatrics,
1631772-1774.
doi:10.1016/j.jpeds.2013.07.018

Abstract
/Purpose

The article
utilized the
pediatric
academic
medical
centers as the
study group
in the
research in
determining
the
consistency
in which the
rapid
response
teams within
different
institutions
operate. The
rapid
response
teams were
studied and
the criteria
for calling the
RRT were
also
reviewed.
The
difference in
the
availability of
the rapid
response
teams was
also studied.

The
hypothesis of
the study was
that the
standards and
the activation
of the RRT
were needed.

2

Research
and Design

The study puts
its focus on the
Academic
Pediatric
Hospitals. The
hospitals which
were selected
in a pediatric
intensives
resident in 24
hours a day.
Each and every
hospital
selected had its
RRT in place.
This study was
only interested
in the criteria
used by the
teams in
activating the
rapid response
teams as well
as their
availability.
The study also
put its focus on
the patient
outcomes and
the RRT
staffing. A
telephone
survey was
designed and
conducted with
62 questions
for the data
gathering.

Methods

A total
number of
62
institutions
approved
telephone
surveys
were
conducted
by a single
interviewer.

Setting/

Findings/

Subject

Results

The study
focused on
the
pediatric
academic
hospitals.
34 hospitals
were
selected
and all the
hospitals
which were
studied had
pediatric
intensivist
resident in
them 24
hours a
day. All the
hospitals
also had the
rapid
response
teams.

The study
subject was
to
determine
the
variability
among the
RRTs and
the
measureme
nt
outcomes
were also
included in
the study.

The study
findings
proved that
there is no a
standard
rapid
response
team in the
academic
hospitals.
Every team
had variable
team
members.
Some of the
teams
consisted of
ER
physicians
and nurses.
Others used
the pediatric
intensive
care unit
teams to be
the RRT.
The...


Anonymous
I was having a hard time with this subject, and this was a great help.

Studypool
4.7
Trustpilot
4.5
Sitejabber
4.4

Related Tags