examples of evidence based practice essays

10 Evidence-Based Practice Examples

Tio Gabunia (B.Arch, M.Arch)

Tio Gabunia is an academic writer and architect based in Tbilisi. He has studied architecture, design, and urban planning at the Georgian Technical University and the University of Lisbon. He has worked in these fields in Georgia, Portugal, and France. Most of Tio’s writings concern philosophy. Other writings include architecture, sociology, urban planning, and economics.

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Chris Drew (PhD)

This article was peer-reviewed and edited by Chris Drew (PhD). The review process on Helpful Professor involves having a PhD level expert fact check, edit, and contribute to articles. Reviewers ensure all content reflects expert academic consensus and is backed up with reference to academic studies. Dr. Drew has published over 20 academic articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education and holds a PhD in Education from ACU.

Evidence-based practice is, as the name suggests, the idea that occupational practices should be based on scientific evidence.

Evidence-based practices were first introduced in medicine. Since then, they have become common in nursing (Ellis, 2016), education (Pring & Thomas, 2004), management, psychology (Hersen & Sturmey, 2012), architecture, urban planning, public policy (Loversidge & Zurmehly, 2019), law, philanthropy, and other fields. 

A simple example of evidence-based practice is when a therapist chooses to pivot to a new therapy strategy with a patient after receiving compelling new evidence in the academic literature that demonstrates its effectiveness.

Definition of Evidence-Based Practice

Evidence-based practice requires a systematic approach to the translation of research findings into practice.

Supporters of evidence-based practice claim that it can to bridge the gap between research and practical application (Reynolds, 2000, p. 19).

Evidence-based practices distinguish between research that has immediate practical significance and research that doesn’t.

In the case of medicine, this:

“….helps doctors to ignore the vast quantities of clinical research which are not of direct relevance to practice” (Reynolds, 2000, p. 19).

Evidence-based medicine, which is where evidence-based practice originated, consists of five explicit steps (Reynolds, 2000, pp. 22-23):

• A Specific Question: First, the clinician, faced with a  patient or group of patients, constructs a specific question concerning their care. This could relate to the diagnosis of the problem, the most effective treatments and their possible side-effects, or the best method of delivering services to meet patients’ needs.
• Finding the Best Evidence: The second stage consists of finding, as efficiently as possible, the best evidence to answer the clinical question.
• Evaluating the Validirty and Usefulness: Third, the clinician evaluates the evidence for its validity and usefulness.
• Applying the Practice: Fourth, the results are applied to the specific patient or group of patients.
• Evaluating the Practice: Finally, the outcome of the intervention is evaluated. 

Evidence-based practices in other fields tend to follow a similar process that is modified to fit the context.

Evidence-Based Practice Examples

1. hand hygeine (healthcare).

Hand washing in hospitals emerged rather late in human history – around the 1840s according to the History Channel . This was based on some rather gruesome evidence.

Doctors began to notice that mothers’ deaths during childbirth were far higher in the doctors’ wards (about 98.4 deaths per 1000 births) compared to midwives’ wards (36.2 per 1000 births).

One Hungarian doctor, Ignaz Semmelweis, started conducting some tests to see why women were dying at such high rates in doctors’ wards. At first, he thought the priests’ bells were scaring women as priests would walk through doctors’ wards only. But rerouting the priests did nothing.

Then, he noticed that the doctors did a range of tasks during their day the midwives didn’t – including handling cadavers. He hypothesized that the doctors might be bringing matter from the cadavers into the wards on their hands. So, he made them wash their hands.

The result was fantastic – deaths during childbirth plummeted in the doctors’ wards.

Interestingly, it took Semmelweis a long time to convince other European doctors to follow his evidence-based practice, but eventually, his arguments won everyone over.

2. Cognitive Behavioral Therapy (Psychotherapy)

Cognitive Behavioral Therapy (CBT) is a psychological treatment grounded in empirical research.

It aims to help people re-frame their thoughts by identifying when a thought might be leading them astray. Amd teaches them to reframe their thoughts into ones that are more productive.

This therapy has been demonstrated to be effective for a range of disorders, including depression, anxiety disorders, and eating disorders.

Therapists and councillors have been compelled to bring CBT into their practice, and often replace medicinal treatments with CBT, due to substantial evidence that it is as effective as, or more effective than, psychiatric medications.

This intervention, then, is an example of how a therapeutic treatment is used because evidence suggests it’s highly effective.

3. Play-Based Learning (Education)

There was a period of time where play in the classroom was considered unacceptable – children should learn through repetition and rote learning!

But learning theorists in the early- to mid-20th Century, including Maria Montessori, Rudolph Steiner, and Mildred Parten, presented new evidence that play-based learning supports children’s cognitive development .

Following this evidence, a range of school curricula around the world have proactively encouraged play as a means for stimulating learning and development in the classroom.

4. Hot Spots Policing (Criminal Justice)

Hot spots policing focuses on small geographic areas or places, usually in urban settings, where crime is concentrated.

The majority of criminal events occur in these relatively few places, often termed ‘hot spots.’

Criminologists have found ample evidence that focussing resources on these hot spots can help to reduce crime rates, improve public safety, and more efficiently distribute police resources.

As a meta-analysis by Braga, Papachristos and Hureau (2014) concludes:

“The results of our research suggests that hot spots policing generates small but noteworthy crime reductions, and these crime control benefits diffuse into areas immediately surrounding targeted crime hot spots.”

Strategies used during hot spot policing include increasing police patrols, and problem-oriented policing strategies. Nevertheless, strategies need to be carefully catered in order to ensure prejudice, profiling, and discrimination do not occur.

5. Motivational Interviewing (Social Work)

Motivational Interviewing (MI) is a counseling approach designed to create safe spaces for clients to share their thoughts, have them heard with empathy, and lastly, to motivate clients to achieve change in their lives.

The eventual goal is to instil intrinsic motivation within the client, which can lead to long-term changes in behavior.

The concept has gained prominence in social work practice because a substantial corpus of evidence has emerged underpinning its effectiveness.

For example, two meta-analyses have found MI to effect change for clients:

“MI produced statistically significant, durable results” (Lundahl et al., 2010)

“Psychologists and physicians obtained an effect in approximately 80% of the studies, while other healthcare providers obtained an effect in 46% of the studies. When using motivational interviewing in brief encounters of 15 minutes, 64% of the studies showed an effect.” (Rubak et al., 2005)

6. Dialectical Behavioral Therapy (Psychology)

DBT is a cognitive-behavioral treatment developed by Marsha Linehan for individuals with borderline personality disorder who engage in self-harming behaviors.

DBT combines principles of behavioral psychology, which are used to promote change, with mindfulness and acceptance strategies from eastern meditation traditions.

The efficacy of DBT has been shown in numerous randomized controlled trials for a variety of behavioral, emotional, and cognitive outcomes.

7. Formative Assessment (Education)

Formative assessment is an educational approach that involves testing students’ learning and development part-way through a unit of work.

It generally involves giving students pop quizzes or in-class assessments, followed by feedback on their work that they can use to identify weaknesses to work on prior to a final test.

It’s also extensively used to adjust teaching strategies mid-stream to better suit students’ needs.

Meta-analyses consistently find that it can help support student learning and outcomes:

“…meta-analysis research found consistent positive effects of formative assessment on student learning” (Lee et al., 2020, p. 125)

This ongoing, interactive assessment allows teachers to identify and address gaps in students’ understanding, helping students to learn more effectively. Evidence indicates that formative assessment can significantly enhance student learning.

8. Action Research (Various Fields)

Action research embraces the principles of evidence-based practice by empowering practitioners to gather their own evidence in their own contexts.

It is a method of research that involves practitioners conducting studies of their own practice, often in collaboration with their clients, patients, and students.

The action researcher conducts analysis of their own practice then uses the feedback gathered during their research process to make adjustments to their practice. Following this, more action research studies will take place, with scholars continuing to update and improve their work over time with the support of evidence collected during their research.

One big benefit of an action research approach is that the data is collected in their own settings, making the findings of the case studies extremely relevant to their practice.

9. Effective Altruism (Philanthropy)

Effective Altruism is a philosophy and social movement that advocates for making the world a better place in the most effective way possible.

It is unique in the fact that it researches the most effective companies to donate to, based on factors like bang-for-your-buck, how much money is wasted on administration and marketing, and so on. The idea is to ensure your philanthropic donations do the most good in the world.

Often, it finds that people should donate to highly efficient charities who work on causes such as global poverty in the developing world, where one dollar can go a long way in saving and improving lives.

10. Use of Checklists in Surgery (Healthcare)

Checklists are used in medicine, particularly in surgical procedures, to reduce errors and improve patient safety.

The WHO’s Surgical Safety Checklist is a prominent example. It includes a series of checks to be done before induction of anesthesia, before the incision of the skin, and before the patient leaves the operating room.

The introduction of this checklist in healthcare has resulted in significant reductions in both morbidity and mortality (Kramer & Drews, 2016), leading to its widespread adoption.

Evidence-based practice has underpinned significant improvements in outcomes across multiple professions, from healthcare to social work, to education. By basing your work on evidence rather than anecdote or assumptions, we can have higher standards in our professions and better serve our communities. However, this comes with burdens, such as the need for ongoing professional development and consistent action research to assess whether outcomes of interventions match our expectations.

Braga, A. A., Papachristos, A. V., & Hureau, D. M. (2014). The effects of hot spots policing on crime: An updated systematic review and meta-analysis. Justice quarterly , 31 (4), 633-663.

Ellis, P. (2016). Evidence-based Practice in Nursing . SAGE Publications.

Geddes, J. (2000). Evidence-Based Practice in Mental Health. In Trinder, L., & Reynolds, S. (2000). Evidence-Based Practice: A Critical Appraisal . Blackwell.

Guyatt, G., Cairns, J., Churchill, D., Cook, D., Haynes, B., Hirsh, J., Irvine, J., Levine, M., Levine, M., Nishikawa, J., Sackett, D., Brill-Edwards, P., Gerstein, H., Gibson, J., Jaeschke, R., Kerigan, A., Neville, A., Panju, A., Detsky, A., … Tugwell, P. (1992). Evidence-Based Medicine: A New Approach to Teaching the Practice of Medicine. JAMA , 268 (17), 2420–2425. https://doi.org/10.1001/jama.1992.03490170092032

Lee, H., Chung, H. Q., Zhang, Y., Abedi, J., & Warschauer, M. (2020). The effectiveness and features of formative assessment in US K-12 education: A systematic review. Applied Measurement in Education , 33 (2), 124-140.

Hersen, M., & Sturmey, P. (2012). Handbook of Evidence-Based Practice in Clinical Psychology, Adult Disorders . John Wiley & Sons.

Hjørland, B. (2011). Evidence-based practice: An analysis based on the philosophy of science. Journal of the American Society for Information Science and Technology , 62 (7), 1301–1310. https://doi.org/10.1002/asi.21523

Ioannidis, J. P. A., Fanelli, D., Dunne, D. D., & Goodman, S. N. (2015). Meta-research: Evaluation and Improvement of Research Methods and Practices. PLoS Biology , 13 (10), e1002264. https://doi.org/10.1371/journal.pbio.1002264

Kramer, H. S., & Drews, F. A. (2017). Checking the lists: A systematic review of electronic checklist use in health care. Journal of biomedical informatics , 71 , S6-S12.

Loversidge, J. M., & Zurmehly, J. (2019). Evidence-Informed Health Policy . Sigma Theta Tau.

Lundahl, B. W., Kunz, C., Brownell, C., Tollefson, D., & Burke, B. L. (2010). A meta-analysis of motivational interviewing: Twenty-five years of empirical studies. Research on social work practice , 20 (2), 137-160.

MacAskill, W. (2017). Effective Altruism: Introduction. Essays in Philosophy , 18 (1), 1–5. https://doi.org/10.7710/1526-0569.1580

MacAskill, W., & Pummer, T. (2020). Effective Altruism. In International Encyclopedia of Ethics (pp. 1–9). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781444367072.wbiee883

Parry, G. (1992). Improving psychotherapy services: Applications of research, audit and evaluation. British Journal of Clinical Psychology , 31 , 3–19. https://doi.org/10.1111/j.2044-8260.1992.tb00964.x

Pring, R., & Thomas, G. (2004). Evidence-based Practice in Education . McGraw-Hill Education (UK).

Reynolds, S. (2000). The Anatomy of Evidence-Based Practice: Principles and Methods. In Trinder, L., & Reynolds, S. (2000). Evidence-Based Practice: A Critical Appraisal . Blackwell.

Rosenberg, W., & Donald, A. (1995). Evidence based medicine: An approach to clinical problem-solving. BMJ (Clinical Research Ed.) , 310 (6987), 1122–1126. https://doi.org/10.1136/bmj.310.6987.1122

Rubak, S., Sandbæk, A., Lauritzen, T., & Christensen, B. (2005). Motivational interviewing: a systematic review and meta-analysis. British journal of general practice , 55 (513), 305-312.

Sackett, D. L., Rosenberg, W. M. C., Gray, J. A. M., Haynes, R. B., & Richardson, W. S. (1996). Evidence based medicine: What it is and what it isn’t. BMJ , 312 (7023), 71–72. https://doi.org/10.1136/bmj.312.7023.71

Smolen, P., Zhang, Y., & Byrne, J. H. (2016). The right time to learn: Mechanisms and optimization of spaced learning. Nature Reviews. Neuroscience , 17 (2), 77–88. https://doi.org/10.1038/nrn.2015.18

Sutherland, W. (2003). Evidence-based Conservation. Conservation in Practice , 4 (3), 39–42. https://doi.org/10.1111/j.1526-4629.2003.tb00068.x

Tabibian, B., Upadhyay, U., De, A., Zarezade, A., Schölkopf, B., & Gomez-Rodriguez, M. (2019). Enhancing human learning via spaced repetition optimization. Proceedings of the National Academy of Sciences , 116 (10), 3988–3993. https://doi.org/10.1073/pnas.1815156116

Tolin, D. F. (2010). Is cognitive–behavioral therapy more effective than other therapies?: A meta-analytic review. Clinical psychology review , 30 (6), 710-720.

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Evidence Based Practice Essays

Smoking and the risk of developing lung cancer, disseminating effective and widely cited ebp, implementing evidence-based practice for improved patient care: a comprehensive approach in a psychiatric hospital setting, thoughts on the dnp degree, nursing journey reflection, healthcare crisis: young people’s mental health, nursing: evidence-based practice in clinical settings, qualitative research and evidence-based practice, exploring nursing practice through a patient-centered lens: a critical reflection, using a pico(t) framework and evidence to develop care practices, critical factors in evidence-based practice, enhancing patient safety through evidence-based practice, exploring evidence-based practice in nursing, locating credible databases and research, ebp and quadruple aim, popular essay topics.

• American Dream
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• Community Service
• Cultural Identity
• Cyber Bullying
• Death Penalty
• Depression Essay
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• Freedom of Speech
• Global Warming
• Gun Control
• Human Trafficking
• I Believe Essay
• Immigration
• Importance of Education
• Israel and Palestine Conflict
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• Mental Health
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• Romeo and Juliet
• Same Sex Marriages
• Social Media
• The Great Gatsby
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• Time Management
• To Kill a Mockingbird
• Violent Video Games
• What Makes You Unique
• Why I Want to Be a Nurse
• Send us an e-mail

What is Evidence-Based Practice in Nursing? (With Examples, Benefits, & Challenges)

Are you a nurse looking for ways to increase patient satisfaction, improve patient outcomes, and impact the profession? Have you found yourself caught between traditional nursing approaches and new patient care practices? Although evidence-based practices have been used for years, this concept is the focus of patient care today more than ever. Perhaps you are wondering, “What is evidence-based practice in nursing?” In this article, I will share information to help you begin understanding evidence-based practice in nursing + 10 examples about how to implement EBP.

What is Evidence-Based Practice in Nursing?

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relevant to the patient’s problem:, what are 5 main components of evidence-based practice in nursing, 1. clinical expertise:, 2. management of patient values, circumstances, and wants when deciding to utilize evidence for patient care:, 3. practice management:, 4. decision-making:, 5. integration of best available evidence:, what are some examples of evidence-based practice in nursing, 1. elevating the head of a patient’s bed between 30 and 45 degrees, 2. implementing measures to reduce impaired skin integrity, 3. implementing techniques to improve infection control practices, 4. administering oxygen to a client with chronic obstructive pulmonary disease (copd), 5. avoiding frequently scheduled ventilator circuit changes, 6. updating methods for bathing inpatient bedbound clients, 7. performing appropriate patient assessments before and after administering medication, 8. restricting the use of urinary catheterizations, when possible, 9. encouraging well-balanced diets as soon as possible for children with gastrointestinal symptoms, 10. implementing and educating patients about safety measures at home and in healthcare facilities, how to use evidence-based knowledge in nursing practice, step #1: assessing the patient and developing clinical questions:, step #2: finding relevant evidence to answer the clinical question:, step #3: acquire evidence and validate its relevance to the patient’s specific situation:, step #4: appraise the quality of evidence and decide whether to apply the evidence:, step #5: apply the evidence to patient care:, step #6: evaluating effectiveness of the plan:, 10 major challenges nurses face in the implementation of evidence-based practice, 1. not understanding the importance of the impact of evidence-based practice in nursing:, 2. fear of not being accepted:, 3. negative attitudes about research and evidence-based practice in nursing and its impact on patient outcomes:, 4. lack of knowledge on how to carry out research:, 5. resource constraints within a healthcare organization:, 6. work overload:, 7. inaccurate or incomplete research findings:, 8. patient demands do not align with evidence-based practices in nursing:, 9. lack of internet access while in the clinical setting:, 10. some nursing supervisors/managers may not support the concept of evidence-based nursing practices:, 12 ways nurse leaders can promote evidence-based practice in nursing, 1. be open-minded when nurses on your teams make suggestions., 2. mentor other nurses., 3. support and promote opportunities for educational growth., 4. ask for increased resources., 5. be research-oriented., 6. think of ways to make your work environment research-friendly., 7. promote ebp competency by offering strategy sessions with staff., 8. stay up-to-date about healthcare issues and research., 9. actively use information to demonstrate ebp within your team., 10. create opportunities to reinforce skills., 11. develop templates or other written tools that support evidence-based decision-making., 12. review evidence for its relevance to your organization., bonus 8 top suggestions from a nurse to improve your evidence-based practices in nursing, 1. subscribe to nursing journals., 2. offer to be involved with research studies., 3. be intentional about learning., 4. find a mentor., 5. ask questions, 6. attend nursing workshops and conferences., 7. join professional nursing organizations., 8. be honest with yourself about your ability to independently implement evidence-based practice in nursing., useful resources to stay up to date with evidence-based practices in nursing, professional organizations & associations, blogs/websites, youtube videos, my final thoughts, frequently asked questions answered by our expert, 1. what did nurses do before evidence-based practice, 2. how did florence nightingale use evidence-based practice, 3. what is the main limitation of evidence-based practice in nursing, 4. what are the common misconceptions about evidence-based practice in nursing, 5. are all types of nurses required to use evidence-based knowledge in their nursing practice, 6. will lack of evidence-based knowledge impact my nursing career, 7. i do not have access to research databases, how do i improve my evidence-based practice in nursing, 7. are there different levels of evidence-based practices in nursing.

• Level One: Meta-analysis of random clinical trials and experimental studies • Level Two: Quasi-experimental studies- These are focused studies used to evaluate interventions. • Level Three: Non-experimental or qualitative studies. • Level Four: Opinions of nationally recognized experts based on research. • Level Five: Opinions of individual experts based on non-research evidence such as literature reviews, case studies, organizational experiences, and personal experiences.

8. How Can I Assess My Evidence-Based Knowledge In Nursing Practice?

Evidence Based Practice essays

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Practicing nurses spend much of their work on patient care, communication, education & moral support. However, in addition to this, nurses also need to take a considerable part of their time to write many specialized papers. One of the most challenging can be an evidence based practice essay. Nevertheless, any job becomes easier if you have a place to look at ready-made examples.

Fortunately, you’ve come to the right place. At Nursingpaper.com, you can find many EBP example you need to get inspired and create your own quality work.

What Are Evidence Based Practice Essays?

Evidence papers accumulate nursing knowledge, work experience, and observation of numerous specialists. These docs describe the most effective methods of treatment and rehabilitation of patients, which are encouraged by practitioners. Research and evidence based practice essay is a kind of bridge between researchers and practicing physicians. They provide insights into which laboratory-tested therapies are best adopted in hospitals.

The essay on evidence based practice must be written competently because it depends on how accurately the topic will be revealed. That is why we offer practicing nurses our database of ready-made examples, thanks to which they can improve their work significantly by taking some good ideas about sources, content, structure, etc.

Use the Best Examples of Nursing Evidence Based Practice Essays

Writing and structuring your work is much easier when you have something to look up to. In our database, you can find hundreds of various papers on different topics written by proficient experts. You can use any of the ready-made nursing evidence based practice essays to understand what a perfectly composed and structured text looks like. Taking our work as a basis, you cannot doubt that you will always get an excellent result. You’re able to do almost anything you want with samples. Use ideas, copy the structure, and get inspiration for your unique works. Still, we don’t recommend to copy-paste ready-made content or its parts to avoid plagiarism.

Even if your topic is not among our evidence based practice essay examples, try to use keywords to find good ideas in other categories like Psychology, Social Care, or Maternal & Child health. Also, feel free to seek help from our consultants, who will gladly help you find the sample you need.

Reveal the Topic With Evidence Based Practice Nursing Essay Examples

An undeniable advantage of using examples from our site is that you can always stand out from the rest by greatly expanding the topic of your paper. Feel free to add a broader perspective on evidence and patient care than initially stated. After all, there are dozens of different ways to look at the treatment of disease.

You’re able to find fresh ideas using our samples. If you have an asthma or bronchitis doc topic, find ready-made samples on allergies and other lung diseases to expand your facts and arguments. Thus, using free works on our site can significantly improve your work quality and make it more complete.

The Main Elements of Evidence Based Practice in Nursing Essay

Regardless of the topic, it’ll be a wise decision to pay attention to the following elements that should be inherent in every EBP example.

• Clear clinical question.
• Arguments review of the literature.
• Comprehensive evaluation of studies.
• Implementation of evidence.
• Practical application.
• Evaluation of outcomes.
• Ideas for improvement.

Get Expert Help With Writing an Evidence Based Practice Essay

To maintain your way and avoid getting lost in the complexities of the structure and format of an evidence paper, we offer you the best way out of the situation. Entrust your paper writing to experienced nursing writers. Each specialist has already created hundreds of papers that have received excellent reviews, and yours can be the next on this list.

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Best Evidence-Based Practice (EBP) Nursing Research Topics and Ideas

We have already explored as much as there is regarding evidence-based nursing in our comprehensive EBP paper-writing guide . A time comes in your nursing school journey, either at basic (ADN, LPN, or BSN) or advanced levels (MSN, DNP, or PhD), when you are required to select a suitable evidence-based practice nursing research topic, research, and write an evidence-based nursing paper, report, or white paper. The process for selecting the topic is more or less the same as when selecting a nursing dissertation topic or topic for a nursing capstone .

You have to go through the instructions, consider an area of nursing specialization that interests you, do some thorough research, reading, and analysis, come up with a few topics, and eliminate and remain with the most suitable topic for your EBP nursing paper. You can locate good EBP project ideas from course materials (readings, handouts, PPTs, and class notes), online blogs and websites (like NurseMyGrade), nursing textbooks, nursing journals and articles, and other online resources.

General, Current, and Latest Evidence-Based Nursing Topics

• Effects of evidence-based practice on the quality and safety of patients
• Attitudes and readiness for Evidence-Based Nursing Practice among newly hired nurses
• Engaging advanced practice nurses in evidence-based practice through an e-monitoring program
• Effectiveness of EBP practice guidelines in preventing adverse events in clinical settings
• The attitudes of nurses toward adhering to clinical guidelines regarding the management of various conditions
• Prevention of deep vein thrombosis (DVT) among surgical patients
• Effectiveness of warming interventions for women undergoing Cesarean Section
• Strategies for managing second-stage labor
• Effects of gum chewing and early mobilization on intestinal mobility after cesarean birth
• Therapeutic use of music in maternity wards post-cesarean section
• Strategies for preparing women for unplanned Cesarean birth
• Effectiveness of hydrotherapy during labor
• Strategies to implement skin-to-skin contact in the OR following Cesarean birth
• Benefits of the EBP Organizational culture and readiness scale
• Transferability, reach, and impact of the EBP Questionnaire
• Barriers and facilitators influencing the implementation of EBP in clinical settings
• Challenges to implementing EBP in healthcare systems
• The beliefs and competencies of medical-surgery nurses on EBP
• Effects of EBP courses on MSN and DNP students' attitudes and beliefs on EBP
• The impacts of gamification on EBP training among nursing students
• Strategies to promote evidence-based nursing practice among nursing students
• The link between knowledge of EBP and nurse job satisfaction
• Impacts of nursing ethics on evidence-based practice
• Strategies to address the implementation gap between practice, research, and knowledge in nursing
• Using social media to promote the dissemination of evidence-based practice
• Strategies for implementing and translating evidence-based practice
• Benefits of frequently training nursing staff on evidence-based practice
• Role of evidence-based practice in modeling professional nursing practice
• Strategies for enhancing utility and understanding of evidence-based practice during undergraduate nursing education
• Knowledge, attitude, beliefs, and use of evidence-based practice among registered pediatric nurses
• Improving the readiness of evidence-based practice in critical care units
• Strategies for improving evidence-based practice among registered nurses (RNs)
• Best strategies for assessing compliance to EBP guidelines for VAP prevention among ICU nurses
• Impacts of EBP guidelines on clinical decision-making
• Challenges in communicating research evidence and translating it to practice
• Effectiveness of SBAR Tool Implementation to advanced communication and collaboration in clinical settings
• Knowledge of EBP and the confidence of newly recruited nurses
• Role of evidence-based practice guidelines in maintaining competence among mental health nurses
• Impacts of teaching advanced evidence-based practice research in doctoral nursing programs

Evidence-Based Topics for Anesthesia

• Primary concerns in the process of extubation in the anesthesia settings
• Perceptions and attitudes of anesthesia professionals on digital anesthesia information management system
• Benefits of nurse anesthetist perioperative dialog
• Causes of high attrition rates and turnover among nurse anesthetists
• Perceptions and attitudes of nurses on automatic dispensing cabinets
• Strategies for translating evidence-based research into anesthesia practice
• Addressing challenges associated with anesthesia in clinical settings
• Causes and solutions to anesthesia-associated mortality and morbidity
• An evidence-based approach to airway management via anesthesia administration
• Attitudes, knowledge, skills, and use of anesthesia teams toward EBP practice in clinical settings
• Why anesthetists are hesitant to implement ERAS guidelines

Related read: How to complete Shadow Health Assessments .

Cardiovascular and Respiratory Evidence-Based Topics

• Improving the quality of cardiovascular care through evidence-based practice
• Addressing social determinants of health as a means of addressing cardiovascular diseases
• Effects of listening to music during cardiac rehabilitation on clinical outcomes
• Effectiveness of physical activity on cardiovascular health
• Role of physical therapists in the management of venous thromboembolism
• Effectiveness of aerobic exercise training in improving aerobic capacity after heart transplant
• Impacts of guarding on the outcomes of the 6-minute walk test
• Role of Mitsungumin 53 in cardiovascular diseases (CVD)
• Effects of autophagy on the cardiovascular system
• The ethics of using embryonic stem cells in cardiovascular research
• Use of telehealth in early detection of anxiety and depression in post-coronary patients
• Effectiveness of indoor allergen reduction in the management of asthma
• Non-invasive technologies for diagnosing coronary artery disease in women
• Impacts of smoking on the lungs of a fetus
• Strategies to address obstructive sleep apnea and cardiovascular disease
• The link between consuming fatty animal meat and cardiovascular health
• Benefits of prone positioning for patients with ARDS
• Response of COPD to prophylactic antibiotics
• Evidence-based nursing strategies for the prevention of contrast-induced acute kidney injury
• Impacts of home monitoring on COPD patients

Complementary and Alternative Medicine Evidence-Based Topics

• The link between probiotics use and diarrhea
• The effectiveness of vitamin C in the prevention of complex regional pain syndrome following wrist fractures
• The link between using essential oils and hypertension
• Effectiveness of cranberry products for the treatment of UTIs
• Effectiveness of botulism toxin in the treatment of restless legs syndrome
• Using therapeutic honey in tropical wound management
• Impacts of scalp cooling on alopecia among cancer patients
• Effects of spiritual beliefs on type 2 diabetes mellitus patients
• Effects of aromatherapy in the management of depression and anxiety
• Non-pharmacologic interventions for treatment-resistant depression among adolescents

Nursing Ethics Evidence-Based Topics

• Effects of abandonment on nursing staff shortage
• Effects of negligence on patient outcomes
• AI ethics awareness, attitudes, and beliefs, and the behavioral intentions of nursing students
• Attitudes and perspectives of nursing faculty on noncompliance with ethics in nursing academic environments
• Application of Nightingale's professionalism among student nurses
• Influence of nursing ethics on clinical decision-making
• Perceptions and awareness of student nurses on social justice in the healthcare system
• Benefits of increased ethical competency of nurses in clinical settings
• Ethical problems of clinical nursing practice
• Factors influencing professionalism in nursing among Registered Nurses
• Information literacy and ethical decision-making among nurses
• The link between clinical dishonesty and perceived clinical stress among nursing students
• Strategies to help nurses handle compassion fatigue
• Ethical perspectives of evidence-based practice
• Influence of laws and Legislation on evidence-based practice
• Moral distress among Registered Nurses
• Barriers and facilitators of addressing nursing research ethics
• Role of nursing ethics in the implementation of evidence-based practice

Family Practice Evidence-Based Topics

• The significance of genetic counseling in diabetes prevention
• Challenges for contraception for women with diabetes
• Management of autism in children
• Diagnosis, treatment, and management of psoriasis
• Using a gluten-free diet to improve outcomes in patients with psoriasis
• The link between psoriasis and cardiovascular diseases
• Impacts of nutritional counseling on the BMI of patients
• Using Metformin over Sulfonylurea for initial treatment of gestational diabetes
• Best ways to diagnose menopause in perimenopausal women
• Dinoprostone vs. vaginal misoprostol in labor induction: which is better?
• Effectiveness of using narcotics to treat patients with chronic daily headaches
• Vitamins and cognitive decline in Alzheimer's disease
• The link between regular family dinners and obesity in adolescent patients
• Is the Mediterranean diet better for bone health?
• Benefits of self-managed diabetes programs
• Is acupuncture effective in the treatment of allergic rhinitis?
• The link between antibiotic use and acute sinusitis
• Effectiveness of Flu vaccine on prevention of community-acquired pneumonia
• The link between male obesity and infertility
• Lower back pains and NSAIDS
• Seasonal Nasal Irrigation and Seasonal Allergic Reactions: Best management strategies
• Effectiveness of abortive treatment for acute migraine
• Effectiveness of combination treatment for hepatitis C
• Benefits of tailored education for melanoma management
• Genetic testing and obesity
• Treatment and management of atopic dermatitis

Nursing Forensics Evidence-Based Topics

• Strategies to document injuries from domestic violence abuse by forensic nurses
• Perceptions of forensic nurses on victim counseling before post-domestic violence cases
• Stress management and coping strategies in prison settings
• Mental health as a risk factor for sexual assault
• Barriers and challenges to implementing remote sexual assault nurse examiner programs
• Limit setting and de-escalation in forensic mental health units
• The risk factors for domestic minor sex trafficking in the USA
• Benefits of sexual assault nurse examiners practicing trauma-informed care
• Ethical issues involved during forensic nursing investigations
• Strategies for preparing victims of sexual assault to be witnesses in courts of law
• Role of forensic nurses in combating human and sexual trafficking
• The link between sexual assault and suicide
• Strategies to handle compassion fatigue among forensic nurses
• Strategies for emergency contraception administration among the SANE and non-SANE medical providers
• Strategies forensic nurses use to resolve difficulties in supporting offenders with mental health disorders
• Role of forensic nurses in addressing challenges for children in foster care
• Forensic nursing interventions for patients with personality disorders
• Application of telehealth among sexual assault forensic examiners
• Strategies for handling children facing maltreatment from parents
• Interprofessional collaboration to optimize trauma-informed care
• Role of pediatric forensics in clinical settings
• Role of forensic nurses in abortion investigations
• Steps and evidence-based methods for screening children for neglect or abuse
• Strategies for solving burnout among forensic nurses
• Role of forensic nurses in death investigations
• Attitudes of Sexual Assault Nurse Examiners (SANE) toward sexual assault victims
• Methods for promoting resilience, competence, and quality of life of Sexual Assault Nurse Examiners
• Role of correctional nurses in advocating for pregnant women's rights in prison
• An evidence-based approach to suicide risk assessment following sexual assault

Gastroenterology Evidence-Based Topics

• The use of probiotics to treat and manage irritable bowel syndrome (IBS)
• Using behavioral therapy adjunct to drug therapy in the management of urinary incontinence
• Pharmacological strategies for the management of Crohn's disease
• Complementary alternative medicine approaches to the management of Gastroesophageal Reflux Disease (GERD)
• Intermittent fasting among obese women and the management of pylori
• Homemade solutions for constipation among pregnant women

Geriatrics or Long-Term Care Evidence-Based Topics

• The effectiveness of the North Dakota Association of director of Nursing Administration (NADONA) /Long-Term Care standards of Practice in managing long-term care facilities
• Strategies to encourage elderly people to age in place
• Methods to improve drug adherence among elderly patients with Alzheimer's disease
• Methods for managing polypharmacy among elderly adults
• Design strategies to address falls for patients aging in place
• Use of technology to address the challenges of elderly adults who choose to age in place
• Benefits of music therapy for patients with Multiple Sclerosis
• Strategies for addressing pressure ulcers among the elderly
• Benefits of teaching self-care practices to elderly patients with long-term in-dwelling catheter
• Using stories to entertain and give hope to elderly patients in long-term care facilities
• Multifactorial approach towards management of falls in long-term care facilities

Hospital-Acquired Infections Evidence-Based Topics

• Effectiveness of hand hygiene in reducing hospital-acquired infections
• Strategies to prevent blood contamination and infection during transfusion
• The value of Central Line-Associated Bloodstream Infection Bundle Compliance in preventing CLABSI
• Impacts of implementing central nervous catheter bundle in reducing central line-associated bloodstream infections (CLABSI)
• The knowledge and attitudes of nurses on evidence-based guidelines for the prevention of surgical site infections
• Benefits of governments supporting nursing homes in infection management
• How effective are leadership rounds in reducing healthcare-associated infections?
• Knowledge, beliefs, and attitude of newly graduated nurses on infection prevention and control
• Evidence-based strategies to prevent ventilator-associated pneumonia
• Perceptions of NICU nurses regarding measures to prevent HAIs
• The role of chlorhexidine gluconate bathing in preventing HAIs
• Importance of communication networks in the management of infections in ICUs
• Strategies to reduce catheter-associated urinary tract infections (CAUTIs)
• The perspectives and experiences of patients on HAIs
• Nurse-led quality improvement interventions to reduce hospital-acquired infections in the NICU
• Using a multimodal approach to institute hand hygiene
• The correlation between hospital length of stay and acquiring infections
• Evidence-based strategies to prevent nosocomial infections in clinical settings
• Value of e-learning for preventing healthcare-associated infections
• Impacts of nurse burnout and shortage on HAIs
• Core components of an infection prevention and control program for a nursing home
• Leadership skills of the APRNs and prevention of HAIs
• The motivations of healthcare workers to reduce HAIs
• Hand hygiene knowledge and beliefs among newly recruited nurses
• Impacts of hospital design on HAIs
• Overcrowding in the ER and hospital-acquired infections
• Effects of training on nurses' knowledge and skills in indwelling urinary catheters in preventing CAUTIs
• Low rates of Influenza vaccination among nurses and HAIs
• Role of environmental cleaning in the control of HAIs
• Green cleaning and HAIs
• Compliance with Chlorhexidine wipes to prevent Hospital-acquired infections
• The knowledge of nurses of the WHO Five Moments of Hand hygiene and HAIs in the Operating rooms

Nursing Education Evidence-Based Topics

• Effectiveness of situated e-learning on medical and nursing education
• Benefits of cultural competence training among nurses on the patient satisfaction
• Experiences and attitudes of student nurses on formal preceptor programs
• The effectiveness of using virtual and augmented reality in nursing education
• Strategies to attract, train, and retain student nurses until retirement
• The application of gamification in nursing training
• Should nurses be taught basic coding concepts?
• Inclusion of LGBTQ student nurses in clinical settings
• The use of social media to facilitate learning among nursing students
• Benefits of introducing students to reflective nursing practice
• Benefits of e-learning for nursing education
• Online nursing programs as a means to prepare nurses for leadership roles
• The nurse training pipeline is an essential aspect of addressing nurse shortages
• Discrimination among nurse student acceptance of some programs/nursing schools
• Factors affecting the progress of nursing students in the USA
• Should the nursing career be ubiquitous globally?
• Student nurses should join professional organizations that advocate for their rights
• Steps to improve collaboration and teamwork among nurse students

Pain Management Evidence-Based Topics

• Effectiveness of ERAS in postoperative pain management
• Non-pharmacological methods and perceived barriers in pain management by nurses
• Psychological and behavioral pain management strategies in pediatric oncology departments
• Mindfulness mediation as a strategy for chronic pain management
• Impacts of relaxation techniques for pain management during labor
• The efficacy of cannabis-based medicines for pain management
• Use of music therapy during labor
• Impacts of massage therapy on cancer pain management
• The effectiveness of craniosacral therapy for chronic pain management
• Effectiveness of manual therapy vs. exercise therapy in the management of adult neck-pain
• Non-pharmacological pain management approaches for cancer patients
• Music-induced analgesia in chronic pain management
• The effectiveness of transcutaneous electric nerve stimulation for cancer pain
• The efficacy of acupuncture in the management of postoperative pain
• The application of cannabinoids in pain management
• Acupressure for pain management during labor

Pediatrics Evidence-Based Topics

• Practical strategies for preventing failure to rescue obstetric patients
• Effectiveness of neonatal pain management via oral sucrose
• Benefits of nutritional assessment and intervention in a pediatric oncology unit
• Strategies to manage inguinal hernias in children
• Impacts of clinical settings appearance on the anxiety of kids in cancer care facilities
• Evidence-based strategies for the management of the acute phase of Kawasaki disease
• Strategies to address diabetes ketoacidosis among pediatric patients
• The use of virtual reality in managing anxiety among pediatric patients
• The use of probiotics in the prevention of diarrhea among children
• The efficiency of using gastronomy tubes among pediatric patients
• Best strategies to treat and manage infant colic
• Management of ventilator-associated pneumonia (VAP) among neonates and children
• Strategies parents can use to cope during acute pediatric hospitalizations
• Strategies to address childhood constipation
• Strategies to prevent SIDS during breastfeeding
• The safety of corticosteroids in young children with acute respiratory conditions
• Management of hospital-acquired venous thromboembolism in pediatric patients
• Efficacy of insertion and maintenance bundles in preventing central-line associated bloodstream infections in critically ill pediatric patients
• Prevalent and management strategies for burnout among pediatric nurses
• The efficacy of magnesium supplementation in addressing postoperative arrhythmias after cardiopulmonary bypass among pediatric patients

As we come to the End of this Article '

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What Is Evidence-Based Practice? Essay

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Introduction

When conducting medical practice, information that specialists use for decision-making is especially important. However, they may face the problem of unreliability and doubts about the data provided by scientific sources. Therefore, to acquire the most valuable and useful practice in the healthcare field, it is necessary to apply the evidence-based concept. This approach is based on the inclusion of only research based on the use of scientific methods and tools in providing assistance and making decisions.

The concept of evidence-based practice has gone through a long enough process of evolution to acquire the foundations that it has now. Hence, it first appeared in the 1970s, when there was a need to improve healthcare quality (McMenamin et al., 2019). Thus, medical specialists began to turn only to those sources of knowledge that had reasonable evidence of the effectiveness of a particular method of providing clinical care. The main barrier to evidence-based practice may be researchers’ bias in conducting scientific work. A thorough analysis of the data provided and verification based on additional reliable sources is necessary to limit the possibility of this problem.

An example of a compelling clinical question that piques my interest is the effectiveness of interventions in improving outcomes in patients (young children) suffering from genital limb deformity. This concern concerns prosthetics, surgical treatment procedures, and psychological therapy for both parents and patients. Moreover, the issue at hand involves counseling on lifestyle changes and differentiation between those siblings with and without the condition or disease and genetic predisposition.

Therefore, evidence-based practice is an integral part of the work of medical specialists. It provides a more efficient decision-making process and the development of strategies to improve health outcomes. Regarding the deduced question about the success of interventions in improving outcomes in patients with congenital limb deformity, the main expectation is the productivity of using evidence from scientific research to find ways to solve the problem.

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Evidence-Based Practice: Step by Step: The Seven Steps of Evidence-Based Practice

Melnyk, Bernadette Mazurek PhD, RN, CPNP/PMHNP, FNAP, FAAN; Fineout-Overholt, Ellen PhD, RN, FNAP, FAAN; Stillwell, Susan B. DNP, RN, CNE; Williamson, Kathleen M. PhD, RN

Bernadette Mazurek Melnyk is dean and distinguished foundation professor of nursing at Arizona State University in Phoenix, where Ellen Fineout-Overholt is clinical professor and director of the Center for the Advancement of Evidence-Based Practice, Susan B. Stillwell is clinical associate professor and program coordinator of the Nurse Educator Evidence-Based Practice Mentorship Program, and Kathleen M. Williamson is associate director of the Center for the Advancement of Evidence-Based Practice.

Contact author: Bernadette Mazurek Melnyk, [email protected] .

This is the second article in a new series from the Arizona State University College of Nursing and Health Innovation's Center for the Advancement of Evidence-Based Practice. Evidence-based practice (EBP) is a problem-solving approach to the delivery of health care that integrates the best evidence from studies and patient care data with clinician expertise and patient preferences and values. When delivered in a context of caring and in a supportive organizational culture, the highest quality of care and best patient outcomes can be achieved.

The purpose of this series is to give nurses the knowledge and skills they need to implement EBP consistently, one step at a time. Articles will appear every two months to allow you time to incorporate information as you work toward implementing EBP at your institution. Also, we've scheduled "Ask the Authors" calls every few months to provide a direct line to the experts to help you resolve questions. See details below.

In this second article on implementing evidence-based practice, the authors offer an overview of the multistep process.

Research studies show that evidence-based practice (EBP) leads to higher quality care, improved patient outcomes, reduced costs, and greater nurse satisfaction than traditional approaches to care. 1-5 Despite these favorable findings, many nurses remain inconsistent in their implementation of evidence-based care. Moreover, some nurses, whose education predates the inclusion of EBP in the nursing curriculum, still lack the computer and Internet search skills necessary to implement these practices. As a result, misconceptions about EBP—that it's too difficult or too time-consuming—continue to flourish.

In the first article in this series ("Igniting a Spirit of Inquiry: An Essential Foundation for Evidence-Based Practice," November 2009), we described EBP as a problem-solving approach to the delivery of health care that integrates the best evidence from well-designed studies and patient care data, and combines it with patient preferences and values and nurse expertise. We also addressed the contribution of EBP to improved care and patient outcomes, described barriers to EBP as well as factors facilitating its implementation, and discussed strategies for igniting a spirit of inquiry in clinical practice, which is the foundation of EBP, referred to as Step Zero. ( Editor's note : although EBP has seven steps, they are numbered zero to six.) In this article, we offer a brief overview of the multistep EBP process. Future articles will elaborate on each of the EBP steps, using the context provided by the Case Scenario for EBP: Rapid Response Teams .

Step Zero: Cultivate a spirit of inquiry. If you've been following this series, you may have already started asking the kinds of questions that lay the groundwork for EBP, for example: in patients with head injuries, how does supine positioning compared with elevating the head of the bed 30 degrees affect intracranial pressure? Or, in patients with supraventricular tachycardia, how does administering the β-blocker metoprolol (Lopressor, Toprol-XL) compared with administering no medicine affect the frequency of tachycardic episodes? Without this spirit of inquiry, the next steps in the EBP process are not likely to happen.

Step 1: Ask clinical questions in PICOT format. Inquiries in this format take into account patient population of interest (P), intervention or area of interest (I), comparison intervention or group (C), outcome (O), and time (T). The PICOT format provides an efficient framework for searching electronic databases, one designed to retrieve only those articles relevant to the clinical question. Using the case scenario on rapid response teams as an example, the way to frame a question about whether use of such teams would result in positive outcomes would be: "In acute care hospitals (patient population), how does having a rapid response team (intervention) compared with not having a response team (comparison) affect the number of cardiac arrests (outcome) during a three-month period (time)?"

Step 2: Search for the best evidence. The search for evidence to inform clinical practice is tremendously streamlined when questions are asked in PICOT format. If the nurse in the rapid response scenario had simply typed "What is the impact of having a rapid response team?" into the search field of the database, the result would have been hundreds of abstracts, most of them irrelevant. Using the PICOT format helps to identify key words or phrases that, when entered successively and then combined, expedite the location of relevant articles in massive research databases such as MEDLINE or CINAHL. For the PICOT question on rapid response teams, the first key phrase to be entered into the database would be acute care hospitals , a common subject that will most likely result in thousands of citations and abstracts. The second term to be searched would be rapid response team , followed by cardiac arrests and the remaining terms in the PICOT question. The last step of the search is to combine the results of the searches for each of the terms. This method narrows the results to articles pertinent to the clinical question, often resulting in fewer than 20. It also helps to set limits on the final search, such as "human subjects" or "English," to eliminate animal studies or articles in foreign languages.

Step 3: Critically appraise the evidence. Once articles are selected for review, they must be rapidly appraised to determine which are most relevant, valid, reliable, and applicable to the clinical question. These studies are the "keeper studies." One reason clinicians worry that they don't have time to implement EBP is that many have been taught a laborious critiquing process, including the use of numerous questions designed to reveal every element of a study. Rapid critical appraisal uses three important questions to evaluate a study's worth. 6-8

• Are the results of the study valid? This question of study validity centers on whether the research methods are rigorous enough to render findings as close to the truth as possible. For example, did the researchers randomly assign subjects to treatment or control groups and ensure that they shared key characteristics prior to treatment? Were valid and reliable instruments used to measure key outcomes?
• What are the results and are they important? For intervention studies, this question of study reliability addresses whether the intervention worked, its impact on outcomes, and the likelihood of obtaining similar results in the clinicians' own practice settings. For qualitative studies, this includes assessing whether the research approach fits the purpose of the study, along with evaluating other aspects of the research such as whether the results can be confirmed.
• Will the results help me care for my patients? This question of study applicability covers clinical considerations such as whether subjects in the study are similar to one's own patients, whether benefits outweigh risks, feasibility and cost-effectiveness, and patient values and preferences.

After appraising each study, the next step is to synthesize the studies to determine if they come to similar conclusions, thus supporting an EBP decision or change.

Step 4: Integrate the evidence with clinical expertise and patient preferences and values. Research evidence alone is not sufficient to justify a change in practice. Clinical expertise, based on patient assessments, laboratory data, and data from outcomes management programs, as well as patients' preferences and values are important components of EBP. There is no magic formula for how to weigh each of these elements; implementation of EBP is highly influenced by institutional and clinical variables. For example, say there's a strong body of evidence showing reduced incidence of depression in burn patients if they receive eight sessions of cognitive-behavioral therapy prior to hospital discharge. You want your patients to have this therapy and so do they. But budget constraints at your hospital prevent hiring a therapist to offer the treatment. This resource deficit hinders implementation of EBP.

Step 5: Evaluate the outcomes of the practice decisions or changes based on evidence. After implementing EBP, it's important to monitor and evaluate any changes in outcomes so that positive effects can be supported and negative ones remedied. Just because an intervention was effective in a rigorously controlled trial doesn't mean it will work exactly the same way in the clinical setting. Monitoring the effect of an EBP change on health care quality and outcomes can help clinicians spot flaws in implementation and identify more precisely which patients are most likely to benefit. When results differ from those reported in the research literature, monitoring can help determine why.

Step 6: Disseminate EBP results. Clinicians can achieve wonderful outcomes for their patients through EBP, but they often fail to share their experiences with colleagues and their own or other health care organizations. This leads to needless duplication of effort, and perpetuates clinical approaches that are not evidence based. Among ways to disseminate successful initiatives are EBP rounds in your institution, presentations at local, regional, and national conferences, and reports in peer-reviewed journals, professional newsletters, and publications for general audiences.

When health care organizations adopt EBP as the standard for clinical decision making, the steps outlined in this article naturally fall into place. The next article in our series will feature a staff nurse on a medical–surgical unit who approached her hospital's EBP mentor to learn how to formulate a clinical question about rapid response teams in PICOT format.

Ask the Authors on January 22!

On January 22 at 3:30 PM EST, join the "Ask the Authors" call. It's your chance to get personal consultation from the experts! And it's limited to the first 50 callers, so dial-in early! U.S. and Canada, dial 1-800-947-5134 (International, dial 001-574-941-6964). When prompted, enter code 121028#.

Go to www.ajnonline.com and click on "Podcasts" and then on "Conversations" to listen to our interview with the authors.

Case Scenario for EBP: Rapid Response Teams

You're a staff nurse on a busy medical–surgical unit. Over the past three months, you've noticed that the patients on your unit seem to have a higher acuity level than usual, with at least three cardiac arrests per month, and of those patients who arrested, four died. Today, you saw a report about a recently published study in Critical Care Medicine on the use of rapid response teams to decrease rates of in-hospital cardiac arrests and unplanned ICU admissions. The study found a significant decrease in both outcomes after implementation of a rapid response team led by physician assistants with specialized skills. 9 You're so impressed with these findings that you bring the report to your nurse manager, believing that a rapid response team would be a great idea for your hospital. The nurse manager is excited that you have come to her with these findings and encourages you to search for more evidence to support this practice and for research on whether rapid response teams are valid and reliable.

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Examples of Evidence-Based Practice in Nursing

Nurses play a crucial role in patient care and outcomes. By embracing evidence-based practice, nurses can ensure they are providing the highest quality and most effective care possible. In this article, we explore what evidence-based nursing practice is, how it improves patient outcomes, and how it can reduce healthcare costs. We also look at how professional nursing organizations support evidence-based practice, share examples of evidence-based practice in nursing, and discuss how nurses can advance their education to support evidence-based practice.

What is Evidence-Based Nursing Practice?

Evidence-Based Nursing Practice (EBNP) is an approach that involves integrating individual clinical expertise with the most relevant and current research evidence available. This assists healthcare providers in making informed decisions about patient care. Research conducted in the nursing field helps bridge the knowledge gap and improve healthcare organizations and patient outcomes. EBNP is built on the foundation laid by Florence Nightingale, who pioneered the use of empirical data and research studies to improve patient care and outcomes in the 19th century.

How Does Evidence-Based Practice Improve Patient Outcomes?

Evidence-Based Practice (EBP) leads to positive patient outcomes by promoting informed decision-making processes among healthcare providers. As they incorporate the latest and most reliable research evidence with their clinical expertise and the unique circumstances of each patient, they can develop more effective care plans. High-quality patient care is driven by relevant research studies, which inform clinical practice and aid in detecting discrepancies in healthcare delivery, thus minimizing potential complications and enhancing overall patient satisfaction.

What Are the Core Elements of an Answerable Clinical Question?

An answerable clinical question consists of four key components, commonly called the PICO framework. The acronym PICO stands for Patient or Population, Intervention, Comparison, and Outcome. These elements are essential for formulating a specific, clear, and answerable question that can be addressed using evidence-based research. By considering each aspect of the PICO framework, healthcare providers can pinpoint crucial knowledge gaps and assess an intervention’s effectiveness concerning a particular patient population and desired outcomes.

How Does Evidence-Based Practice Reduce Healthcare Costs?

Evidence-Based Practice can potentially reduce healthcare costs by boosting healthcare providers’ efficiency and improving patient care quality. By integrating the latest research evidence and clinical expertise, professionals can identify cost-effective interventions and minimize unnecessary or redundant procedures. This leads to better utilization of resources and reduced expenditure for both healthcare organizations and patients. Furthermore, improving healthcare outcomes through EBP reduces the need for costly readmissions, prescription medications, and extended hospital stays, thus reducing the financial burden on healthcare systems.

How Do Professional Nursing Organizations Support Evidence-Based Practice?

Professional nursing organizations, such as the American Nurses Association (ANA) and the American Nurses Credentialing Center (ANCC), play a vital role in promoting and supporting Evidence-Based Practice. These organizations provide guidance, resources, and opportunities for ongoing education, helping nurses and other healthcare providers enhance their clinical practice and deliver quality patient care. By offering access to reputable research studies and professional development programs, these organizations assist nurse leaders in implementing EBP throughout various healthcare settings.

What is the Role of the American Nurses Association in Evidence-Based Practice?

The American Nurses Association (ANA) is committed to promoting Evidence-Based Practice for its members and the nursing profession as a whole. The ANA provides resources, tools, and educational opportunities for nurses, encouraging continuous professional growth and development. They also advocate for nursing research funding and support nurses in conducting and disseminating research studies. The ANA empowers nurses to incorporate the most relevant evidence into their practice, ensuring patients receive the best possible care.

How Does the American Nurses Credentialing Center Promote Quality Patient Care?

The American Nurses Credentialing Center (ANCC) plays a significant role in promoting quality patient care through its various certification programs, accreditation services, and the Magnet Recognition Program. By encouraging healthcare organizations to adopt EBP, the ANCC aids in improving various aspects of patient care, such as safety and satisfaction. Additionally, ANCC certification programs recognize and validate the expertise of individual nurse leaders in their respective specialties, ensuring they possess the necessary knowledge and skills to implement EBP.

What Resources Do Professional Nursing Organizations Offer for Evidence-Based Practice?

Professional nursing organizations, such as the ANA and ANCC, offer numerous resources to support nurses in implementing Evidence-Based Practice. These include access to research databases, guidelines, and best practice recommendations. Furthermore, organizations like these provide educational webinars, conferences, and workshops on EBP, helping nurses stay up-to-date with the latest advancements in their field. For instance, the ANA’s Florence Nightingale Library offers diverse resources, including publications and e-books that cover various aspects of nursing practice, including EBP. Nurses can also find MSN programs specializing in EBP, such as the program developed by Darby Faubion, which is designed to train nurse leaders in implementing evidence-based practice in diverse healthcare settings.

What are Some Examples of Evidence-Based Practice in Nursing?

Evidence-based practice (EBP) integrates clinical expertise, best research evidence, and patient values to optimize health outcomes. This approach supports the nursing profession in delivering quality patient care. There are several examples that showcase the value of EBP in nursing:

1. Hand hygiene: Research studies have consistently demonstrated the importance of handwashing in preventing hospital-acquired infections. Florence Nightingale was a pioneer in emphasizing cleanliness in patient care. Today, healthcare organizations follow guidelines from the American Nurses Association and other agencies to ensure that hand hygiene is a standard of practice.

2. Fall prevention: EBP guides the proper assessment of patients at risk for falls and the implementation of strategies to prevent these incidents. Healthcare providers use evidence-based tools like the Morse Fall Scale to assess patients and develop a comprehensive care plan.

3. Pressure ulcer prevention: Evidence-based guidelines help nurses understand the risk factors and implement interventions to prevent pressure ulcers. Examples include turning patients regularly, using pressure-relieving devices, and maintaining skin integrity through proper care.

4. Pain management: EBP supports nurses in identifying a patient’s pain and managing it effectively using a combination of pharmacological and non-pharmacological interventions, improving patient outcomes and overall experience.

How Can Implementing Evidence-Based Practice Improve Patient Outcomes?

The evidence-based practice contributes to positive patient outcomes by guiding nurses in delivering the best possible care. Some of the ways in which EBP can lead to improved patient outcomes are:

1. Enhanced decision-making: EBP promotes the use of research findings and other evidence in clinical practice, allowing nurses to make informed decisions when developing and implementing care plans.

2. Consistency in care: Healthcare providers who consistently apply evidence-based practices across the various aspects of patient care ensure that their patients receive uniform, high-quality care, reducing the knowledge gap between providers and improving overall outcomes.

3. Decreased variations in practice: The adoption of EBP across healthcare organizations can minimize variations in clinical practice, leading to similar standards of care and promoting positive patient outcomes throughout the United States.

4. Empowered nursing workforce: Nurses equipped with the knowledge, skills, and confidence to apply EBP are more likely to engage in effective clinical decision-making, translating into better patient care and outcomes.

How Does Evidence-Based Practice Impact Quality Patient Care?

EBP directly influences the quality of patient care delivered by nurses and other healthcare professionals. Implementing EBP in nursing practice results in:

1. Improved clinical effectiveness: EBP helps healthcare providers identify the most effective interventions and treatment strategies based on the latest research evidence, ensuring that patients receive the best possible care.

2. Reduced healthcare costs: Utilizing evidence-based interventions can decrease the use of unnecessary or ineffective treatments, lowering healthcare costs for both patients and healthcare organizations.

3. Improved patient satisfaction: Adherence to EBP principles leads to better patient outcomes and experiences, resulting in heightened patient satisfaction and a positive perception of the healthcare organization.

4. Greater professional accountability: Nurses who embrace EBP take responsibility for staying updated on current research and integrating evidence into practice, ensuring their actions align with best practices and fostering a culture of excellence.

What Techniques Can Help Nurses Apply Evidence-Based Practice?

To successfully integrate EBP into nursing, healthcare providers can adopt several strategies:

1. Develop a culture of curiosity and learning: Encourage continuous learning among nursing staff by fostering an environment that values inquiry, research, and evidence-based practices. Nursing is a rapidly evolving field, and the latest research and technology can impact patient outcomes significantly. As such, it is essential to cultivate a culture of curiosity and continuous learning among the nursing staff. Leaders in healthcare organizations can promote and encourage nursing staff to stay current on new treatments, procedures, and technology. This can be accomplished through regular training sessions, attending conferences, and offering mentorship programs. By ensuring that nurses have the latest knowledge and tools at their disposal, patients can receive better care. Also, fostering a continuous learning environment can help attract and retain top talent.

2. Collaborate with other healthcare professionals: Teamwork, especially with healthcare professionals in other disciplines, can help to expand knowledge, share insights, and promote the use of EBP throughout the organization. For example, a nurse may collaborate with a physical therapist to develop a care plan for a patient with mobility issues. The physical therapist can provide insights on exercises and techniques that can aid the patient’s mobility, while the nurse can contribute information on the patient’s overall health and specific needs. Furthermore, collaborating with other healthcare professionals can help to identify common challenges and barriers to EBP implementation, and together they can develop solutions to overcome these hurdles. This can lead to more effective and efficient patient care, ultimately improving outcomes and satisfaction for both patients and healthcare providers.

3. Access and use resources: A wide array of tools and resources exist to support evidence-based practice, such as online databases, journals, and reference materials. Encourage regular use of these resources to support informed clinical decision-making. It is important to ensure healthcare professionals have the knowledge and skills necessary to access and use these resources. Training sessions can be offered to teach staff how to effectively search for and critically evaluate evidence. In addition, it can be beneficial to establish a process for regular updates to these resources, ensuring the most current and relevant information is available. Providing support and resources for staff who may not have access to these materials outside of work can also ensure they have the tools necessary to provide the best care possible. By promoting the regular use and access to these resources, healthcare professionals can make informed clinical decisions based on the best available evidence.

4. Engage in reflection: Reflecting on individual and team practices can help identify areas for improvement and encourage the implementation of evidence-based approaches at all levels of patient care. Reflection plays a critical role in improving the quality of healthcare services. It creates a culture of self-awareness, which helps team members understand their roles, responsibilities, and strengths. Reflective practice enables individuals and teams to identify areas where they need to improve their skills and knowledge. It also encourages the implementation of evidence-based approaches that have been shown to be effective in patient care. Reflection can involve various activities, such as discussing challenging cases, analyzing outcomes of previous treatments, and reviewing feedback from patients. By engaging in reflection, healthcare professionals can continuously improve their practices and provide the highest quality care possible.

How Can Nurses Advance Their Education to Support Evidence-Based Practice?

By obtaining advanced degrees and participating in professional development programs, nurses can acquire the knowledge and skills required to deliver evidence-based care. Several educational options exist for nurses looking to enhance their expertise in EBP.

Why Should Nurses Pursue an Online RN to BSN Program?

Pursuing an online Bachelor of Science in Nursing (BSN) degree is an excellent way for registered nurses to deepen their understanding of EBP. A BSN program typically focuses on enhancing clinical reasoning skills, research, and evidence-based practice, preparing nurses for the challenges of modern patient care. Online RN to BSN programs provide flexibility, allowing working professionals to balance their education with career and personal commitments.

How Can Nurses Find MSN Programs Focused on Evidence-Based Practice?

Nurses can find Master of Science in Nursing (MSN) programs that emphasize evidence-based practice by conducting thorough research on graduate nursing programs. Pay particular attention to a program’s curriculum, faculty expertise, accreditation status, and any available specialties that align with your professional interests. Seek recommendations from colleagues, mentors, and nurse leaders such as Darby Faubion, a well-known nursing advocate.

How Does Continuing Education Contribute to Improving Patient Outcomes?

Continuing education equips nurses with the latest knowledge and skills required to provide evidence-based care, promoting improved patient outcomes. By participating in workshops, conferences, and other professional development opportunities, nurses can stay informed on best practices, innovative research, and emerging trends in healthcare. Many healthcare organizations, including the American Nurses Credentialing Center, offer continuing education options tailored for nurses looking to maintain their licenses and advance their clinical practice to ultimately contribute to positive patient outcomes.

Other Resources from Xavier University Online

MSN vs. DNP: Which Nursing Degree is Right For You?

The Advantages of a Master of Science in Nursing (MSN) Degree in Addressing the Nursing Shortage

Exploring the Benefits of an MSN Degree for Nurses

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Key EBP Nursing Topics: Enhancing Patient Results through Evidence-Based Practice

This article was written in collaboration with Christine T. and ChatGPT, our little helper developed by OpenAI.

Evidence-based practice (EBP) is the use of the best available evidence to inform clinical decision-making in nursing. EBP has become increasingly popular in nursing practice because it ensures that patient care is based on the most current and relevant research. In this article, we will discuss the latest evidence-based practice nursing research topics, how to choose them, and where to find EBP project ideas.

What is Evidence-Based Practice Nursing?

EBP nursing involves a cyclical process of asking clinical questions, seeking the best available evidence, critically evaluating that evidence, and then integrating it with the patient’s clinical experience and values to make informed decisions. By following this process, nurses can provide the best care for their patients and ensure that their practice is informed by the latest research.

One of the key components of EBP nursing is the critical appraisal of research evidence. Nurses must be able to evaluate the quality of studies, including study design, sample size, and statistical analysis. This requires an understanding of research methodology and the ability to apply critical thinking skills to evaluate research evidence.

EBP nursing also involves the use of clinical practice guidelines and protocols, which are evidence-based guidelines for clinical practice. These guidelines have been developed by expert groups and are based on the best available evidence. By following these guidelines, nurses can ensure that their practice is in line with the latest research and can provide the best possible care for their patients.

Finally, EBP nursing involves continuous professional development and a commitment to lifelong learning. Nurses must keep abreast of the latest research and clinical practice guidelines to ensure that their practice is informed by the latest research. This requires a commitment to ongoing learning and professional development, including attending conferences, reading scholarly articles, and participating in continuing education programs.

You can also learn more about evidence-based practice in nursing to gain a deeper understanding of the definition, stages, benefits, and challenges of implementing it.

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How to Choose Evidence-Based Practice Nursing Research Topics

Choosing a science-based topic for nursing practice can be a daunting task, especially if you are new to the field. Here are some tips to help you choose a relevant and interesting EBP topic:

• Look for controversial or debated issues

Look for areas of nursing practice that are controversial or have conflicting evidence. These topics often have the potential to generate innovative and effective research.

• Consider ethical issues

Consider topics related to ethical issues in nursing practice. For example, bereavement care, informed consent , and patient privacy are all ethical issues that can be explored in an EBP project.

• Explore interdisciplinary topics

Nursing practice often involves collaboration with other health professionals such as physicians, social workers, and occupational therapists. Consider interdisciplinary topics that may be useful from a nursing perspective.

• Consider local or regional issues

Consider topics that are relevant to your local or regional healthcare facility. These topics may be relevant to your practice and have a greater impact on patient outcomes in your community.

• Check out the latest research

Review recent research in your area of interest to identify gaps in the literature or areas where further research is needed. This can help you develop a research question that is relevant and innovative.

With these tips in mind, you can expand your options for EBP nursing research topics and find a topic that fits your interests and goals. Remember that patient outcomes should be at the forefront of your research and choose a topic that has the potential to improve treatment and patient outcomes.

Where to Get EBP Project Ideas

There are several sources that nurses can use to get EBP project ideas. These sources are diverse and can provide valuable inspiration for research topics. By exploring these sources, nurses can find research questions that align with their interests and that address gaps in the literature. These include:

• Clinical Practice Guidelines

Look for clinical practice guidelines developed by professional organizations or healthcare institutions. These guidelines provide evidence-based guidelines for clinical practice and can help identify areas where further research is needed.

• Research databases

Explore research databases such as PubMed, CINAHL, and the Cochrane Library to find the latest studies and systematic reviews. These databases can help you identify gaps in the literature and areas where further research is needed.

• Clinical Experts

Consult with clinical experts in your practice area. These experts may have insights into areas where further research is needed or may provide guidance on areas of practice that may benefit from an EBP project.

• Quality Improvement Projects

Review quality improvement projects that have been implemented in your healthcare facility. These projects may identify areas where further research is needed or identify gaps in the literature that could be addressed in an EBP project.

• Patient and family feedback

Consider patient and family feedback to identify areas where further research is needed. Patients and families can provide valuable information about areas of nursing practice that can be improved or that could benefit from further research.

Remember, when searching for ideas for EBP nursing research projects, it is important to consider the potential impact on patient care and outcomes. Select a topic that has the potential to improve patient outcomes and consider the feasibility of the project in terms of time, resources, and access to data. By choosing a topic that matches your interests and goals and is feasible at your institution, you can conduct a meaningful and productive EBP research project in nursing.

Nursing EBP Topics You Can Use in Your Essay

Here are some of the latest evidence-based practice nursing research topics that you can use in your essay or explore further in your own research:

• The impact of telehealth on patient outcomes in primary care
• The use of music therapy to manage pain in post-operative patients
• The effectiveness of mindfulness-based stress reduction in reducing stress and anxiety in healthcare workers
• Combating health care-associated infections: a community-based approach
• The impact of nurse-led discharge education on readmission rates for heart failure patients
• The use of simulation in nursing education to improve patient safety
• The effectiveness of early mobilization in preventing post-operative complications
• The use of aromatherapy to manage agitation in patients with dementia
• The impact of nurse-patient communication on patient satisfaction and outcomes
• The effectiveness of peer support in improving diabetes self-management
• The impact of cultural competence training on patient outcomes in diverse healthcare settings
• The use of animal-assisted therapy in managing anxiety and depression in patients with chronic illnesses
• The effectiveness of nurse-led smoking cessation interventions in promoting smoking cessation among hospitalized patients
• Importance of literature review in evidence-based research
• The impact of nurse-led care transitions on hospital readmission rates for older adults
• The effectiveness of nurse-led weight management interventions in reducing obesity rates among children and adolescents
• The impact of medication reconciliation on medication errors and adverse drug events
• The use of mindfulness-based interventions to manage chronic pain in older adults
• The effectiveness of nurse-led interventions in reducing hospital-acquired infections
• The impact of patient-centered care on patient satisfaction and outcomes
• The use of art therapy to manage anxiety in pediatric patients undergoing medical procedures
• Pediatric oncology: working towards better treatment through evidence-based research
• The effectiveness of nurse-led interventions in improving medication adherence among patients with chronic illnesses
• The impact of team-based care on patient outcomes in primary care settings
• The use of music therapy to improve sleep quality in hospitalized patients
• The effectiveness of nurse-led interventions in reducing falls in older adults
• The impact of nurse-led care on maternal and infant outcomes in low-resource settings
• The use of acupressure to manage chemotherapy-induced nausea and vomiting
• The effectiveness of nurse-led interventions in promoting breastfeeding initiation and duration
• The impact of nurse-led palliative care interventions on end-of-life care in hospice settings
• The use of hypnotherapy to manage pain in labor and delivery
• The effectiveness of nurse-led interventions in reducing hospital length of stay for surgical patients
• The impact of nurse-led transitional care interventions on readmission rates for heart failure patients
• The use of massage therapy to manage pain in hospitalized patients
• The effectiveness of nurse-led interventions in promoting physical activity among adults with chronic illnesses
• The impact of technology-based interventions on patient outcomes in mental health settings
• The use of mind-body interventions to manage chronic pain in patients with fibromyalgia
• Optimizing the clarifying diagnosis of stomach cancer
• The effectiveness of nurse-led interventions in reducing medication errors in pediatric patients
• The impact of nurse-led interventions on patient outcomes in long-term care settings
• The use of aromatherapy to manage anxiety in patients undergoing cardiac catheterization
• The effectiveness of nurse-led interventions in improving glycemic control in patients with diabetes
• The impact of nurse-led interventions on patient outcomes in emergency department settings
• The use of relaxation techniques to manage anxiety in patients with cancer
• The effectiveness of nurse-led interventions in improving self-management skills among patients with heart failure
• The impact of nurse-led interventions on patient outcomes in critical care settings
• The use of yoga to manage symptoms in patients with multiple sclerosis
• The effectiveness of nurse-led interventions in promoting medication safety in community settings
• The impact of nurse-led interventions on patient outcomes in home healthcare settings
• The role of family involvement in the rehabilitation of stroke patients
• Assessing the effectiveness of virtual reality in pain management
• The impact of pet therapy on mental well-being in elderly patients
• Exploring the benefits of intermittent fasting on diabetic patients
• The efficacy of acupuncture in managing chronic pain in cancer patients
• Effect of laughter therapy on stress levels among healthcare professionals
• The influence of a plant-based diet on cardiovascular health
• Analyzing the outcomes of nurse-led cognitive behavioral therapy sessions for insomnia patients
• The role of yoga and meditation in managing hypertension
• Exploring the benefits of hydrotherapy in post-operative orthopedic patients
• The impact of digital health applications on patient adherence to medications
• Assessing the outcomes of art therapy in pediatric patients with chronic illnesses
• The role of nutrition education in managing obesity in pediatric patients
• Exploring the effects of nature walks on mental well-being in patients with depression
• The impact of continuous glucose monitoring systems on glycemic control in diabetic patients

The Importance of Incorporating EBP in Nursing Education

Evidence-based practice is not just a tool for seasoned nurses; it’s a foundational skill that should be integrated early into nursing education. By doing so, students learn the mechanics of nursing and the rationale behind various interventions grounded in scientific research.

• Bridging Theory and Practice:

Introducing EBP in the curriculum helps students bridge the gap between theoretical knowledge and clinical practice. They learn how to perform a task and why it’s done a particular way.

• Critical Thinking:

EBP promotes critical thinking. By regularly reviewing and appraising research, students develop the ability to discern the quality and applicability of studies. This skill is invaluable in a rapidly evolving field like healthcare.

• Lifelong Learning:

EBP instills a culture of continuous learning. It encourages nurses to regularly seek out the most recent research findings and adapt their practices accordingly.

• Improved Patient Outcomes:

At the heart of EBP is the goal of enhanced patient care. We ensure patients receive the most effective, up-to-date care by teaching students to base their practices on evidence.

• Professional Development:

Familiarity with EBP makes it easier for nurses to contribute to professional discussions, attend conferences, and conduct research. It elevates their professional stature and opens doors to new opportunities.

To truly prepare nursing students for the challenges of modern healthcare, it’s essential to make EBP a core part of their education.

In summary, evidence-based practice nursing is an essential component of providing quality patient care. As a nurse, it is important to stay up to date on the latest research in the field and incorporate evidence-based practices into your daily work. Choosing a research topic that aligns with your interests and addresses a gap in the literature can lead to valuable contributions to the field of nursing.

When it comes to finding EBP project ideas, there are many sources available, including professional organizations, academic journals, and healthcare conferences. By collaborating with colleagues and seeking feedback from mentors, you can refine your research question and design a study that is rigorous and relevant.

The nursing evidence-based practice topics listed above provide a starting point for further exploration and investigation. By studying the effectiveness of various nursing interventions and techniques, we can continue to improve patient outcomes and deliver better care. Ultimately, evidence-based practice nursing is about using the best available research to inform our decisions and provide the highest quality care possible to our patients.

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How to Write an EBP Nursing Research Paper – Helpful Guide for APA Nursing Research Papers [+ 6 Examples & Outline]

Rachel andel rn, bsn.

• August 12, 2022
• Nursing Writing Guides

Writing an evidence-based practice nursing research paper is a structured process that requires extensive research and the help of the right tools and guidance. An EBP nursing research paper has different components requiring systematic research, writing, and editing.

In this guide, we provide a structured approach on how to write an effective EBP Nursing Research Paper . 

How to Write an Evidence-Based Paper – Step By Step Guide for APA Nursing Research Papers

EBP Nursing Research Paper Writing

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When writing an EBP nursing research paper, it is important to consider the components of an effective nursing research paper. Here are the different elements of an EBP paper and how to write each.

Introduction to the EBP Nursing Research Papers

In an introduction, you should briefly overview the topic you will discuss. This will help your instructor understand the main points of your paper.

How do you write an introduction for an EBP Nursing Research Paper?

The introduction should be brief but provide enough information to orient readers to the topic and guide them through the rest of the paper. It should also introduce key concepts and explain what will come.

When writing your introduction, make sure it;

• Defines the problem; it answers the question
• Patient/Problem: What problems does the patient group have? What needs to be solved?
• Intervention: What intervention is being considered or evaluated? Cite appropriate literature.
• Comparison: What other interventions are possible? Cite appropriate literature.
• Outcome: What is the intended outcome of the research question?
• Introduces the key concept, thus providing a transition to the next section, which reveals that the target population
• Clearly states the purpose of the report
• Identifies the target population.
• Relates to the significance of the problem
• also relates to the significance of the problem  

You should include a clear statement of the research problem at the beginning or end of the introduction. This research problem can also generate the research question used to conduct the research itself.

Here’s an EBP Nursing Research Paper example ;

(1) Root caries is a disease of humans, which manifests as lesions on the root surfaces of teeth producing loss of the natural tooth structure.  (2) The lesions progress to deeper and deeper levels of the root as well as spreading laterally to enwrap it.  (3) Ultimately a lesion can progress to involve the pulp, threatening the viability of the tooth resulting in pain and eventual tooth loss.  (4) When located between the teeth, the lesions are difficult to acess and therefore difficult to excise and restore.  (5) In otherwise healthy, North American populations, root caries lesions increase with age. (6) This report sets out to provide evidence-based guidelines on the prevention of root caries for Toronto Public Helath staff on the best available evidence. https://www.una.edu/writingcenter/docs/Writing-Resource

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EBP Nursing Literature Review

The literature review is one of the most important sections of an EBP paper. It should provide a detailed overview of the studies conducted on your topic. You should also include any relevant quotes from these studies.

When writing an effective EBP literature review, it is important to keep in mind the following tips:

• Take the time to read all the articles you cite in your review. This will help you understand the literature better and contextualize it.
• Be sure to cite your sources correctly. If you use a journal article, for example, include the author’s last name and publication year in your citations.
• Be concise in your writing. A literature review should not exceed 10 pages in length. Try to focus on key points and highlight why they are important.
• Use analytical techniques to help you evaluate the literature. For example, consider using qualitative or quantitative methods to analyze data.
• Make sure that your writing is accessible to a broad audience. If your research is technical, explain clearly how it was conducted and what it suggests.

EBP Nursing Research Paper Methodology

The methods section should describe how you researched the topic you are writing about. You should include details about the study you chose to utilize and any statistical analysis you performed.

How to write a methodology in an EBP Nursing Research Paper

Instead of collecting data through surveys, interviews, or clinical records, as in a quantitative or qualitative study, the data you collect is the literature produced on your topic.

Remember, the research you obtain is evidence like quantitative or qualitative data. But what evidence do you select to analyze?

It can be difficult to select evidence. Don’t just go with sources that work well for you, as this will only discredit your ideas. Consider assessing the dependability of the source, ensuring you have different viewpoints when considering a change in practice.

• What database did you search?
• Which search terms did you use, and how many total articles came up with those searches?
• If the search yielded few or fewer results, that may be because the search was too narrow.

The author considers many factors when evaluating sources. Here’s how to evaluate sources for your nursing research Papers

• Assess how trustworthy the source is, how accurate it is, and whether the source has a bias.
• The credibility of study material—is the study/journal credible and original? Research can be found in scholarly journals rather than general reading material.
• Validity: Does the study measure what it says it measures? What demographic sample did the study use? A study may be invalid or inaccurate if it does not produce an accurate margin of error.
• The same test needs to be done to get a true sense of reliability and yield the same results. The test needs to end when the results have been favorable. The results of the study are valid. The report suggests high levels of consistency and validity.

Here’s How to write a Critical Analysis in Nursing

Findings – How to present findings in the EBP Nursing Research Paper

The results and discussion section should provide a detailed analysis of your findings. Discuss the implications of findings and how policymakers can use them.

Your findings will be an analysis, possibly including a chart or table. You should present the studies you selected as the most appropriate sources for studying your problem and instituting your proposed change.

Be sure to compare the following aspects of each study:

• Demographics, pools, and samples
• Methods of discovery and analysis
• Results and limitations

Remember that these studies are supposed to be the most reliable and valid ones for answering the problem you found or the practice you wish to change. Your findings should lay the groundwork for making this argument in your discussion section.

Discussion: Conclusion and Recommendations for the EBP Nursing Research Paper

The conclusion section should summarize everything that has been discussed in the paper. It should provide a summary of your findings, and make any recommendations that you have for policymakers. Be Sure to:

• Argue that the findings lead to the specific change in practice you identified in your introduction.
• Suggest a strategy for implementation. Will the change you recommend (which these studies probably also recommend) work in your situation? Why? What changes might be needed?

Here’s a video guide

Here are a few key points to remember when writing your conclusion for an EBP Research Paper. First, combine all the information and data you’ve gathered throughout your paper.

Second, summarize your study’s findings and what they mean for nursing practice. Finally, provide recommendations for future research in this area.

History of Evidence-based Practice

The history of evidence-based practice (EBP) can be traced back to the early 1990s, when the Institute of Medicine published “To Err Is Human: Building a Safer Health System” which called for more use of evidence in health care decision making.

In 1992, the National Academies Press published “Principles of Evidence-Based Practice” which was a synthesis of work from multiple organizations and aimed to provide guidance on how to use evidence to improve patient care.

Since then, EBP has evolved into an increasingly popular approach to nursing practice. Today, EBP is used by nurses at all levels of education and experience, and it is becoming more integral to the way nurses deliver care. There are many reasons why EBP has become such an important tool in nursing practice, and this article will discuss some of them.

First, EBP helps nurses make informed decisions about patient care. Nurses need reliable information to provide quality care for their patients, and EBP provides that information by providing systematic reviews of research studies. Systematic reviews are a type of scientific literature review that systematically assess the quality and applicability of research studies in order to provide recommendations for clinical practice.

Steps of the EBP process

There are six steps in the Evidence-based Practice process:

Evidence-based practice involves the following six steps:

• Assess the need for change: Formulate the research question based on the inadequacies of current practice.-  Identification of a problem or issue. Nurses should identify problems they see in their clinical practice and believe could benefit from intervention. For example, nurses may want to investigate whether patients who experience poor patient-centred outcomes after surgery have different factors, such as pain medication use or depression, that need to be addressed.
• Locate the best evidence: Obtain sources and assess their credibility and relevancy to the research question. Locate the best evidence & Synthesize evidence: Assessment of the current state of knowledge. To determine which interventions are likely to be effective, nurses should review the evidence on the effectiveness of interventions. This evidence can come from studies that have been conducted on interventions, from reviews of existing studies, or from clinical guidelines .
• 1) the target population for the intervention,
• 2) the severity of the problem or issue,
• 3) the feasibility of implementing the intervention
• 4) the cost of the intervention.
• Design the change: Apply the synthesized evidence to create a change in practice that reflects the new understanding. Selection and implementation of interventions. Nurses should select interventions that are likely effective for their target population, based on the factors listed in Step 3. They should then implement the interventions in a feasible and affordable way.
• Implement and evaluate: Apply the necessary changes and assess the changes to acquire new evidence. Evaluation of outcomes. After implementing interventions, nurses should evaluate their outcomes to determine their effectiveness. This evaluation can be done in several ways, such as through surveys or focus groups.
• Integrate and maintain changes: Reassess based on new evidence to continue improvement.

Nurses can use these steps to guide their EBP research in a number of ways. For example, they may want to investigate which interventions are most likely to be effective for a particular target population or problem, or they may want to determine which interventions are the most feasible and affordable to implement.

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Evidence-Based Research Paper topics in Nursing

List of twenty EBP Nursing Research Paper ideas in nursing to write about

• Effectiveness of interventions for preventing falls in the elderly
• A pilot study of the efficacy of a home-based intervention to reduce falls in older adults
• Evaluating the effectiveness of a community-wide fall prevention intervention for older adults
• The impact of diabetes on balance and falls in older adults
• The effect of social isolation on falls in older adults
• The influence of ethnicity on falls in older adults
• Assessment and management of postural instability in the elderly
• Trends in hip fracture rates among older adults in the United States over time
• Reducing the risk factors for institutionalization among elders with Alzheimer’s disease
• Promoting healthy sleep habits among elders with dementia
• Assessing and managing sleep disturbances in elders with dementia
• Effects of exercise interventions on balance, mobility, and safety in seniors
• Rehabilitation after stroke: Targeting fall prevention
• The Effect of Nurse-Family Partnership on maternal and child health outcomes
• The Relationship of Depression to Nursing Home Use and Mortality
• Factors Influencing Patient Compliance with Diabetes Management Guidelines
• Contributions of Breastfeeding to Infant and Young Child Nutrition
• Role of the nurse in community-acquired pneumonia prevention
• Effectiveness of home health aide services on elder quality of life
• Impact of Acute Care Hospitals on the Nation’s Health

Plan of the EBP Nursing Research Paper

Writing an EBP Nursing research paper can be daunting, but it can be much easier with a plan. This guide will provide you with the essential steps you need to take to produce high-quality research papers. First, you will need to identify the problem you are researching. Next, identify the population most likely to experience the problem and/or share its consequences.

Finally, using evidence-based practices as your guide, develop a plan of action that will address the problem.

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Identify the Problem

The first step in writing an EBP nursing research paper is to identify the problem you are researching. This can be difficult, as the problem may be subtle or complex. However, you can use rigorous research methods to identify the problem and its consequences.

Once you have identified the problem, you must identify the population most likely to experience it and/or share its consequences. This can be a difficult task, as it may be difficult to differentiate between those affected by the problem and those not. However, by using reliable sources of information, you can develop a profile of the population that will help you identify which groups are most at risk.

Once you have identified the population most likely to experience the problem, you to develop a plan of action to address it. This action plan should be based on evidence-based practices, ensuring that your proposal is effective and efficient.

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Develop a Plan of Action

The next step in writing an EBP nursing research paper is to develop a plan of action. This action plan should be based on the evidence you have gathered and the population you have identified as most at risk.

Your action plan should include specific objectives, targets, timelines, and budgetary constraints. It should also include measures to resolve the problem, including benchmarks and measurements.

Finally, your action plan should be evaluated and revised based on stakeholder feedback. This feedback will help you ensure that your proposal is effective and efficient.

Writing an EBP nursing research paper can be daunting, but it can be much easier with a plan. This guide will provide you with the essential steps you need to take to produce high-quality research papers. First, you will need to identify the problem you are researching. Next, identify the population most likely to experience the problem and/or share its consequences. Finally, using evidence-based practices as your guide, develop a plan of action that will address the issue.

Steps of Writing an EBP Research Paper in Nursing

1. Determine the purpose of your EBP study. 2. Choose a relevant population or setting. 3. Identify the specific question you wish to answer. 4. Collect and analyze data. 5. Construct a hypothesis or theory based on your findings. 6. Write a conclusion that supports your thesis statement. 7. Offer suggestions for future research on evidence-based practice in nursing.

EBP Research Paper Literature Review Writing- Evidence-Based Practice (EBP)

Evidence-based practice (EBP) is an approach to nursing that focuses on using evidence to guide clinical decisions. EBP is effective in improving patient outcomes and reducing healthcare costs. To write an effective EBP literature review, it is important to understand the concepts of evidence and research.

The following section will provide a brief overview of the concept of evidence and its role in EBP. After this, the section will outline the different types of research used in EBP and discuss how to select appropriate research for your paper. Finally, the section will provide tips for writing an effective literature review.

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What is Evidence?

Evidence is information that supports a belief or theory. It can come from either personal experience or empirical research. Personal experience includes things like doctor’s orders or patient statements. Empirical research includes studies that use scientific methods to collect data about a particular topic.

Why Use Evidence in Nursing?

There are many reasons why using evidence in nursing is important. First, it can help improve patient outcomes. For example, using evidence-based practices when caring for patients with diabetes can help control their blood sugar levels and reduce the risk of complications.

Second, using evidence can reduce healthcare costs. For example, using evidence-based interventions when caring for patients with heart disease can help reduce the risk of death and hospitalization.

Finally, using evidence can help nurses make better decisions. For example, when caring for a patient with cancer, it is important to use evidence-based treatments that are effective in reducing the risk of cancer recurrence.

What Types of Research is Used in EBP?

There are many different types of research used in EBP. The following section will outline the different types of research and discuss how to select appropriate research for your paper.

• Clinical trials: Clinical trials are experiments that are designed to test the effectiveness of a new treatment or intervention. Clinical trials can be conducted in hospitals or clinics.
• Evaluation studies: Evaluation studies compare the outcomes of two or more treatments or interventions. Evaluation studies can be conducted in hospitals or clinics.
• Observational studies: Observational studies collect data about how people behave without Intervention. Observational studies can be conducted at home, work, or anywhere people gather data.

How to Select Appropriate Research for Your Paper

When selecting research for your EBP nursing research paper, it is important to consider the topic you are writing about and the audience you are writing for. The following tips can help you select appropriate research for your paper.

• First, consider the topic you are writing about. If you are writing about a new treatment or intervention, it is important to use clinical trials. Clinical trials are experiments that are designed to test the effectiveness of a new treatment or intervention.
• If you are writing about an existing treatment or intervention, it is important to use observational studies. Observational studies are studies that collect data about how people behave without Intervention. These studies can be conducted at home, work, or anywhere else people gather data.
• Second, consider the audience you are writing for. If you are writing for a healthcare provider, using evidence-based practices that effectively improve patient outcomes and reduce healthcare costs is essential. If you are writing for a patient or their family, using understandable and relatable information is essential.
• Finally, always check the credibility of any sources used in your paper. Credible sources will typically have references that can be verified.

Using credible sources for Evidence-based practice paper

Evidence-based practice (EBP) is a nursing research methodology that draws on published, peer-reviewed scientific studies to develop rationales for and recommendations for patient care.

• It is important to use credible sources to write an EBP paper that is both credible and useful. Credible sources have been examined by experts in the field and found to be reliable. To identify credible sources, it is helpful first to understand what constitutes evidence-based practice.
• The five types of evidence considered most important in EBP are randomized clinical trials (RCTs), systematic reviews, meta-analyses, case reports, and expert opinion.
• When using any of these types of evidence, it is important to ensure the study was conducted according to strict methodological standards.
• For example, RCTs must be blinded (i.e., the participants and investigators should not know which group is receiving the treatment being studied). Furthermore, all data collected during an RCT must be reported accurately and completely.
• Once you have identified a study as credible, the next step is to determine whether the study’s findings are relevant to your topic. It is important to note that not all studies that qualify as evidence-based practice apply to every topic.
• For example, a study that explores the use of acupuncture as a treatment for chronic neck pain would not apply to writing an EBP paper on the use of epidural analgesia in childbirth.
• Finally, it is important to consider the implications of the study’s findings when writing an EBP paper.
• For example, if a study found that a particular treatment was ineffective, it is important to discuss why this might be the case and what can be done to address the issue.

What are the 5 A’s in evidence-based practice?

Evidence-based practice is a healthcare approach that is based on the use of evidence from research studies to make decisions about care. Here are the A’s in evidence-based practice:

• Anchor: The anchor for your paper should be a specific and meaningful study that provides the basis for your argument.
• Background: State the purpose of your paper, including why you are studying the issue.
• Methods: Describe how you conducted your study and collected the data.
• Results: Discuss the findings of your study in detail, including any relevant conclusions.
• Discussion: Explain how this information can be used to improve patient care.

How do nurses write evidence based practice papers?

There are a few key steps that nurses should take when writing evidence based practice papers, including conducting research, analyzing data, and writing effective conclusions.

Here are more specific tips on how to go about each of these steps:

1. Conduct Research: The first step in writing an evidence-based practice paper is to conduct research. This means gathering information from reliable sources to support your arguments. You can find information on different types of research in the library, online databases, and journals. When selecting sources, be sure to select studies that are relevant to your topic and that you can trust.

2. Analyze Data: After you have gathered your data, it is important to analyze it carefully. This means looking at the data from different perspectives and using logic and reasoning to arrive at a conclusion. Be sure to state your findings clearly and concisely so that others can understand them.

3. Write Effective Conclusions: The final step in writing an evidence-based practice paper is to write effective conclusions. This section should summarize your findings and include any recommendations that you have for improving patient care. Remember to support your recommendations with credible evidence.

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188 Evidence-Based Practice Research Topics & Essay Examples

📝 evidence-based practice research papers examples, 💡 essay ideas on evidence-based practice, 👍 good evidence-based practice essay topics to write about, 🏆 best evidence-based practice essay titles, 🎓 simple research topics about evidence-based practice, ❓ evidence-based practice research questions.

• Chronic Diseases: Evidence-Based Project Chronic diseases become one of the most threatening health issues all over the globe. In particular, insufficient health literacy unreasonably impacts older adults in the USA.
• Evidence-Based Clinical Intervention in Umbilical Hernia The role of organizational work as it is conducted in various modern companies is primarily determined by the qualifications of the employees performing specific duties.
• Contraceptive Options and Evidence-Based Prescription The purpose of this paper is to provide an evidence-based decision on which contraceptive option should be prescribed.
• Evidence-Based Practice in Nursing This study describes the importance of evidence-based projects in nursing, as it presents new ideas that can guide and empower future researchers to address issues in healthcare.
• Ask Clinical Question in Evidence-Based Nursing The PICOT format is beneficial to identify a clinical problem and pinpoint all details. It allows formulating the problem in a way that ensures attention to the intervention.
• Evidence-Based Practice for Obese African Americans Evidence-based nursing empowers clinicians to apply interventions that can address patients’ needs. This paper discusses how such practices can empower diabetic African Americans to manage the condition.
• Evidence-Based Nursing and Personal Philosophy This paper discusses the domains of nursing, the assumptions, and challenges associated with the practice, and goals for professional development.
• Evidence-Based Practice in the Clinical Setting Evidence-based practice models were created to describe the process of evaluating the evidence and implementing it in the clinical setting.
• Human Factor and Systems Management in Evidence-Based Practice Within the advanced nursing practice environment, the human factor is often considered a restricting phenomenon since it is prone to result in mistakes.
• Evidence-Based Nursing in Intensive Care Unit Evidence-based practice does not imply that nurses abandon the principles and knowledge obtained during training.
• Evidence-Based Practice in Intensive Care Unit Physicians must take part in Evidence-Based Practice in an ICU in order for them to give high quality services to their clients.
• Information Systems for Evidence-Based Practice Information systems can be viewed as a part of the evidence-based practice since their introduction in nursing processes tends to enhance the latter.
• Evidence-Based Care in Intensive Treatment Unit The nurse manager should make the nurse understand that research does not prevent him/her from practicing his/her profession in any way.
• Evidence-Based Nursing in Intensive Therapy Unit EBP is not a separate practice from nursing; in fact, it is based on the core teachings of nursing in which nurses are supposed to provide personalized care.
• Case Management Programs and Evidence-Based Practice Strategies for expanding an evidence-based program include concentrating on the practitioner’s experience and search and application of the most recent evidence.
• Hospital Readmission Prevention: Study Design The problem of high readmission rates among patients with chronic heart failure (CHF) is a pressing issue in modern nursing practice.
• Hypertensive Patients' Education and Evidence-Based Care The PICOT question concerns educational protocol and counselling sessions for hypertensive patients who fail to follow treatment rules.
• Elderly Education and Evidence-Based Care The research explores whether in elderly patients with chronic diseases patient education compared to only medication treatments improves their health status.
• “Baby Blues” or Postpartum Depression and Evidence-Based Care Want to learn about postpartum depression and a picot question format? 😐 Read this article to get to know more about the topic! ➞ Here you’ll also find great paper samples for students! 📝
• Evidence-Based Practice Adoption and Barriers The recommendations made in this study are significant to nursing because they explain what nurses should do to apply EBP in their respective places of work.
• Evidence-Based Practice and Barriers to Its Implementation Evidence-based practice (EBP) comprises five major steps: identifying practice needs and formulating a relevant question, searching for the best available evidence,
• Patient Portals in Evidence-Based Practice With functioning patient portals, patients are more likely to follow treatment plans because they can log in at any time and view instructions given by primary care providers.
• Hypothermia Therapy in Evidence-Based Practice Hypothermia therapy is recognized to be effective when applying to trauma patients with serious injuries leading to decrease of mortality cases.
• Telehealth for Cardiac Patients: Change Model The program for helping patients with CHF via the telehealth protocol and aimed at reducing the level of readmission can be useful.
• Evidence-Based Practice in Nursing Care Evidence-based practice (EBP) is gaining more and more important both in scholarly research and professional environment.
• Pressure Ulcers Evidence-Based Management Proper patient care is the basis and key to the successful treatment of PUs; for that reason, it is necessary to employ effective nursing interventions to combat the problem.
• Diabetes Evidence-Based Treatment Outcomes Diabetes is associated with a decline in health-related quality of life, so after the intervention, it is reasonable to expect improvements in several areas.
• Hospital Readmissions Evidence-Based Care Project Possible interventions that could change patient outcomes include weekly home visits, post-discharge telephone counseling, drug counseling, and cognitive approaches.
• Breast Cancer Detection: Evidence-Based Project The research is expected to expand the knowledge on the role of healthcare specialists in the early detection of breast cancer in adult women belonging to minority groups.
• Evidence-Based Nursing Practice in the United States The concept of caring undergoes certain contributions and improvement safety is promoted through high education, evidence-based practice, and the exchange of experience.
• APN Clinical Roles, Evidence-Based Strategies for Achieving Continuity The paper describes the changing landscape of nursing requires improved services and an assessment of nurses’ skills and competencies is required.
• Breastfeeding: Evidence-Based Project Results The study compares breastfeeding and the use of the formula in regard to the effects on a child’s propensity toward contracting gastroenterological infections.
• Clinical Point of Care and Evidence-Based Practice The paper investigates whether point-of-care clinicians benefit from training on research aspects and the impact of the same on evidence-based practice.
• Evidence-Based Geriatric Nursing Protocols for Best Practice To support the patient and provide the necessary portion of help, the referral to geriatric medicine is required.
• Application of Analytic Methods: Using the Johns Hopkins Nursing Evidence-Based Practice Individual Evidence Summary Tool The issue of patient falls remains a problem for modern using, yet the integration of patient and nurse education techniques will help to counteract the current situation with fall management.
• Refinement of a Nursing Concern Into an Evidence-Based Practice: Formula vs. Human Milk During Infancy and Gastrointestinal Complications The investigation of the connection between feeding and gastrointestinal infections with the help of the evidence-based practice and the theory of planned behavior has its positive outcomes in nursing.
• Chronic Pulmonary Obstructive Disease: Evidence-Based Integration Chronic pulmonary obstructive disease (COPD) is a serious condition characterized by airflow blockage and various breathing-related problems.
• Geriatric Diabetes Management: Evidence-Based Project The presence of diabetes may provoke several complications such as an increase in the levels of blood sugar and blood glucose.
• Asthma in Evidence-Based Practice In patients with asthma, the disease causes the inflammation of air passages followed by the significant narrowing of airways.
• Evidence-Based Practice and Quality Organizations The paper discusses governmental agencies and non-governmental organizations for evidence-based practice, quality improvement, and patient safety.
• “Acupuncture and Moxibustion as an Evidence-Based Therapy for Cancer” by William Cho “Acupuncture and Moxibustion as an Evidence-Based Therapy for Cancer” by William Cho shows us both the negative and positive sides of acupuncture and moxibustion.
• Importance of Nursing Research and Evidence-Based Practice Nursing research involves looking for ways of improving the provision of health care services and maintaining professional conduct.
• Evidence-Based Practice Interventions for Diabetes: CLC Assignment in Nursing Looking for evidence-based practice interventions for diabetes? ➤ Read our project paper example to ✅ learn about mobile health interventions in diabetes care.
• Research, Evidence-Based Practice, and Quality Improvement Evidence-based practice (EBP), research, and quality improvement are useful methods to enhance patient outcomes.
• Evidence-Based Practice Change in Nursing At the present time, low nurse staffing rates are concerned with the increased reports of missed care, with chronic illnesses often being left unnoticed because they are not urgent.
• Evidence-Based Practice Beliefs and Implementation. Article Critique The article "Evidence-based practice beliefs and implementation" addresses the problem of evidence-based practice knowledge, beliefs, and implementation in oncology nurses.
• Evidence-Based Practice (EBP) and Global Health Even though Evidence Based Practice has led to considerable improvements in healthcare in general and nursing in particular, the concept of informed instruction.
• Evidence Based Practices in Care Delivery According to Burns and Grove (2010), various methods have been proposed to use to expand the use of evidence based practices in healthcare care delivery.
• Evidence-Based Nursing Practice in Future The significance of the evidence-based practice as the foundation for the further development of the healthcare field can hardly be underrated.
• Evidence-Based Medicine Skills for Healthcare Professionals The following paper is an analysis of key elements of a systematic peer-reviewed article. The analysis includes the validity and reliability of the study.
• The Evidence-Based Practice in Nursing The purpose of the study was to present the nurses’ attitudes and perceptions of their skills regarding the use of evidence-based practices in the administration of healthcare.
• Evidence-Based Practice in Nursing The purpose of the paper is to review peer-reviewed articles to get a better understanding of the relationship between nursing and evidence-based practice.
• Acute Stroke: An Evidence-Based Practice The study uses a pretest/post-test research design, with the aim to improve the quality of care provided by nurses to patients presenting in emergency department settings with acute stroke.
• Evidence-Based Practices for Deep Vein Thrombosis Prevention This paper develops an in-depth analysis of the use and application of evidence-based practice in the management and prevention of deep vein thrombosis.
• The Evidence-Based Practice in Nursing Nurses use evidence-based practice to treat and guide patients. They use EBP to evaluate different medical interventions and settle for the most effective.
• Critique of the Evidence-Based Practice in Pre-Hospital Delay The objective of the article is that of demonstrating several reasons for the extended pre-hospital delay in patients suffering from myocardial infarction.
• “Practice Nurse Use of Evidence in Clinical Practice”: The Integration of Evidence-based Practice This paper is a critique of a “Practice Nurse Use of Evidence in Clinical Practice” article aimed at evaluating influential factors to the integration of Evidence-based Practice.
• Evidence-Based Practice (EBP) & Global Health Health care provisions vary significantly across the world. This paper will analyse the global EBP and highlight the gaps that exist in its application.
• Evidence-Based Practice Among Faculty Members Awareness of faculty members with regards to evidence-based practice (EBP) in the teaching of baccalaureate nursing is yet to be conclusively determined.
• Evidence-Based Nursing: Barriers and Enablers This study aimed at establishing the enablers and barriers of guideline implementation in a primary healthcare setting.
• “The Role of the Clinical Nurse in Promoting Evidence-Based Practice” by LaSala “The Role of the Clinical Nurse in Promoting Evidence-Based Practice” idea is to describe how clinical nurses promote evidence-based practice in nursing in a hospital scenario.
• Fall Risk Prevention in Evidence-Based Practice This research investigates how the usage of alarm bells reduces the risk of future falls compared to frequent rounding in an acute care setting for age 65 years and older.
• Theories, Risks, and Measurement of Care Quality This paper discusses the role in the development and implementation, components and tools, risk and quality, and the role of evidence-based practice.
• The Use of Kotter 8-Step Change Model to Promote Scholarship Pertaining This research paper addresses the need for nurses not only to use EBP but also to participate in its creation.
• Evidence-Based Nursing Practice for Pressure Ulcer Prevention To develop evidence-based practice, a nurse should establish the question first, which is how to minimize the prevalence of pressure ulcers in immobile patients.
• Baltimore City: Evidence-Based Population Health Improvement Plan The Baltimore City Health Department conducted a comprehensive health needs assessment in the community and identified six major health concerns and their intervention.
• PTSD: Application of the Public Health Improvement Initiatives This report provides details on the Safe Headspace PHII for combat veterans and then gives a rationale for applying it to the Posttraumatic Stress Disorder patient care plan.
• Medication Errors as a Health Care Issue of Evidence-Based Practice It goes without saying that patient-centered nursing practice is based on the ethical principles of beneficence and nonmaleficence.
• Research in the Nursing Profession Qualitative research is the inquiry of social phenomena as it exists in the natural setting, for example, the beliefs and practices of doctors on a certain aspect of health
• Practicing Nurses: The Evidence-Based Practice in Primary Healthcare The study aims to evaluate the perceptions, attitudes and the knowledge level of practicing nurses towards the use of evidence-based practice in primary healthcare.
• Problem-Intervention-Comparison-Outcome-Time Format for Evidence-Based Nursing Practice PICOT(Problem-Intervention-Comparison-Outcome-Time) is a specific acronym used in nursing that is traditionally applied for the creation of a clinical question.
• Recommendation for an Evidence-Based Practice Change This presentation will explore the PICOT question related to the potential improvements in the quality of life of a target population.
• The Nursing Theory: The Diffusion of Innovation The paper discusses that the nursing theory applied within the current proposal is the diffusion of innovation. It explores the benefits of retaining employees.
• ICARE in the ICU Relations This paper explores how the iCARE concept could improve interprofessional care in the ICU, particularly in enhancing communication.
• Quality Management and Nurse Administrator’s Role This paper analyzes the nurse administrator’s role in risk and quality management and the relationship between theory and change management.
• Transcultural Nursing Theory by Madeleine Leininger Madeleine Leininger's theory appears to be a useful contribution to nursing education and has provided new insight into the clinical setting.
• Depression Screening Tool for Primary Care Center The present paper offers an overview of the literature on the topic and details an action plan with a timetable based on the IOWA model and Kurt Lewin’s model.
• Scope Course Reflection. Nursing Practice This reflection’s purpose is to gain an understanding of my preparedness to perform nursing activities through competencies.
• Translating Evidence Into Practice Falls are the primary cause of death from injuries in patients aged 64 and over and the leading cause of hospital admissions because of trauma.
• Reducing Hospital Acquired and Surgical Site Infections New guidelines have provided new insights into infections’ microbial mechanisms and specific mechanisms of some disease processes that may cause increased infection rates.
• The Efficacy of Iron Supplementation to Reduce Vulnerability to Anxiety in Women with Heavy Menses The women of reproductive age who experience excessive menstrual bleeding are most susceptible to this mineral deficiency.
• Bullying and Cyberbullying in Healthcare Nurse bullying is a systemic challenge that begins before the commencement of nursing school and lasts throughout the career of a care practitioner.
• Evidence-Based Project: How to Decrease Burnout in Nurses Nursing burnout is a widespread problem. Different methods of stress reduction are used to reduce the stress level and to overcome the problem.
• The ACE Star Model of Knowledge Transformation Analysis of The ACE Star Model of Knowledge Transformation. The ACE Star Model focuses to enhance the use of EBP in a distinctive way for the community nurses.
• Diabetes Intervention as Evidence-Based Practice Project The development of artificial pancreas technology provides an opportunity for more effective and safe treatment that is ongoing 24/7.
• Evidence-Based Practice in Nursing Culture Evidence-based practice is one of the commonly used decision-making methods to define and integrate the results of efficient studies with clinical and patient expertise.
• Fall Prevention Program for the Elderly Falls of older people often cause loss of their independence, disability, and even mortality. Nurses are critical to preventing drops in older people.
• Disseminating the Results of a Practice Improvement Project This paper discusses the approach to disseminating results and its effect on the promotion of EBP, keeping the spirit of inquiry alive, and mentoring for EBP.
• Pediatric Nurse Specialization & Evidence-Based Projects The presentation will focus on the pediatric nurse specialization; generally, their role is to treat, observe and diagnose young patients.
• Dealing With the Understaffing of Nurses The paper describes the applicable change, a proposed implementation plan with outcome measures, and a method for evaluating the proposed nursing intervention.
• External Urinary Collection Device as an Alternative to Indwelling Catheters Catheter-associated urinary tract infection (CAUTI) is a major health concern among mixed-gender patients in the long-term acute care setting (LTAC).
• Determining the Credibility of Evidence and Resources The paper discusses the criteria that should be considered when determining the credibility of information sources and provides an example of sources related to the safety issue.
• EBP: Training Program, Implementation, Nursing Student Stressors This paper summarizes articles about evidence-based practice, promoting EBP through a research training program, and graduate nursing student stressors during the COVID-19 pandemic.
• Remote Collaboration and Evidence-Based Care Developing methods to improve patient outcomes and safety is a priority. There is the implementation of software and personnel actions.
• Enhancing Remote Healthcare: Evidence-Based Strategies Considering the service delivery sector’s orientation towards remote service provision, it is essential to know strategies to improve remote health care service delivery.
• Nurse Staffing Level in Relation to COVID-19 Patients’ Condition The paper aims to answer the question: “In urgent patients during the COVID-19 pandemic, how adequate nurse staffing level can improve patient safety within six months”?
• Mentorship Increasing Job Confidence of New Nurses This project paper discusses the problem in the medical institution to get an in-depth understanding of a program that can tackle the issue of job confidence among new nurses.
• Nursing Interventions to Alleviate Pain The ability to alleviate pain through distraction and verbal reassurance is a powerful tool for nurses. This method can ease the pain and discomfort.
• Handwashing Regulations: The Nursing Intervention Handwashing regulations are an essential condition for preventing the spread of various diseases, which is especially critical at the time of the ongoing pandemic.
• Nursing Shortage and Change Project The shortage of nurses has become one of the most acute problems on a global scale. According to the World Health Organization, the global nurse shortage could widen to 13 million.
• Increasing Job Confidence of New Nurses with Mentorship The project aims to increase job confidence among new nurses by implementing a structured mentorship program introduced in the hospital for the first ten weeks after orientation.
• Leininger's Cultural Care Diversity Theory Leininger's Culture Care Theory provides nursing which follows all cultural traditions. The main aspect of Leininger's Culture Care Theory is cultural diversity.
• Evidence-Based Practice and Barriers in Nursing Evidence-based practice is a method used by nurse practitioners to utilize the most current and effective care for their patients.
• Mentoring Nurses for Quincke's Edema: Research Strategies Evidence-based practice approaches quality decision-making and nursing care based on personal clinical experience.
• Creating Awareness of Data Security Violations The intended outcome of the proposed project is to increase knowledge and create awareness of data security violations involving patient information.
• The Issue of the Nursing Shortage The paper aims to establish the dependence between nursing shortage and the health outcomes of patients since lack of staff is a significant problem in the U.S.
• Evidence-Based Practice in Colorectal Cancer Implementation of evidence-based methods in the treatment of colorectal cancer is an effective strategy for minimizing the risks of medical errors.
• Locating Credible Databases and Research Evidence-based practice (EBP) is the best way to provide high-quality, credible healthcare services for nurses and doctors.
• Contemporary Nursing Profession Nursing practice is a caring-based profession whereby methods of management and therapy are used in public health and sickness situations.
• Contemporary Nursing Practice and Evolution This paper discusses contemporary nursing practice in aspects of the evolution of nursing practice, features of BSN and ADN practices, collaboration with interdisciplinary teams.
• The Nursing Shortage Issue Analysis Expanding the size of the staff and offering favorable employment conditions can help resolve the problem of the shortage of nurses in clinics.
• Colorectal Cancer: Evidence-Based Practice Intervention The proposed intervention aims to raise public awareness regarding the importance of colorectal screening, especially among older adults.
• The COVID-19 Condition and Nursing The paper discusses how COVID-19 is likely to impact quality care, patient safety, and costs to individuals and the healthcare system.
• The Use of Evidence-Based Practice in Nursing The use of Evidence-Based Practice will ensure the proper use of resources, which will be of great benefit to all involved in the medical process.
• Medication Rehabilitation and Hospital Readmissions To what extent can utilizing medication rehabilitation reduce the risk of hospital readmissions in US adults discharged from a hospital undergoing usual care within 30 days?
• Late Referrals to Hospice: Clinical (PICOT) Question Late referrals to hospice have severe consequences as the lack of timely medical help results in conditions worsening and irreversible damage for patients with chronic diseases.
• Patient Falls in the Hospitals Patient falls in the hospitals prominently impact the individuals mainly because of the risk of incurring further injuries and medical complications.
• The Problem of Late Referrals to Hospice Late referrals to hospice are a significant issue that adversely affects people’s health. That is why the given project focuses on this problem.
• Watson's Theory to Support Evidence-Based Practice Watson's nursing theory is founded on the concept of empathy and defines the significance of the environment, connections, and disease avoidance as its guiding principles.
• Evidence-Based Practice and Mentorship in Nursing The main idea of this work is to analyze the importance of evidence-based practice beliefs and implementations using the Doctor of Nursing Practice as a mentoring strategy.
• Clinical Decision-Making Using Evidence-Based Practice
• Evidence-Based Practice and Empirically Supported Treatment in Future Practice
• Ethical Considerations of Evidence-Based Practice in Nursing
• Evidence-Based Practice and Psychological Treatments: The Imperatives of Informed Consent
• Similarities and Differences between Evidence-Based and Reflective Practice
• Staff Nurses’ Use of Research to Facilitate Evidence-Based Practice
• Evidence-Based Medicine for Occupational Health
• Toward a Transdisciplinary Model of Evidence-Based Practice
• Promoting Patient Safety and Enabling Evidence-Based Practice through Informatics
• Factors in the Utilization and Integration of Evidence-Based Practice in Nursing
• Research Methods in Evidence-Based Practice: Understanding the Evidence
• Using Evidence-Based Practice to Reduce Catheter-Associated Urinary Tract Infections
• Evidence-Based Practice in Health Education and Promotion
• Examining the Support for Evidence-Based Nursing Practice
• Improving the Self-Efficacy of Caregivers Using Evidence-Based Practice
• Evidence-Based Practice Competency and Related Factors among Nurses
• Organization-Level Factors in the Adoption of Evidence-Based Care for Depression in Primary Care
• Evidence-Based Practice in Improving Patient Outcomes
• Implementing Evidence-Based Practice in Home Care
• Challenges of the Nurse Manager in Implementation of Evidence-Based Nursing Practice
• The Iowa Model of Evidence-Based Practice to Promote Quality Care
• Evidence-Based Clinical Practice in Counselling Care
• Discharge Planning Process: Applying a Model for Evidence-Based Practice
• Qualitative Health Research in the Era of Evidence-Based Practice
• Evidence-Based Practice in Child and Adolescent Mental Health Services
• Effect of an Evidence-Based Practice Educational Program on the Competence of Nursing Students
• Evidence-Based Practice as a Viable Tool to Manage the COVID-19 Pandemic
• Bridging the Theory–Practice Gap with Evidence-Based Practice
• Enhancing Healthcare through Evidence-Based Practice: A Comprehensive Review
• Evidence-Based Practice for Rehabilitation Professionals: Concepts and Controversies
• Implementation of Evidence-Based Medicine in Everyday Clinical Practice
• Evidence-Based Practice Competencies among Nutrition Professionals
• Recent Developments in Family Psychoeducation as an Evidence‐Based Practice
• Evidence-Based Practice: The Role of Staff Development
• Autism Spectrum Disorder: Advances in Evidence-Based Practice
• Implementation of Evidence‐Based Practice in Nursing Using Action Research
• Cost-Effective Care: Between Evidence-Based Practice and TQM
• Facilitation as a Role and Process in Achieving Evidence‐Based Practice in Nursing
• Preventing Respiratory Complications of Tube Feedings: Evidence-Based Practice
• Evidence-Based Practice in Mental Health Care to Ethnic Minority Communities
• Strategies for Starting a Successful Evidence-Based Practice Program
• Care Bundles in Critical Care: A Practical Approach to Evidence-Based Practice
• Evidence-Based Approaches to Palliative Care Nursing
• Community- and Hospital-Based Nurses’ Implementation of Evidence-Based Practice
• Impact of Introducing Multiple Evidence-Based Clinical Practice Protocols in a Medical ICU
• What Contribution Can Quantitative Research Make to Evidence-Based Practice?
• Does Clinical Simulation Learning Enhance Evidence-Based Practice?
• How Do Patients Benefit from Evidence-Based Practice?
• What Are the Primary Ethical Considerations of Evidence-Based Practice and Practice-Based Evidence?
• Is the Evidence-Based Practice Movement Doing More Good than Harm?
• What Are the Pathways and Barriers to Implementing Evidence-Based Practice in Psychotherapy?
• What Is the Ultimate Goal of Evidence-Based Practice?
• How Can We Achieve Evidence‐Based Practice If We Have a Theory–Practice Gap in Nursing Today?
• What Is the Relation between Practice-Based Evidence and Evidence-Based Practice?
• How to Proceed When Evidence-Based Practice Is Required but Very Little Evidence Available?
• Why Many Clinical Psychologists Are Resistant to Evidence-Based Practice?
• How Is Qualitative Evidence Used in Evidence-Based Practice?
• What Are the Factors of Organizational Culture in Health Care That Act as Barriers to the Implementation of Evidence-Based Practice?
• How Does Evidence-Based Practice Promote Change?
• Can We Make Better Public Health Decisions Using the Principles of Evidence-Based Practice?
• What Is the Importance of Using Evidence-Based Practices in Nursing?
• Who Are the Stakeholders in Evidence-Based Practice?
• How Does Health Information Technology Support Evidence-Based Practice?
• What Are the Reasons for the Current Emphasis on Evidence-Based Practice in Therapy?
• How Do You Evaluate the Effectiveness of Evidence-Based Practice?
• What Is the Role of Evidence-Based Practice in Modern Psychiatry?
• What Challenges Do Nurses Face as They Transition to Evidence-Based Practice?
• How Has Evidence-Based Practice Evolved within the Nursing Profession?

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Evidence Based Practice, Essay Example

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The concept of Evidence-based practice (EBP) has been increasingly adopted in the nursing profession. EBP has received a number of different definitions but a common interpretation is that of “ the current and careful use of best evidence in the making of decisions in the care of individual patients ” (Slattery, M.J. 2006). As such experts examined healthcare from the perspective as a process whereby evidence is used when making informed decisions on a specific group of patients. The concept of research in evidence may embrace a number of other disciplines that include, quality improvement and nursing research.

Nursing research in EBP is essentially an ordered inquiry that is designed to both enhance and refine the knowledge base of nurses. This type of research is normally either qualitative, quantitative or triangulated. In quantitative studies EBP research is objective and produces measurable results to areas of knowledge, belief or experience. An example being measurement of pulse and blood rates. Qualitative research are more based upon interviews, questionnaires and empirical research practices. Triangulated is a mix or hybrid of both qualitative and quantitative research.

EBP is a progressive move forward in Nursing practice because it is using proven scientific methods of research to acquire knowledge and validate information. This empowers nurses by increasing their knowledge base and making them more informed on specific subject matters. It also encourages nurses to have an inquiring mindset and look at the different facets of a problem and as such increases the integrity of decision making in patient care. EBP also cultivates and encourages multidisciplinary teams in the collaboration of research inquiries. This creates increased learning opportunities for the nurses and increases the synergy or group dynamics between different departments. Bringing together such a team creates a more holistic examination of the problem and ultimately enhances the result of the research.

Slattery, S. B. (2006). Evidence Based Practice in Nursing. Danvers MA: HC Pro Inc.

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Evidence based practice (EBP) is the process of collecting, processing and implementing research findings in order to improve clinical practice, patients’ outcomes, or the work environment. Applying the EBP approach to nursing practice assists us to provide the highest quality and most cost effective patient care possible, nursing interventions should be methodological, practical decisions that are made based on EBP research studies (Chrisman et al., 2014). One of the main features of EBP is the reliance on the partnership of hard scientific evidence, clinical expertise and individual patient choices and needs, moreover it is spreading popularity in many health care disciplines including social work and psychology (McKibbon, 1998). Effective EBP involves five crucial steps and takes both time and energy. The first step is to formulate the question that needs to be answered in order to satisfy the needs of the health care or needs of a specific patient. The second step is the process of retrieving the information necessary to answer the question, reading and assessing this information assists with making a clinical decision which in turn forms the third step. The fourth step is to execute the decision and the fifth and final step is the evaluation of the process in order to determine if optimal outcomes have been achieved for both the patient and the health care system (McKibbon, 1998). Evidence based practice demands more practice relevant research, closer working relationships between clinicians and researchers and also changes in the education of students, whilst providing opportunities for nursing care to be more individualised, much more effective, dynamic and streamlined and maximising effects of clinical judgement. When evidence is used as a means of defining best practices as opposed to supporting existing practices, nursing care is able to keep pace with the latest technological advances whilst taking advantage of new knowledge developments (Youngblut and Brooten, 2001). Care pathways are a set of management guidelines, usually in the form of a flow chart, which can be applied to a group of patients who have the same condition. It is a tool that identifies a recognised best practice approach based on evidence based healthcare, at certain stages of a disease or condition in order to improve quality of care (Best Practice Journal, 2012). Care pathways have been described as a complex intervention for the decision making and organisation of care processes for a well-defined group of patients during a well-defined period (Vanhaecht, De Witte and Sermeus, 2007). However, the likelihood is that many people with a diagnosis of dementia may be living with one or more long term conditions (National Housing Federation, 2015). Developed in the 1980’s, the aim of a care pathway is to enhance the quality of care across the continuum by improving risk adjusted patient outcomes, increasing patient satisfaction, promoting patient safety and optimizing the use of resources (Schriivers, van Hoore and Huiskes, 2012). Care pathways will systematically map out a care journey that an individual can expect, it will cross organisational boundaries, be multi-professional and act as a prompt for care. They also require consistent documentation which provides the basis for ongoing audit (Social Care Institute for Excellence, 2014). One study carried out, exploring the perspectives of health care professionals involved in the transition process to a care pathways approach found that professionals agreed that care pathways led to an increase in communication, with increased access to other professionals and improved input and discussion. Professionals also identified an increased understanding of the roles of different professionals and improved interdisciplinary relationships, furthermore the need for clear leadership in order to facilitate the care pathway approach was identified with the researcher observing that there was less adherence to the approach without this leadership (The Learning Disabilities Elf, 2014). However, Schriivers, van Hoore and Huiskes (2012) argue that a disadvantage to the care pathway is the decline of diversity within professional work and how they may cause professionals to rely too much on a specific routine, because they are working within a single care pathway, always seeing the same groups of patients, there is a chance of increasing indifference, cynicism and reduced empathy with the patient. Whilst a review carried out by Cabana et al. (1999) categorised barriers as relating to clinician attitudes, knowledge and behaviour, with knowledge related barriers resulting from lack of awareness and familiarity. There are studies which have established knowledge gaps amongst clinicians in following the publication of guidelines (Eaton et al., 2006) though modifying documentation or wording has been found to make them more user friendly (Michie and Johnston, 2004). Attitude related barriers may relate to clinicians being unconvinced of the rationale for the pathway implementation, such as perceiving pathways to be driven by reasons relating to management or cost containment rather than their use as a decision supporting tool (Formoso, Liberati and Magrini, 2001). While evidence shows that care pathways are essential in improving treatment quality of healthcare services, one of the main challenges of implementing care pathways is treatment personalisation, inadequate dynamic adaptability restricts the practicality of care pathways (Hua-Qiong et al., 2013). Schriivers, van Hoore and Huiskes (2012) also mention that the care pathways ensure a less personal relationship between the health professional and the patient, reducing the patient’s choices, and the quality of car may be compromised by the maximum time restraints for each patient. Evidence consistently shows the importance of patient involvement in their own healthcare decision making which not only empowers the patient but also improves treatment and service outcomes, it has also become a political necessity in many countries (Vahdat et al. 2014). However, a review by the Care Quality Commission (2016) found that there are certain groups who are much less involved with their own care than others, including people with a learning disability and people over the age of 75. Recommendations suggested by the CQC within this review included service providers personalising care plans, written with the patient and clearly identifying their preferences and wishes, the coordination of the patient’s involvement in their care as they move between services and also sustained and supported involvement of families and carers of the patient. Nursing is an extremely challenging and dynamic profession, one which requires inspiring and engaging role models and leaders. Identifying and developing nurse leaders can be one of the greatest challenges faced by the nursing profession however, it is a vital aspect in todays demanding and ever changing healthcare system (Scully, 2015). The concept of leadership is a complex and multi-dimensional phenomenon and while there has been research conducted for over a century which concludes that although it is one of the most observed concepts, there is no universally accepted definition of leadership (Atsalos and Greenwood, 2001). Some recent theories of leadership, which combine aspects of both situational and personal trait theories, recognise that effective leadership depends on the personality of the leader, the situation at hand and the qualities of the followers. Leadership is not a haphazard occurrence, it involves vision, communicating that vision to others, planning to make it a reality whilst serving as a symbol and source of energy for the team (Grossman and Valiga, 2012). In the clinical practice environment, leadership is essential to ensure both positive patient outcomes and successive generations of enthusiastic and motivated clinicians (Davidson, Elliott and Daly, 2006). There are many different identified styles of leadership, however transformational leadership and transactional leadership are among two of the most common (Sfantou et al. 2017). Typically, transformational leaders have the ability to inspire confidence and staff respect and they communicate loyalty through a shared vision which results in an increase in productivity and strengthens both employee morale and job satisfaction (Burns, 1978). Transformational leaders, however, tend to come up with extreme ideas in order to achieve outlandish dreams, tending to focus on the big picture whilst overlooking the smaller details required to achieve the goal. This lack of transactional focus is one of the biggest weaknesses of the transformational leader (Brandon Gaille, 2018). In transactional leadership, the leader in question acts as a manager of change, making changes with their employees that lead to improvements in production (Burns, 1978). These leaders are focused on short term goals, procedures, rules, standards and control and work on the assumption that their employees are motivated by a reward and punishment system (Nikezić, Purić and Purić, 2012). One disadvantage of the transactional leader is that they are quite rigid in their expectations about the working relationship and believe it is the role of their followers to do as they are told, using their formal authority to instruct on what to do and unwilling to consider anything other than traditional organisational hierarchy. Their over reliance on this single approach and unwillingness to consider the ideas of other, limits the leader’s creativity and ability to adjust if things go wrong (Chron, 2019). The NHS leadership framework represents the foundation of leadership that all staff should aspire to. The framework provides a consistent approach to leadership development for staff in healthcare regardless of role, discipline or function (NHS Leadership Academy, 2011). An essential aspect of its development was to create a single overarching leadership framework for all healthcare staff based on the concept that it is not restricted to people who hold designated leadership roles and where there is a shared responsibility for the success of the organisation, services or care being delivered (NHS Leadership Academy, 2011). Acts of leadership can be carried out by anyone within the organisation and as a model it highlights the responsibility of all staff to demonstrate appropriate behaviours in seeking to contribute to the leadership process and to develop and empower the leadership capacity of their colleagues (NHS, Institute for Innovation and Improvement, 2009). Delivering services to the public, service users, patients and carers is at the heart of the leadership framework. The needs of people who use services is what is central to healthcare and staff are constantly working hard to improve services for them and in doing so staff must be competent in the five core leadership domains: Improving services, effective leadership requires individuals to make a difference to people’s health by delivering high quality service and developing improvements to services. Managing services, this requires individuals to focus on the success of the organisation in which they work. Working with others which involves demonstrating personal qualities which involves individuals to draw upon their own strengths, abilities and values to deliver high standards of care and also setting direction in which effective leadership requires individuals to contribute to the strategy and aspirations of the organisation and act in a manner which is consistent with its values. There are two other domains of the leadership framework, creating the vision and delivering the strategy, however, these focus more on the role and contribution of individual leaders, particularly those in senior positions (NHS Leadership Academy, 2011). The term ‘dementia’ is a descriptive term that is derived from the Latin root de mens, it indicates a visible decline in mental abilities. It is an acquired clinical syndrome which is characterised by deterioration of mental functioning in its cognitive, emotional and conative aspects (Gustafson, 1996). In the UK alone, there are currently 850,000 people living with dementia, with number set to rise to over 1 million by the year 2025, soaring to 2 million by 2051. There are currently 1 in 6 people over the age of 80 living with dementia and 70% of people living in care homes have dementia or severe memory problems (Alzheimer’s Society, 2019). Globally, it is estimated that there around 46.8 million people living with dementia and the number affected will double every 20 years, rising to 115.4 million by the year 2050 (Samsi and Manthorpe, 2014). Another 7.7 million people will develop dementia globally every year (Alzheimer’s, 2019). In the UK alone, the cost of dementia is currently at £26 billion a year, or an average annual cost of £32,250 per person. Two-thirds of this cost is currently being paid for by people with dementia and their families, either by paying for private social care, or in unpaid care (£11.6 billion). For a person with dementia, the cost of a care home can be between £600-1,200 a week, with good quality care in the home costing at least £20 per hour (Alzheimer’s society, 2019). As a consequence of rising numbers and costs, governments have expressed their commitment to sharing systematic approaches to the prevention, diagnosis and treatment of dementia with national plans developed to achieve national specific aims (Samsi and Manthorpe, 2014). At an international level, the World Dementia Council was launched in 2014 which aims to change the lives of people living with dementia by securing change internationally, working with international governments and non-government organisations (World Dementia Council, 2018). There is currently no cure for dementia, therefore the focus of treatments is to slow down the progression of the disease and to improve the quality of life for the person. Garrard (2013, p. 4) defined the literature review as “reading, analysing and writing a synthesis of scholarly materials about a specific topic”. The process of literature searching may sound daunting for many student nurses however, the practice of nursing depends on continually evolving scientific knowledge reported in the literature that informs the critical thinking, decision making processes that nurses participate in every day (American Nurses Association, 2010). Therefore, it is crucial that nurses appreciate the importance of literature reviews and how to conduct them effectively (Bernhofer, 2015). Commencing on a research project is the most commonly understood reason for conducting a literature review. Research uses the steps of the scientific method to conduct a systematic, rigorous, investigation to answer questions and contribute to the knowledge of the science that will be useful for practice (LoBiondo- Wood and Haber, 2013). A combination of current, relevant published literature provides the most current published information necessary so that the investigators time and money are not spent wasted on questions that have already been discovered (Bernhofer, 2015). The first stage of evidence based practice is to formulate the research question; this can also be the most challenging stage of the process (Rowles and McNaughton, 2017). Bordage and Dawson (2003) have also argued that the research question is the single most important component of a study. Taking the time to formulate a clearly worded and detailed question is important as these are the words that will typically be used when performing the literature search therefore the more detailed the question is, the more likely that the answer will be found (Johnson, 2008). Cluett (2002) suggests using the acronym PICO which stands for P- patient or population, I – issue or intervention, C – comparison and O – outcome. The literature search begins by putting key words from the PICO list together in different combinations and using this to explore. The PICO framework is considered a widely known strategy for framing a foreground research question (Aslam and Emmanuel, 2010). The purpose of this assignment is to look at family or caregivers (population) experiences (outcome) of music therapy (intervention) in dementia care. Due to the framework breaking the question into four components, this facilitates the identification of the relevant information (Sackett et al., 1997). There are different techniques for using key words for online literature searches. One of these techniques is called Boolean and this involves the method of using “and”, “or” and “not” between each keyword in order to make a search more narrow or broad (Jaffe and Cowell, 2014). There are many commonly used search-engines available online including PubMed and google scholar, however the search engine that will be used for this assignment will be the Cumulative Index to Nursing and Allied Health Literature (CINAHL) through EBSCO, due to the CINAHL databases being the most widely used and respected research tools for nurses, students and allied health professionals alike (EBSCO Nursing Resources, 2019). For the purpose of this research three papers were used (Appendix 1, 2 and 3) which will be referred to as paper 1, 2 and 3. As the titles suggests, the studies were all researching family and carers experiences and perspectives of music therapy caregiving for people with dementia. Evidence has found that music therapy may be beneficial in treating or managing dementia symptoms and it has been highlighted that better designed studies of this intervention are required (Koger and Brotons, 2000). To establish the credibility of a study, researchers should use rigorous methods and techniques in order to gather high quality data which is carefully analysed, with attention to validity, reliability and triangulation (Patton, 1992). The most common type of triangulation is methodological triangulation. Studies that use triangulation may include two or more sets of data collection using the same methodology, such as from qualitative data sources. This approach allows the limitations from each method to be transcended by comparing the findings from different perspectives (Williamson, 2005). Gaining informed consent is a legal and ethical requirement for any research involving human participants, that is to say they will be informed about all aspects of the study, which is important for the participant to study all aspects of said trial and therefore make a decision confirming their willingness to participate. This is also an important aspect for the research to make an advancement of medical knowledge and social welfare (Nijhawan et al., 2013). Paper 1 mentions that the study was approved by a regional ethics committee, in accordance with Swedish law (CODEX rules and guidelines for research, 2018), however, does not mention individual participant consent. The NMC code of conduct states that consent must be gained before any treatment or care begins and that for any person for whom mental capacity may be an issue they must remain at the heart of the decision making process and be fully safeguarded (Nursing and Midwifery Council, 2015). Paper 2 mentions that ethics approval was granted by the National Research Ethics Service and that where possible consent was sought from the participants themselves, and also states that some residents needed second consent from family or carers in line with the Mental Capacity Act (2005). Paper 3 does not mention the issue of consent, as gaining consent is one of the most important ethical rules of a qualitative study (USC Libraries, 2019) it is important that this issue is addressed. There are many different types of dementia which will affect people in different ways, with each person experiencing symptoms in their own way (NHS Dementia guide, 2017) and with the number of people with dementia on the increase due to people living longer with Alzheimer’s society estimating there are now around 850,000 people in the UK alone (Alzheimer’s Society, 2019). The small sample sizes of the papers: Paper 1 (10 people with dementia and 6 caregivers) Paper 2 (16 people with dementia and 29 care staff) and paper 3 (23 care staff) cannot be generalised to all people with dementia. When researchers find themselves constrained to a small sample size due to logistical or economic issues, they may have to settle for less conclusive results (Sciencing, 2018). However, Studies with a small sample size can be quicker and easier to conduct in regard to selecting participants, asking participants to complete questionnaires or reviewing patient records, hence making studies with a smaller sample size possible to execute over a shorter space of time (Hackshaw, 2008). the UK two thirds of people with dementia are living in the community in their own homes while one third are living in care homes (Social Care Institute for Excellence, 2015). As the three studies were conducted within care homes this again cannot be generalised to all people with dementia as behaviours in care homes can differ due to many factors (Alzheimer’s Society, 2007). Confirmability of a study refers to the degree of which the results could be confirmed or corroborated by other researchers (Baxter and Eyles, 1997). It is concerned with establishing that the data and interpretations of the findings are not just a figment of the researcher’s imagination but are clearly derived from the data (Tobin and Begley, 2004). Trustworthiness was increased in paper 1 by performing the analysis in cooperation with the researchers of the study. The first researcher and the last researcher of the study compared and discussed the steps of the analysis and within this discussion, agreements and disagreements emerged, when disagreements emerged the issues were discussed with the other researchers of the study, who also audited the analysis process until agreements were reached within the group. The manuscript was also critically discussed in a scientific group, with the transcribed text of the interviews, as well as the findings, taken back to the caregivers involved in the study for confirmation.

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Example Of Essay On Evidence Based Practice

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Topic: Medicine , Nursing , Education , Patient , Belief , Customers , Training , Evidence

Published: 12/02/2019

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Evidence Based Practice

Evidence Based Practice (EBP), involves the use of current research data or findings from day to day life in making decisions concerning patient care (Brown & Schmidt, 2011, p. 9). It is an integration of knowledge gained from the clinical field, patient values, and the most reliable scientific information to come up with a comprehensive decision making process concerning patient welfare. Barriers to practice or positive customer outcomes are common and can be identified through observing clinical practice in action, running a focus group, through brainstorming, talking to key individuals and by using questionnaires. One major barrier to practice or positive customer outcomes is acceptance and beliefs. Acceptance and beliefs are the beliefs and attitudes of individuals which have significance on the way people behave and carry out their duties. Many healthcare practitioners have a hard time accepting and applying new policies and research recommendations if there is a discrepancy between these policies and recommendations with other existing ones issued by professional bodies or the opinion of an influential colleague. Some professionals believe that recommendations don’t reflect the evidence and as such will not achieve better patient outcomes (Ladwig & Ackley, 2010, p. 518). An individual’s attitude towards change and belief in their own ability to adopt a new behavior also has an impact. The barriers to practice or positive customer outcomes can be addressed through various ways that support evidence based practice. These approaches include; educational meetings, clinical audit and feedback, educational materials, patient-mediated strategies, opinion leaders, educational outreach visits and reminder systems (Townsend, 2011, p. 75). There is no one way of overcoming barriers and so use of different methods can be used by different people in varied situations. The combination of different approaches to overcoming barriers has proven to have positive results and a huge impact within a shorter length of time. Patient involvement in coming up with strategies to improve patient care is very important in EBP as past patient experience and their expectations have a huge significance in formulating best practices when integrated with clinical expertise and best research evidence.

Brown, J. & Schmidt, N. (2011). Evidence-Based Practice for Nurses: Appraisal and Application Research. Burlington, MA. Townsend, M. (2011). Psychiatric Mental Health Nursing: Concepts of Care in Evidence-Based Practice. Philadelphia, PA: F. A. Davis Company Ladwig, G. & Ackley, B. (2010). Nursing Diagnosis Handbook: An Evidence-Based Guide to Planning Care. Philadelphia, PA: Mosby Publishing

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Tuesday and Thursday, 11 a.m.-12:15 p.m.

Sharon Smith

ENGL 151 serves as an introduction to both the English major and the discipline of English studies. In this class, you will develop the thinking, reading, writing and research practices that define both the major and the discipline. Much of the semester will be devoted to honing your literary analysis skills, and we will study and discuss texts from several different genres—poetry, short fiction, the novel, drama and film—as well as some literary criticism. As we do so, we will explore the language of the discipline, and you will learn a variety of key literary terms and concepts. In addition, you will develop your skills as both a writer and researcher within the discipline of English.

ENGL 201.ST1 Composition II: The Mind/Body Connection

In this section of English 201, students will use research and writing to learn more about problems that are important to them and articulate ways to address those problems. The course will focus specifically on issues related to the mind, the body and the relationship between them. The topics we will discuss during the course will include the correlation between social media and body image; the efficacy of sex education programs; the degree to which beliefs about race and gender influence school dress codes; and the unique mental and physical challenges faced by college students today. In this course, you will be learning about different approaches to argumentation, analyzing the arguments of others and constructing your own arguments. At the same time, you will be honing your skills as a researcher and developing your abilities as a persuasive and effective writer.

ENGL 201.S10 Composition II: Environmental Writing   

Monday/Wednesday/Friday 1-1:50 p.m.

Gwen Horsley

English 201 will help students develop the ability to think critically and analytically and to write effectively for other university courses and careers. This course will provide opportunities to develop analytical skills that will help students become critical readers and effective writers. Specifically, in this class, students will:

• Focus on the relationships between world environments, land, animals and humankind.
• Read various essays by environmental, conservational and regional authors.
• Produce student writings. 

Students will improve their writing skills by reading essays and applying techniques they witness in others’ work and those learned in class. This class is also a course in logical and creative thought. Students will write about humankind’s place in the world and our influence on the land and animals, places that hold special meaning to them or have influenced their lives and stories of their own families and their places and passions in the world. Students will practice writing in an informed and persuasive manner, in language that engages and enlivens readers by using vivid verbs and avoiding unnecessary passives, nominalizations and expletive constructions.

Students will prepare writing assignments based on readings and discussions of essays included in "Literature and the Environment " and other sources. They may use "The St. Martin’s Handbook," as well as other sources, to review grammar, punctuation, mechanics and usage as needed.

ENGL 201.13 Composition II: Writing the Environment

Tuesday and Thursday 9:30-10:45 a.m.

Paul Baggett

For generations, environmentalists have relied on the power of prose to change the minds and habits of their contemporaries. In the wake of fires, floods, storms and droughts, environmental writing has gained a new sense of urgency, with authors joining activists in their efforts to educate the public about the grim realities of climate change. But do they make a difference? Have reports of present and future disasters so saturated our airwaves that we no longer hear them? How do writers make us care about the planet amidst all the noise? In this course, students will examine the various rhetorical strategies employed by some of today’s leading environmental writers and filmmakers. And while analyzing their different arguments, students also will strengthen their own strategies of argumentation as they research and develop essays that explore a range of environmental concerns.

ENGL 201 Composition II: Food Writing

S17 Tuesday and Thursday 12:30-1:45 p.m.

S18 Tuesday and Thursday 2-3:15 p.m.

Jodi Andrews

In this composition class, students will critically analyze essays about food, food systems and environments, food cultures, the intersections of personal choice, market forces and policy and the values underneath these forces. Students will learn to better read like writers, noting authors’ purpose, audience organizational moves, sentence-level punctuation and diction. We will read a variety of essays including research-intensive arguments and personal narratives which intersect with one of our most primal needs as humans: food consumption. Students will rhetorically analyze texts, conduct advanced research, reflect on the writing process and write essays utilizing intentional rhetorical strategies. Through doing this work, students will practice the writing moves valued in every discipline: argument, evidence, concision, engaging prose and the essential research skills for the 21st century.

ENGL 221.S01 British Literature I

Michael S. Nagy

English 221 is a survey of early British literature from its inception in the Old English period with works such as "Beowulf" and the “Battle of Maldon,” through the Middle Ages and the incomparable writings of Geoffrey Chaucer and the Gawain - poet, to the Renaissance and beyond. Students will explore the historical and cultural contexts in which all assigned reading materials were written, and they will bring that information to bear on class discussion. Likely themes that this class will cover include heroism, humor, honor, religion, heresy and moral relativity. Students will write one research paper in this class and sit for two formal exams: a midterm covering everything up to that point in the semester, and a comprehensive final. Probable texts include the following:

• The Norton Anthology of English Literature: The Middle Ages. Ed. Alfred David, M. H. Abrams, and Stephen Greenblatt. 9th ed. New York: W. W. Norton & Company, 2012.
• The Norton Anthology of English Literature: The Sixteenth Century and Early Seventeenth Century. Ed. George M. Logan, Stephen Greenblatt, Barbara K Lewalski, and M. H. Abrams. 9th ed. New York: W. W. Norton & Company, 2012.
• The Norton Anthology of English Literature: The Restoration and the Eighteenth Century. Ed. George M. Logan, Stephen Greenblatt, Barbara K Lewalski, and M. H. Abrams. 9th ed. New York: W. W. Norton & Company, 2012.
• Gibaldi, Joseph. The MLA Handbook for Writers of Research Papers. 6th ed. New York: The Modern Language Association of America, 2003.
• Any Standard College Dictionary.

ENGL 240.S01 Juvenile Literature Elementary-5th Grade

Monday, Wednesday and Friday noon-12:50 p.m.

April Myrick

A survey of the history of literature written for children and adolescents, and a consideration of the various types of juvenile literature. Text selection will focus on the themes of imagination and breaking boundaries.

ENGL 240.ST1 Juvenile Literature Elementary-5th Grade

Randi Anderson

In English 240 students will develop the skills to interpret and evaluate various genres of literature for juvenile readers. This particular section will focus on various works of literature at approximately the K-5 grade level. We will read a large range of works that fall into this category, as well as information on the history, development and genre of juvenile literature.

Readings for this course include classical works such as "Hatchet," "Little Women", "The Lion, the Witch and the Wardrobe" and "Brown Girl Dreaming," as well as newer works like "Storm in the Barn," "Anne Frank’s Diary: A Graphic Adaptation," "Lumberjanes," and a variety of picture books. These readings will be paired with chapters from "Reading Children’s Literature: A Critical Introduction " to help develop understanding of various genres, themes and concepts that are both related to juvenile literature and also present in our readings.

In addition to exposing students to various genres of writing (poetry, historical fiction, non-fiction, fantasy, picture books, graphic novels, etc.) this course will also allow students to engage in a discussion of larger themes present in these works such as censorship, race and gender. Students’ understanding of these works and concepts will be developed through readings, research, discussion posts, exams and writing assignments designed to get students to practice analyzing poetry, picture books, informational books and transitional/easy readers.

ENGL 241.S01: American Literature I

Tuesday and Thursday 12:30-1:45 p.m.

This course provides a broad, historical survey of American literature from the early colonial period to the Civil War. Ranging across historical periods and literary genres—including early accounts of contact and discovery, narratives of captivity and slavery, poetry of revolution, essays on gender equality and stories of industrial exploitation—this class examines how subjects such as colonialism, nationhood, religion, slavery, westward expansion, race, gender and democracy continue to influence how Americans see themselves and their society.

Required Texts

• The Norton Anthology of American Literature: Package 1, Volumes A and B Beginnings to 1865, Ninth Edition. (ISBN 978-0-393-26454-8)

ENGL 283.S01 Introduction to Creative Writing

Steven Wingate

Students will explore the various forms of creative writing (fiction, nonfiction and poetry) not one at a time in a survey format—as if there were decisive walls of separation between then—but as intensely related genres that share much of their creative DNA. Through close reading and work on personal texts, students will address the decisions that writers in any genre must face on voice, rhetorical position, relationship to audience, etc. Students will produce and revise portfolios of original creative work developed from prompts and research. This course fulfills the same SGR #2 requirements ENGL 201; note that the course will involve a research project. Successful completion of ENGL 101 (including by test or dual credit) is a prerequisite.

ENGL 283.S02 Introduction to Creative Writing

Jodilyn Andrews

This course introduces students to the craft of writing, with readings and practice in at least two genres (including fiction, poetry and drama).

ENGL 283.ST1 Introduction to Creative Writing

Amber Jensen, M.A., M.F.A.

This course explores creative writing as a way of encountering the world, research as a component of the creative writing process, elements of craft and their rhetorical effect and drafting, workshop and revision as integral parts of writing polished literary creative work. Student writers will engage in the research practices that inform the writing of literature and in the composing strategies and writing process writers use to create literary texts. Through their reading and writing of fiction, poetry and creative nonfiction, students will learn about craft elements, find examples of those craft elements in published works and apply these elements in their own creative work, developed through weekly writing activities, small group and large group workshop and conferences with the instructor. Work will be submitted, along with a learning reflection and revision plan in each genre and will then be revised and submitted as a final portfolio at the end of the semester to demonstrate continued growth in the creation of polished literary writing.

• 300-400 level

ENGL 424.S01 Language Arts Methods grades 7-12  

Tuesday 6-8:50 p.m.

Danielle Harms

Techniques, materials and resources for teaching English language and literature to middle and secondary school students. Required of students in the English education option.

AIS/ENGL 447.S01: American Indian Literature of the Present 

Thursdays 3-6 p.m.

This course introduces students to contemporary works by authors from various Indigenous nations. Students examine these works to enhance their historical understanding of Indigenous peoples, discover the variety of literary forms used by those who identify as Indigenous writers, and consider the cultural and political significance of these varieties of expression. Topics and questions to be explored include:

• Genre: What makes Indigenous literature indigenous?
• Political and Cultural Sovereignty: Why have an emphasis on tribal specificity and calls for “literary separatism” emerged in recent decades, and what are some of the critical conversations surrounding such particularized perspectives?
• Gender and Sexuality: What are the intersecting concerns of Indigenous Studies and Women, Gender and Sexuality Studies, and how might these research fields inform one another?
• Trans-Indigeneity: What might we learn by comparing works across different Indigenous traditions, and what challenges do such comparisons present?
• Aesthetics: How do Indigenous writers understand the dynamics between tradition and creativity?
• Visual Forms: What questions or concerns do visual representations (television and film) by or about Indigenous peoples present?

Possible Texts

• Akiwenzie-Damm, Kateri and Josie Douglas (eds), Skins: Contemporary Indigenous Writing. IAD Press, 2000. (978-1864650327)
• Erdrich, Louise, The Sentence. Harper, 2021 (978-0062671127)
• Harjo, Joy, Poet Warrior: A Memoir. Norton, 2021 (978-0393248524)
• Harjo, Sterlin and Taika Waititi, Reservation Dogs (selected episodes)
• Talty, Morgan. Night of the Living Rez, 2022, Tin House (978-1953534187)
• Wall Kimmerer, Robin. Braiding Sweet Grass, Milkweed Editions (978-1571313560)
• Wilson, Diane. The Seed Keeper: A Novel. Milkweed Editions (978-1571311375)
• Critical essays by Alexie, Allen, Cohen, Cox, King, Kroeber, Ortiz, Piatote, Ross and Sexton, Smith, Taylor, Teuton, Treuer, Vizenor, and Womack.

ENGL 472.S01: Film Criticism

Tuesdays 2-4:50 p.m.

Jason McEntee

Do you have an appreciation for, and enjoy watching, movies? Do you want to study movies in a genre-oriented format (such as those we typically call the Western, the screwball comedy, the science fiction or the crime/gangster, to name a few)? Do you want to explore the different critical approaches for talking and writing about movies (such as auteur, feminist, genre or reception)?

In this class, you will examine movies through viewing and defining different genres while, at the same time, studying and utilizing different styles of film criticism. You will share your discoveries in both class discussions and short writings. The final project will be a formal written piece of film criticism based on our work throughout the semester. The course satisfies requirements and electives for all English majors and minors, including both the Film Studies and Professional Writing minors. (Note: Viewing of movies outside of class required and may require rental and/or streaming service fees.)

ENGL 476.ST1: Fiction

In this workshop-based creative writing course, students will develop original fiction based on strong attention to the fundamentals of literary storytelling: full-bodied characters, robust story lines, palpable environments and unique voices. We will pay particular attention to process awareness, to the integrity of the sentence, and to authors' commitments to their characters and the places in which their stories unfold. Some workshop experience is helpful, as student peer critique will be an important element of the class.

ENGL 479.01 Capstone: The Gothic

Wednesday 3-5:50 p.m.

With the publication of Horace Walpole’s "The Castle of Otranto " in 1764, the Gothic officially came into being. Dark tales of physical violence and psychological terror, the Gothic incorporates elements such as distressed heroes and heroines pursued by tyrannical villains; gloomy estates with dark corridors, secret passageways and mysterious chambers; haunting dreams, troubling prophecies and disturbing premonitions; abduction, imprisonment and murder; and a varied assortment of corpses, apparitions and “monsters.” In this course, we will trace the development of Gothic literature—and some film—from the eighteenth-century to the present time. As we do so, we will consider how the Gothic engages philosophical beliefs about the beautiful and sublime; shapes psychological understandings of human beings’ encounters with horror, terror, the fantastic and the uncanny; and intervenes in the social and historical contexts in which it was written. We’ll consider, for example, how the Gothic undermines ideals related to domesticity and marriage through representations of domestic abuse, toxicity and gaslighting. In addition, we’ll discuss Gothic texts that center the injustices of slavery and racism. As many Gothic texts suggest, the true horrors of human existence often have less to do with inexplicable supernatural phenomena than with the realities of the world in which we live. 

ENGL 485.S01: Undergraduate Writing Center Learning Assistants 

Flexible Scheduling

Nathan Serfling

Since their beginnings in the 1920s and 30s, writing centers have come to serve numerous functions: as hubs for writing across the curriculum initiatives, sites to develop and deliver workshops and resource centers for faculty as well as students, among other functions. But the primary function of writing centers has necessarily and rightfully remained the tutoring of student writers. This course will immerse you in that function in two parts. During the first four weeks, you will explore writing center praxis—that is, the dialogic interplay of theory and practice related to writing center work. This part of the course will orient you to writing center history, key theoretical tenets and practical aspects of writing center tutoring. Once we have developed and practiced this foundation, you will begin work in the writing center as a tutor, responsible for assisting a wide variety of student clients with numerous writing tasks. Through this work, you will learn to actively engage with student clients in the revision of a text, respond to different student needs and abilities, work with a variety of writing tasks and rhetorical situations, and develop a richer sense of writing as a complex and negotiated social process.

Graduate Courses

Engl 572.s01: film criticism, engl 576.st1 fiction.

In this workshop-based creative writing course, students will develop original fiction based on strong attention to the fundamentals of literary storytelling: full-bodied characters, robust story lines, palpable environments and unique voices. We will pay particular attention to process awareness, to the integrity of the sentence and to authors' commitments to their characters and the places in which their stories unfold. Some workshop experience is helpful, as student peer critique will be an important element of the class.

ENGL 605.S01 Seminar in Teaching Composition

Thursdays 1-3:50 p.m.

This course will provide you with a foundation in the pedagogies and theories (and their attendant histories) of writing instruction, a foundation that will prepare you to teach your own writing courses at SDSU and elsewhere. As you will discover through our course, though, writing instruction does not come with any prescribed set of “best” practices. Rather, writing pedagogies stem from and continue to evolve because of various and largely unsettled conversations about what constitutes effective writing and effective writing instruction. Part of becoming a practicing writing instructor, then, is studying these conversations to develop a sense of what “good writing” and “effective writing instruction” might mean for you in our particular program and how you might adapt that understanding to different programs and contexts.

As we read about, discuss and research writing instruction, we will address a variety of practical and theoretical topics. The practical focus will allow us to attend to topics relevant to your immediate classroom practices: designing a curriculum and various types of assignments, delivering the course content and assessing student work, among others. Our theoretical topics will begin to reveal the underpinnings of these various practical matters, including their historical, rhetorical, social and political contexts. In other words, we will investigate the praxis—the dialogic interaction of practice and theory—of writing pedagogy. As a result, this course aims to prepare you not only as a writing teacher but also as a nascent writing studies/writing pedagogy scholar.

At the end of this course, you should be able to engage effectively in the classroom practices described above and participate in academic conversations about writing pedagogy, both orally and in writing. Assessment of these outcomes will be based primarily on the various writing assignments you submit and to a smaller degree on your participation in class discussions and activities.

ENGL 726.S01: The New Woman, 1880–1900s 

Thursdays 3–5:50 p.m.

Katherine Malone

This course explores the rise of the New Woman at the end of the nineteenth century. The label New Woman referred to independent women who rebelled against social conventions. Often depicted riding bicycles, smoking cigarettes and wearing masculine clothing, these early feminists challenged gender roles and sought broader opportunities for women’s employment and self-determination. We will read provocative fiction and nonfiction by New Women writers and their critics, including authors such as Sarah Grand, Mona Caird, George Egerton, Amy Levy, Ella Hepworth Dixon, Grant Allen and George Gissing. We will analyze these exciting texts through a range of critical lenses and within the historical context of imperialism, scientific and technological innovation, the growth of the periodical press and discourse about race, class and gender. In addition to writing an argumentative seminar paper, students will complete short research assignments and lead discussion.

ENGL 792.ST1 Women in War: Female Authors and Characters in Contemporary War Lit

In this course, we will explore the voices of female authors and characters in contemporary literature of war. Drawing from various literary theories, our readings and discussion will explore the contributions of these voices to the evolving literature of war through archetypal and feminist criticism. We will read a variety of short works (both theoretical and creative) and complete works such as (selections subject to change): "Eyes Right" by Tracy Crow, "Plenty of Time When We Get Home" by Kayla Williams, "You Know When the Men are Gone" by Siobhan Fallon, "Still, Come Home" by Katie Schultz and "The Fine Art of Camouflage" by Lauren Johnson.