NR 439 Week 8 Discussion: The Evidence-Nursing Practice Connection

Name

Chamberlain University

NR-439: RN Evidence-Based Practice

Prof. Name

Date

Week 8 Discussion: The Connection Between Evidence and Nursing Practice

In evidence-based nursing practice, nurses utilize data to make precise and informed clinical decisions while monitoring improvements and optimizing workflow. This approach enhances patient care and overall outcomes. For example, the implementation of a Real-Time Locator System (RTLS) improves communication, helping to streamline nursing and patient workflows by minimizing errors and inefficiencies, both of which are essential to delivering high-quality care and improving outcomes.

When reflecting on current nursing practice, I recognize that delivering consistent, high-quality nursing care presents significant challenges within today’s healthcare systems. The adoption of evidence-based practice (EBP) offers a reliable, problem-solving approach rooted in the best available and valid evidence, which fosters quality patient care, professional development, and reduced healthcare costs (Tacia et al., 2015). However, barriers exist that prevent nurses from fully engaging in EBP. A common obstacle cited by many nurses and clinicians is the lack of time, which hinders the adoption and proper implementation of EBP. Additionally, the lack of knowledge or uncertainty about the EBP process—such as critiquing and appraising relevant nursing literature—serves as another substantial barrier (Khammarnia et al., 2015).

NR 439 Week 8 Discussion: The Evidence-Nursing Practice Connection

To promote the use of evidence in improving nursing care, one effective strategy I would employ is engaging relevant stakeholders. Collaborating with appropriate stakeholders during the implementation of EBP can foster trust between nurses and patients, and enable nurses to gain valuable insights from their experiences. Stakeholders contribute positively to the process by helping identify outcome measures and promoting better planning for EBP implementation (Khammarnia et al., 2015). Their involvement from the outset ensures a higher likelihood of successful practice adoption.

Reflecting on my journey throughout this course, I realize how much my perspective on nursing research and the application of EBP has evolved. I have learned that nursing research is critical for nurses and healthcare professionals, as it identifies the most effective practices for improving patient care. As new research emerges, it provides updated information that healthcare professionals can apply to respond to changes in healthcare environments and improve patient outcomes (Stevens, 2013). Furthermore, EBP has shown me the importance of integrating clinical expertise with the best available research, patient preferences, and systematic evaluations to make informed decisions about patient care. As I move forward in my career, I will take with me the invaluable lesson that EBP enables healthcare practitioners to critically assess clinical guidelines and research, applying this knowledge to everyday nursing practice.

References

Khammarnia, M., Haj Mohammadi, M., Amani, Z., Rezaeian, S., & Setoodehzadeh, F. (2015). Barriers to Implementation of Evidence Based Practice in Zahedan Teaching Hospitals, Iran, 2014. Nursing Research and Practice, 2015, 1–5.

Stevens, K. (2013). The Impact of Evidence-Based Practice in Nursing and the Next Big Ideas. OJIN: The Online Journal of Issues in Nursing, 18(2), Manuscript 4.

NR 439 Week 8 Discussion: The Evidence-Nursing Practice Connection

Tacia, L., Biskupski, K., Pheley, A., & Lehto, R. (2015). Identifying barriers to evidence-based practice adoption: A focus group study. Clinical Nursing Studies, 3(2).

NR 439 Week 7 Discussion

Name

Chamberlain University

NR-439: RN Evidence-Based Practice

Prof. Name

Date

Week 7: Applying and Sharing Evidence in Practice

After data analysis, researchers reach conclusions about the meaning of the findings, and this information must be communicated to the healthcare team for practical application. This process ensures that evidence-based knowledge is integrated into patient care.

1. Review of Article Findings and Applicability to Practice

For this discussion, I have chosen the article titled “Quantitative Balance and Gait Measurements in Patients with Frontotemporal Dementia and Alzheimer’s Disease: A Pilot Study” (Velayutham, Chandra, Bharath, & Shankar, 2017). The study reveals that while balance and gait disturbances are common symptoms of aging, these impairments are significantly more pronounced in patients with Alzheimer’s disease and Frontotemporal Dementia. Interestingly, the study identified specific patterns in balance and gait that differentiate between the two conditions, allowing for earlier diagnosis, which is crucial in managing these neurodegenerative disorders.

I would incorporate the evidence from this study into my clinical practice. The study was well-designed, comparing Alzheimer’s and Frontotemporal Dementia patients with a control group. The research’s focus on gait, balance, and the patients’ ability to perform single and dual tasks provides valuable insights for early diagnosis. Early identification of these conditions can significantly improve the quality of life for affected patients by allowing timely intervention and care planning.

2. Translating Research into Practice and Sharing with Peers

Translating research findings into clinical practice is the final and most critical step in the research process. When considering my clinical issue, which focuses on RN STAT orders for analgesic medications and their effect on patient satisfaction scores, I would employ quantitative analysis. As Houser (2018) defines it, “Quantitative Analysis refers to the analysis of numbers…it interprets raw data into something understandable” (p. 353). I would gather and analyze data by reviewing patient satisfaction questionnaires and comparing the experiences of patients who received STAT RN-administered pain relief to those who waited for physician approval.

To share this evidence-based research with my peers, I would organize a presentation highlighting the study results and their relevance to our clinical practice. This presentation could take place during staff meetings or professional development sessions, ensuring that the knowledge is disseminated and can be applied in practice to improve patient outcomes.

References

Chamberlain College of Nursing. (2017). Evidence-Based Practice: NR-439: Week 5: Lesson 5.

Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Sudbury, MA: Jones & Bartlett.

NR 439 Week 7 Discussion

Velayutham, S. G., Chandra, S. R., Bharath, S., & Shankar, R. G. (2017). Quantitative balance and gait measurement in patients with frontotemporal dementia and Alzheimer’s diseases: A pilot study. Indian Journal of Psychological Medicine, 39(2), 176-182. https://doi.org/10.4103/0253-7176.203132

NR 439 Week 6 Assignment Reading Research Literature (RRL) Worksheet

Name

Chamberlain University

NR-439: RN Evidence-Based Practice

Prof. Name

Date

NR 439 Week 6 Assignment Reading Research Literature (RRL) Worksheet

Directions: Complete the following worksheet based on the required article for the current session.

Name:
Date: February 14, 2021

Purpose of the Study

The objective of this study was to distinguish between effective and ineffective Active Empathetic Listening (AEL) behaviors by nurses, as perceived by adult inpatients in an acute care hospital. The researchers aimed to determine if active listening behaviors, such as maintaining eye contact, facing the patient, and using facial expressions, positively impact the patient’s overall experience. Since nurses have the most interaction with patients, understanding these behaviors is crucial. Patient dissatisfaction, particularly with communication, has been linked to hospitals receiving reduced Medicare payments due to poor survey results (Myers, 2020).

Research & Design

A quantitative comparison between two groups was used to assess whether patients could identify differences in nurses’ AEL behaviors. The study also examined whether demographic factors influenced the patients’ perception of AEL, and which specific AEL behaviors patients found significant. The data collection occurred through a survey sent to patients via email or postal mail, depending on the contact information provided during their hospital admission. This quantitative design allowed researchers to analyze participant responses by scoring and categorizing them based on the presence or absence of AEL behaviors (Myers, 2020).

Sample

The study took place in a large metropolitan hospital in the south-central United States. Participants were selected from acute care medical and surgical units. They had to be recently discharged (within 15 days), at least 18 years old, English-speaking, and possess a valid email or postal address. The inclusion criteria ensured that the sample consisted of adult patients capable of understanding and responding to the survey appropriately (Myers, 2020).

Data Collection

After obtaining Institutional Review Board (IRB) approvals, the Principal Investigator (PI) worked with the hospital’s Health System Information Systems Department to identify eligible patients for the study. Over 5,000 surveys were distributed, with 3,000 sent via email and 2,000 by mail. The data collection process took place over eight months, resulting in 305 completed and returned surveys. Based on their responses, participants were categorized into either group A or group B, depending on their reported experience with AEL behaviors (Myers, 2020).

Data Analysis

The researchers employed cross-tabulation using the chi-square test (Pearson chi-square and Cramer’s V) to examine whether demographic variables—such as gender, ethnicity, surgical or medical status, primary language, and recent readmissions—affected patients’ perceptions of AEL behaviors. This analysis was critical to identify potential disparities in care based on demographic differences and to determine if specific groups experienced a more positive interaction with nurses exhibiting AEL behaviors (Myers, 2020).

Limitations

One major limitation noted was the lack of personal contact with patients before their discharge. Informing patients about the survey and the study might have increased the response rate, as many patients were unaware that they were selected to participate. The low response rate may have resulted in a sample that did not fully represent the broader population, leading to potential biases or inaccuracies in the data (Myers, 2020).

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Findings/Discussion

This study initiated exploration into understanding Active Empathetic Listening from the patient’s perspective. However, several questions remain unanswered. For instance, while there was a demonstrated correlation between the presence of AEL and patient satisfaction, the study did not address whether AEL behaviors affected long-term outcomes, such as patient adherence to post-discharge education. Additional research is needed to determine the full impact of AEL behaviors on patient outcomes (Myers, 2020).

Reading Research Literature

Understanding research literature is essential for grasping the study’s purpose, its target population, and the effects of the outcomes. Comprehending research allows healthcare professionals to evaluate whether certain practices would be beneficial in their own settings. This worksheet facilitated the breakdown of complex research into more digestible sections, making it easier to extract key points and gain a better understanding of the study (Myers, 2020).

NR 439 Week 6 Assignment Reading Research Literature (RRL) Worksheet

References

Myers, K., Krepper, R., Nibert, A., & Toms, R. (2020). Nurses’ active empathetic listening behaviors from the voice of the patient. Nursing Economics, 38(5), 267-276.

NR 439 Week 5 Assignment Clarifying Research

Name

Chamberlain University

NR-439: RN Evidence-Based Practice

Prof. Name

Date

Clarifying Research Worksheet

Name:
Date:

Significance of Research

a. Research in nursing plays a pivotal role in establishing evidence-based practices that enhance patient care. Through research, nurses can correct misconceptions, adopt new treatment protocols, and continuously improve healthcare quality. It ensures that nurses stay updated with changes in healthcare environments, policies, and patient demographics.

b. It is essential for professional nurses to grasp basic research principles, as they guide them in conducting relevant research within their specialties. This understanding allows nurses to apply research findings effectively and discontinue outdated or harmful practices, thus improving overall organizational performance and patient care (LoBiondo-Wood & Haber, 2017).

c. This course equips nursing students with the necessary skills to apply research and evidence-based practices in their everyday roles, making it critical for their professional development (Ellis, 2018).

Quantitative Research

a. Quantitative research involves gathering and analyzing numerical data to uncover patterns, averages, and relationships. I have learned that this approach relies on deductive reasoning, where data is collected to test hypotheses, and the findings are generalized to broader populations (LoBiondo-Wood & Haber, 2017).

b. One quantitative research design I learned about is the quasi-experimental design. What helped me understand this design is its lack of control groups, which differentiates it from true experimental designs.

c. Quasi-experimental research is vital because it assesses the impact of interventions on specific populations. It forms the basis of evidence-based nursing, producing insights that are directly applied to enhance healthcare protocols and patient care (LoBiondo-Wood & Haber, 2017).

Qualitative Research

a. Qualitative research focuses on non-numerical data, aiming to understand individuals’ experiences, opinions, and perceptions. I learned that this type of research helps nurses gain a deeper understanding of human experiences in their everyday contexts.

b. One qualitative research design I learned about is phenomenology, which seeks to describe experiences from the participants’ perspectives. What made this design clear to me is its focus on lived experiences (Nieswiadomy & Bailey, 2018).

c. Phenomenological research is significant for nursing as it helps to uncover patients’ lived experiences and contributes to the development of knowledge that can address nursing practice problems (LoBiondo-Wood & Haber, 2017).

Research Sampling

a. Sampling involves selecting a representative subset of a population to infer information about the entire population. Sampling is crucial in nursing research because it allows the study of populations in a practical, efficient manner, given limited time and resources (Nieswiadomy & Bailey, 2018).

b. One sampling strategy used in quantitative research is simple random sampling. This technique ensures every unit in the population has an equal chance of being selected, eliminating bias (LoBiondo-Wood & Haber, 2017).

c. Another sampling technique is stratified random sampling, where the population is divided into subgroups based on specific attributes like age or gender. This method ensures a more representative sample, which enhances the accuracy of research findings (LoBiondo-Wood & Haber, 2017).

Credible Nursing Profession

a. Research makes nursing practice safer by providing evidence-based protocols that guide decision-making, reducing the risk of medical errors, and improving patient safety (Nieswiadomy & Bailey, 2018).

b. One way research has impacted nursing practice is through the development of protocols and guidelines based on scientific evidence, leading to improved clinical outcomes.

c. Research is critical for building an evidence-based nursing profession, which emphasizes using the best available evidence to improve patient outcomes and ensure clinician safety (Nieswiadomy & Bailey, 2018).

Utilization

a. In my future role as a pediatric nurse, I plan to apply evidence-based practices to enhance the health outcomes of children and maintain a safe clinical environment.

b. This course prepares me with the necessary skills and knowledge to practice evidence-based care while contributing to the body of nursing research (Ellis, 2018).

c. Completing the clarifying research worksheet has reinforced the importance of research in nursing and reminded me that research is the cornerstone of nursing practice.

References

Ellis, P. (2018). Understanding research for nursing students. Learning Matters.

LoBiondo-Wood, G., & Haber, J. (2017). Nursing research-e-book: Methods and critical appraisal for evidence-based practice. Elsevier Health Sciences.

NR 439 Week 5 Assignment Clarifying Research

Nieswiadomy, R. M., & Bailey, C. (2018). Foundations of nursing research.

NR 439 Week 4 Discussion: Designs

Name

Chamberlain University

NR-439: RN Evidence-Based Practice

Prof. Name

Date

Week 4: Designs: A Plan to Study for the Truth

This week’s graded topics are linked to the following Course Outcomes (COs):

• CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 & 8)
• CO 4: Evaluate published nursing research for credibility and significance related to evidence-based practice. (POs 4 & 8)

Understanding Quantitative and Qualitative Research

In this week’s lessons, we explored the distinctions between quantitative and qualitative research designs, emphasizing their relevance in objectively addressing nursing challenges. It is crucial to identify the appropriate research type and design to achieve meaningful results. After completing the readings and lessons for Week 4, reflect on your insights regarding quantitative and qualitative research, highlighting two ways these methodologies differ.

Quantitative Research: This type of research yields quantifiable results that guide the implementation of evidence-based practices. As noted by Houser (2018), “The nature of nursing care involves helping others attain their health goals, many of which are defined by the individual, not the nurse.” Quantitative research is characterized by its impartiality, disregarding personal experiences or opinions.

Qualitative Research: In contrast, qualitative research centers on interpreting individual experiences, lacking measurable outcomes. According to Houser (2018), “The researcher establishes a relationship with the subject, and bias is considered an inherent part of the research process.”

NR 439 Week 4 Discussion: Designs

Exploring a Research Design Category

One category of study design that intrigues me is quasi-experimental research. This approach allows researchers to engage more actively with participants, testing various interventions directly. For instance, instead of relying solely on oral pain medications for patients experiencing pain, alternative therapies such as music and art therapy, hot or cold compresses, or massages could be utilized prior to administering oral pain relief.

Analyzing Article Findings

For the Week 3 assignment, I referenced an article categorized as a prospective cohort study. This research design necessitates careful planning of the study area in advance, with ongoing monitoring for a defined duration, including the use of a control group. The article substantiated my PICOT question: “In adult surgical patients, what are the effects of chlorhexidine gluconate (CHG) baths or wipes pre-op compared to not using CHG baths or wipes pre-op on surgical site infections within 30 days post-op?” Graling and Vasaly (2013) indicated, “The results indicated a statistically significant overall reduction of infection in the group that received a 2% CHG cloth bath before surgery.” This research provides valuable evidence for applying interventions aimed at preventing or minimizing surgical site infections among surgical patients. The design effectively supported the study by yielding unbiased and measurable outcomes.

References

Graling, P. R., & Vasaly, F. W. (2013). Effectiveness of 2% CHG cloth bathing for reducing surgical site infections. AORN Journal, 97(5), 547–551. https://doi.org/10.1016/j.aorn.2013.02.009

NR 439 Week 4 Discussion: Designs

Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Burlington, MA: Jones & Bartlett Learning.

NR 439 Week 3 Problem/PICOT/Evidence Search (PPE) Worksheet

Name

Chamberlain University

NR-439: RN Evidence-Based Practice

Prof. Name

Date

Problem/PICOT/Evidence Search (PPE) Worksheet

Name:
Date:

Problem Statement

Patient falls are among the most frequently reported adverse events during hospital stays, leading to injuries in approximately 30% of cases. The Centers for Medicare & Medicaid Services (CMS) have identified falls as a preventable healthcare-acquired condition. As the medical-surgical inpatient population continues to age, there is an increased risk of falls within this demographic (Godlock, Christiansen, & Feider, 2016). When a patient suffers a fall, the consequences can extend beyond physical harm to include emotional distress for the patient and their families, along with heightened financial burdens for healthcare facilities. Serious injuries from falls can lead to extended hospital stays, unplanned surgeries, and even fatalities (Williams, Szekendi, & Thomas, 2014). Consequently, it is crucial to implement effective fall risk assessments and prevention strategies. The primary goal of a fall prevention program is to minimize both the frequency and severity of patient falls while encouraging the highest level of patient independence possible (Schub & Karakashian, 2018). Establishing a fall prevention plan in collaboration with a patient safety team has been shown to reduce the fall rate from 1.90 to 0.69 falls per 1,000 occupied bed days (Godlock et al., 2016).

Clinical Nursing Practice Problem

In identifying a quality or safety clinical priority area, the nursing practice problem I have selected is the prevention of patient falls. This issue is critical because falls not only pose immediate physical risks to patients but also lead to longer-term emotional and psychological consequences. My rationale for prioritizing this problem stems from the significant impact that fall-related injuries have on patient outcomes and hospital resource utilization. Preventing falls is essential to enhance patient safety and promote a culture of care within healthcare facilities.

Clinical Nursing PICOT Question

Using the NR439 Guide for Writing PICOT Questions, the following PICOT question has been formulated:
Among adult inpatient medical/surgical patients (P), does performing a fall risk assessment and implementing a fall prevention plan (I) decrease the occurrence of falls in inpatient medical/surgical units (O) compared to previous fall rates where no fall prevention plan was implemented (C) over 6 months (T)?

Evidence Retrieval Process and Summary

In searching for evidence pertinent to the selected nursing practice problem, I utilized the Chamberlain College of Nursing library to locate relevant studies. The evidence discovered involved research conducted in inpatient settings that highlighted improvements in fall occurrences following the implementation of targeted interventions. I chose this evidence because it specifically addressed nursing interventions and nurse training’s role in enhancing patient outcomes. Furthermore, the studies were peer-reviewed and published in nursing journals within a five-year timeframe.

• Godlock, G., Christiansen, M., & Feider, L. (2016). Implementation of an Evidence-Based Patient Safety Team to Prevent Falls in Inpatient Medical Units. MEDSurg Nursing. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=112911528&site=eds-live&scope=site

• Schub, T., & Karakashian, A. (2018). Fall Prevention Plans: Implementing. CINAHL Nursing Guide. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nup&AN=T703871&site=eds-live&scope=site

NR 439 Week 3 Problem/PICOT/Evidence Search (PPE) Worksheet

• Williams, T., Szekendi, M., & Thomas, S. (2014). An Analysis of Patient Falls and Fall Prevention Programs Across Academic Medical Centers. Journal of Nursing Care Quality. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=mdc&AN=23842442&site=eds-live&scope=site

Implications of the Evidence

From the reviewed evidence, I learned that any intervention aimed at preventing falls is preferable to having no intervention at all. Various factors contribute to falls, including medications, diagnoses, and physical limitations; however, the consistent finding is that nursing interventions significantly reduce fall occurrences. Falls have severe implications for patients and can lead to substantial financial burdens for healthcare facilities, resulting in longer stays, unplanned surgeries, and even death (Williams et al., 2014). As highlighted by Godlock, Christiansen, and Feider (2016), a fall prevention plan developed in collaboration with a patient safety team can effectively lower fall rates significantly. Therefore, I believe the nursing evidence-based practice committee should prioritize their next research project on fall prevention strategies for inpatients.

Evidence Search Terms

1. Falls in inpatient facilities
2. Fall prevention
3. Fall risks in hospitals
4. Evidence-based study for fall prevention
5. Hospital fall rates

Evidence Search Strategies

• Full Text: Ensured access to complete articles.
• Selected Publication Dates: Limited search to articles published within the last 10 years.
• Academic or Scholarly (Peer-Reviewed) Journals: Focused on quality research.
• Selected Key Terms from PICOT Question: Utilized relevant keywords to refine searches.

References

Godlock, G., Christiansen, M., & Feider, L. (2016). Implementation of an Evidence-Based Patient Safety Team to Prevent Falls in Inpatient Medical Units. MEDSurg Nursing. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=112911528&site=eds-live&scope=site

Schub, T., & Karakashian, A. (2018). Fall Prevention Plans: Implementing. CINAHL Nursing Guide. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nup&AN=T703871&site=eds-live&scope=site

NR 439 Week 3 Problem/PICOT/Evidence Search (PPE) Worksheet

Williams, T., Szekendi, M., & Thomas, S. (2014). An Analysis of Patient Falls and Fall Prevention Programs Across Academic Medical Centers. Journal of Nursing Care Quality. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=mdc&AN=23842442&site=eds-live&scope=site

NR 439 Week 2 Discussion

Name

Chamberlain University

NR-439: RN Evidence-Based Practice

Prof. Name

Date

Week 2 Discussion Topic NR 439

Significant Nursing Clinical Issue

In my role on a telemetry step-down unit, I have observed a significant clinical challenge related to the multitude of alarms that sound throughout a typical workday. These alarms originate from various sources, including ventilators that may malfunction or become disconnected, call lights, bed alarms, and our recently implemented Avasys video monitors that monitor patients at high risk for falls. Additionally, alarms from IV pumps and the cardiac monitoring system contribute to a cacophony of sounds. The frequent activation of these alarms increases the risk of desensitization among nursing staff, potentially leading to delayed responses to critical alerts, which can adversely affect patient safety. To address this issue, our facility has trained specific team members to serve as monitor technicians dedicated to the continuous observation of patients’ cardiac rhythms.

According to Houser (2018), “Of primary importance to the selection of an approach is the nature of the research question” (p. 37). In developing my PICO(T) formatted clinical question, I have formulated the following inquiry:

PICO(T) Question:

• In the context of a telemetry unit with ongoing cardiac monitoring, how can we minimize non-actionable alarms and prevent unnecessary interventions for cardiac monitoring?

Literature Review

In reviewing the literature, I encountered an article by Mary Jahrsdoerfer titled “Case Study: Reducing Interruption Fatigue through Improved Alarm Support.” This article discusses a study conducted on various hospital floors where modifications were made to the telemetry systems. These adjustments were tailored to meet the specific clinical needs of individual patients. Furthermore, the study emphasized the importance of changing cardiac leads daily, accompanied by appropriate skin preparation, to prevent artifacts that could trigger superfluous alarms. The researchers implemented alarm settings focused on life-threatening arrhythmias, including asystole, ventricular tachycardia, ventricular fibrillation, extreme tachycardia, extreme bradycardia, apnea, and oxygen desaturation (Jahrsdoerfer, 2016, p. 111). The results indicated a notable reduction in alarm frequency, achieving a decrease of up to 25% by customizing alarm settings for each patient. This quasi-experimental study encompassed an analysis of an ICU unit, a progressive care unit, and two telemetry units, totaling 52 beds.

References

Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Sudbury, MA: Jones and Bartlett.

NR 439 Week 2 Discussion

Jahrsdoerfer, M. (2016). Reducing interruption fatigue through improved alarm support. Biomedical Instrumentation & Technology, 50(2), 109-113.

NR 439 Week 1 Discussion

Name

Chamberlain University

NR-439: RN Evidence-Based Practice

Prof. Name

Date

Week 1 Discussion Posts

Week 1 Discussion: Introduction to Evidence-based Practice (graded – 50 points)

 Assigned Readings

• Chapter 1: The Importance of Research as Evidence in Nursing
• Chapter 3: Ethical and Legal Considerations in Research

Purpose

The graded topics for this week align with the following Course Outcomes (COs):

• CO 3: Identify ethical issues common to research involving human subjects. (PO 6)
• CO 5: Recognize the role of research findings in evidence-based practice. (PO 7 & 8)

Discussion

In this week’s exploration of research and evidence-based practice (EBP), we reflect on our historical foundations. Upon reviewing the assigned readings and lesson, please address the following prompts:

• Analyze the evolution of research since the era of Florence Nightingale.
• Differentiate between research and EBP, and discuss how research underpins EBP in nursing.
• Identify a historical unethical breach in research practices, and explain how you would ensure the protection of study participants using a specific ethical or legal research guideline.

Florence Nightingale is recognized as the pioneer of nursing research, being the first to introduce scientific inquiry as a basis for nursing practice (Houser, 2018, p. 6). During the Crimean War, she meticulously collected evidence on soldiers’ health conditions through statistical methods, which significantly contributed to the establishment of nursing education within universities and ultimately led to the formation of the National Institute of Nursing Research. Nightingale’s efforts laid the groundwork for nursing practices aimed at improving health across various demographics through evidence-based methodologies (National Institute of Nursing Research [NINR], 2019).

The distinction between nursing research and evidence-based practice (EBP) is crucial. Research is defined as a structured process of inquiry that generates unbiased, reliable answers to questions regarding nursing practices (Houser, 2018, p. 5). In contrast, EBP involves integrating scientific evidence with clinical expertise, as well as considering patient values and preferences (Houser, 2018, p. 13). Nursing research serves as a foundational element that supports EBP, facilitating the incorporation of research findings into clinical decision-making, policies, and practice guidelines.

NR 439 Week 1 Discussion

A notable example of unethical research practices occurred when over 500 foster infants and children in New York City were used as subjects in clinical trials testing experimental AIDS medications and vaccines from 1985 to 2005, resulting in the tragic deaths of 80 children (Vera Institute of Justice Final Report, 2009). Investigations revealed that the NYC Child Services, acting as the legal guardians of these foster children, permitted agencies to conduct these trials in exchange for financial compensation. The exploitation of this vulnerable population, unable to provide consent, constituted a severe violation of their rights. As highlighted in the lesson and relevant laws, “no research can be conducted that could lead to death or disability” (Chamberlain College of Nursing [CCON], 2020). In response to how I would ensure participant care, it is imperative that each child had access to individual advocates to safeguard their interests, and that the study should have been terminated immediately upon any indication of harm or risk of death.

References

Chamberlain College of Nursing (CCON). (2020). NR-439 RN Evidence-Based Practice; Week 1: Introduction of Evidence-Based Practice [Online lesson]. Downers Grove, IL: DeVry Education Group.

Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Burlington, MA: Jones & Bartlett Learning.

National Institute of Nursing Research (NINR). (2019, December 19). Retrieved January 4, 2020, from https://www.nih.gov/about-nih/what-we-do/nih-almanac/national-institute-nursing-research-ninr.

NR 439 Week 1 Discussion

Vera Institute of Justice Final Report (2009). 80 NYC Foster Children Died in AIDS Drug Trials. (2016, September 13). Retrieved January 2, 2020, from https://ahrp.org/2009-commissioned-investigation-absolves-nyc-of-80-foster-children-deaths-in-aids-trials/.