Evidence-Based Practice and Case Analysis

Evidence-Based Practice and Case Analysis

Evidence-Based Practice - Analysis

Evidence-based practice involves "conscientious, explicit and judicious use of current best evidence" so that decision makers can make decisions grounded in scientific proof, factual information and theory (UTA, 2003). This means that nursing students engaged in evidence-based practice must rely on previous research and scientific findings to develop protocols for caring for patients that are most likely to result in a positive outcome.

Evidence-based practice is applicable to nursing practice as it enables customization of a nursing student or practitioners experience with forms of evidence that apply to specific health problems or situations being investigated. Evidence-based practice allows staff including nursing staff to develop methods of care and appropriate interventions that are based in whole or in part on evidence gathered to a specific point in time (Adams & Cook, 1998).

Evidence-based practice can be used in nursing to help nursing staff develop (1) effective methods of care, (2) design interventions that are evidence based that apply to a patients specific needs and can (3) enable better follow up care based on evidence-based results. Evaluating previous evidence enables nursing staff to make decisions grounded in evidence rather than theory, thus improving the likelihood of a positive patient outcome.

When in a nursing program, the best way to begin having an evidence-based practice includes reviewing previous cases and evidence regarding certain health situation. A nursing student should take great care to survey all available research regarding a particular case, condition or situation. From this evidence the student can draw conclusions that are most likely to lead to efficient care and a positive patient outcome.

Evidence-based practices start by requiring that nursing staff make decisions based on scientifically grounded research or evidence. In the classroom environment the student can use empirical or scientifically grounded research or evidence to base decisions on and to expand ones knowledge of certain procedures and processes. In a clinical setting, such as in a nursing home, a nursing student can apply empirical research to practice.

The nursing student can thus adopt methods of caring for nursing care patients that are based on previous research outlining the best protocols for caring not only for patients at large but also patients with specific conditions. For example, if a nursing student is caring for a patient with Alzheimer's in a clinical care setting, that student should base their methods and delivery of care based on research previously uncovered about addressing the needs of Alzheimer's patients.

Techniques should be used that are proven to work and result in a positive patient outcomes. Nursing students have a tremendous role in advancing evidence-based practice within the profession of nursing. Every patient interaction a nurse has holds the potential for future learning. Every interaction and treatment a student adopts, whether successful or unsuccessful, holds potential for the future. Is successful, the methods and procedures adopted can be used for future care. If not successful, the evidence gathered from a specific encounter with a patient is still vital because it provides important information about what techniques or methods may not work in a future setting.

Predictive accuracy of the HESI exit exam -- Article 1

In this research study the authors propose that schools of nursing must have valid and reliable measures for predicting licensure success. The goal of the research is to assess whether testing will enable a higher pass rate for first time students taking licensure exams. The goals is also to develop programs that will promote a higher level of passing than failure and to develop methods for screening students that are more likely to fail licensure exams the first time around.

Such measures (such as testing prior to licensure examination) according to the authors might provide benchmarking allowing "early remediation to improve pass rates" and would help promote the success of licensing among nursing students. document all components of the research process including identifying their sample size, collecting aggregate data from tests administered previously, using questionnaires mailed to schools participating in the exam in the past and defining students and probability scores for purposes of the study.

The researchers attempt to answer the question whether the HESI Exist Exam and trade will accurately predict student's success on two licensure exams, the NCLEX-RN and the NCLEX-PN. To do this the authors propose replicating a study in the past that used a larger sample size and comparing their data to previous studies. The researchers find that their data supports earlier findings suggesting the E2 a predictive measure of student success in the long-term.

The specific recommendations for practice include implementing remediation programs immediately if students receive low scores on the test, which predict failure in licensing. The authors recommend the E2 exam be used as a benchmark that licensure programs can use to develop remediation programs most likely to enable students to be successful during their first time try for licensing.

The recommendations are valid because they are backed by previous research, which also supports use of E2 to identify students in need of remediation programs to ensure they pass licensure exams. The researchers also use evidence-based practice to base their pilot study on. In this case the researchers are relying on previous scientifically grounded research that suggests that use of the E2 is successful for identifying nursing students least likely to pass licensure exams. This is just one of many examples where the authors use evidence-based practice to base their pilot study and assumptions on.

The population of students this study applies to includes first time nursing students attempting to pass licensure exams, as this is the population examined by the researchers in the pilot and previous studies. The study is limited in that it does not examine the success rates or predictive value of the tests for students that are not first time students. For all intents and purposes tough, the study sample included in the population study is likely representative of most first time and secondary nursing students. The authors base their sample criteria and selection on evidence from a previous study, suggesting that this information can be applied to a more general population.