Evidence Based Practice A New Perception

A New Perception of Evidence-Based Practice

Abstract

Three possible outcomes are expected whenever a clinical practice is conducted: correct results, representation of a random variation, or results influenced by systematic errors. Numerous factors can influence these errors; for instance, random errors might be due to play of chance, while systematic biases might be due to inadequate research or analysis (Al-Jundi, 2017). The study has depicted that biased results contribute up to 60% of the actual effect of the healthcare intervention, which could mislead healthcare decision-making. Therefore, critical appraisal is the process of being keen while examining the research evidence to determine the degree of its trustworthiness and its relevance to that particular context. Thus it is used to determine whether the clinical research evidence is free from biases and relevant to the patient.

Purpose

Evidence-based practice (EBP) integrates personal clinical expertise through the knowledge they had gained from the best available evidence from systematic research and patients' values that influence the decision-making process for their patient care (Al-Jundi, 2017). Therefore, this essay aims to provide a comprehensive and simple process for assessing the credibility of the article "Changes in nursing students' perceptions of research and evidence-based practice after completing a research course" and their contribution to clinical practice.

Methods

Besides, based on the results presented by the article, the critical appraisal is accurate as the students were enrolled in the research process to develop a foundation for developing evidence-based practice skills. Students were enrolled in their lectures and assigned discussion groups, and at the end of the session, they were given exams to test their credibility (Keib et al., 2017). Besides the assessment, a group paper and postal presentation tested students' ability to apply the objectives, skills, and knowledge while conducting their research. The course ensured that students were well equipped to face reality. Towards the end of the session, they were required to create a poster about their EBP project and present it to their faculties. During the presentations, they were to spend five minutes for the presentation and three minutes answering the faculty questions to ensure they were well prepared for the profession. Also, the assessors of the presentation were to pay more attention to ensure they could ascertain the authors of the presentation adequately described their data collection method. All outcomes were to be referenced to ensure validity, and if it was from self-observation, it was supposed to be verified to guarantee maximum credibility.

Study design

Furthermore, there was randomization of the participant during a group work presentation, which aided in balancing the known and unknown prognostic factors. This helps minimize the probability of treatment differences and maximize the treatment effects' attribution. The main aim of this practice was to ensure the similarity of intervention groups in all aspects except when receiving the treatment being tested. Thus students were to showcase their confidence in conducting research and EBP surveys using instruments created by Bandura's Social Cognitive Theory (Keib et al., 2017). The instrument contained demographic items to assess the student's gender, age, ethnicity, GPA, previous experiences, and degrees. Furthermore, the research and EBP perceptions were to determine the importance and usefulness of the research and how students will use the research and EBP in their future practices.

Data analysis

All the information was fed into Microsoft Excel to conduct the data analysis, and analyses were performed on the IBM. To ensure the validity of the data, an introductory level of a = 0.05 was applied to depict the statistical significance, and any result of p < 0.05 was considered genuine (Keib et al., 2017). However, the major thing to consider in the analysis is whether the research was performed per the EBP principle to preserve the benefit of randomization. This led to the discovery that increasing student exposure to study will increase their research confidence. This is so because the applicant gains more practice and skills as they will be maximizing the literature and research processes they learned. This is beneficial to their career as they will apply their research skills in their future practices.

Major findings

Therefore, incorporating EBP concepts into the nursing curriculum is the best decision since it helps improves students understanding of the EBP, which is essential when conducting their research. The EBP allows students to apply their knowledge which influences their research skills and thus boosts their confidence. This enhances their speed of completing tasks since more skilled people will be more confident doing their practices (Keib et al., 2017). This incorporated EBP into the curriculum since it helps improve the students' perception of the knowledge they learn and influence their attitudes toward EBP. The study was impactful to students, and after completing their studies, some attested that EBP would play a major role in their future practices. Therefore, this concept has enabled students to develop critical and analytic thinking skills. Besides, it should be incorporated in all nursing institutions because it builds students' confidence while conducting research.