Nursing Education Track Evidence Based Practice

Evidence-Based Practice in Nursing Education Track
Rubin (2009) defines evidence based practice (EBP) as “a process in which practitioners use the most rigorous scientific research evidence available as an important part of the basis for making practice decisions” (12). The process of EBP, as Rubin (2009) further points out, comprises of 5 steps. The first step comprises of formulating a question. On this front, a question that must be answered by evidence is formulated. The question in this case could relate to a practice decision to be made. The next step involves searching for evidence. As Rubin observes, this could involve the utilization of literature databases or search engines to unearth the relevant information relating to the search term in question. Third, we have the critical appraisal of evidence. On this front, one ought to determine not only the applicability, but also the validity and reliability of the sources of information accessed. This is more so the case given that as Rubin (2009) observes, “not all research studies are equally rigorous” (14). As a matter of fact, the author is of the opinion that imagining a research vigor continuum, on the one extreme we would have studies that are relatively strong and clinically relevant. On the other end, however, would be studies that are fundamentally flawed. Fourth, we have the selection and implementation of the intervention. In essence, this step has got to do with the application of the results in clinical practice. The choice of policy, program, or intervention to be implemented should ideally be influenced by the result of appraisal in the third stage highlighted above (Rubin, 2009). Lastly, we have the evaluation of outcome. Key considerations in this case, therefore, include whether or not the expected outcomes were achieved and how improvements could be made going forward.
The relevance of EBP in nursing practice cannot be overstated. This is more so the case given that in addition to ensuring that the knowledge of nurses is kept up-to-date (via the elimination of ineffective or obsolete practices), it comes in handy in the further enhancement of clinical judgment. Towards this end, therefore, it is also important to note that the EBP interventions that healthcare practitioners acquaint themselves with play a huge role in the further enhancement of patient outcomes and could also help in the minimization of costs.
My selected specialty track is nursing education. I selected this specific professional track on the basis of not only what I enjoy the most, but also on the basis of my unique strengths. With regard to what I enjoy the most, I took into consideration what energizes me most in my work. On this front, it is important to note that I happen to be very much interested in making a positive and meaningful impact on the nursing profession. Towards this end, I would like to follow in the footsteps of the likes of Virginia Avenel Henderson whose influence and contribution to nursing education, research as well as practice continues to be felt to this day. It is also important to note that my unique strengths lie in superior listening and excellent communication skills. I have also been described as friendly and approachable.
In relation to my future specialty advanced area of practice, I have an interest in geriatric nursing. Towards this end, I would be providing care for elderly and aging adults. For this reason, the relevance of further enhancing my understanding of the various special needs of senior citizens cannot be overstated. It is important to note that “lack of interest in care for older people in general, lack of gerontology-related competencies within curricula, and a negative image of gerontological care” has in the past been cited “as the most frequently-encountered barriers to incorporating gerontological care aspects into curricula” (Deschodt, Casterle, and Milisen, 2010, p. 147). I intend to champion meaningful changes on this front via mentorship and deliberate attempts to debunk myths associated with geriatric nursing.

References
Deschodt, M., Casterle, B.D. & Milisen, K. (2010). Gerontological Care in Nursing Education Programs. J Adv Nurs., 66(1), 139-148.
Rubin, A. (2009). Statistics for Evidence-Based Practice and Evaluation (2nd ed.). Belmont, CA: Cengage Learning.