Nursing Evidence Centered Practice

Introduction
Research substantiates that patient results are enhanced when the nurses practice in way that is based on evidence. Delineated as a method for resolving issues faced in medical care that integrates the meticulous use of prevailing best practice adopted from scientific studies, the specialty together with patient ideals and predilections of a clinician, evidence-centered practice has been demonstrated to augment patient safety, enhance clinical results, decrease healthcare expenses and also diminish variation in patient results. The significance and implementation of EBP is authenticated. Nonetheless, obstacles to extensive use of prevailing research evidence in nursing are present, comprising of the articulacy and acquaintance level of clinical nurses (Black et al., 2015).
Summary of Key Points of the Article
The main objective of the article was to assess the impact of a research training program on the knowledge, attitudes, and practices of the clinician associated to research as well as evidence-based practice (EBP). According to the article, nurses have pinpointed personal and organizational obstacles to research use. Personal barriers consist of the lack of knowledge regarding the research process and the manner in which to assess research studies, lack of cognizance of research and the feeling of the lack of power and authority to alter practice. On the other hand, organizational barriers comprise of the inadequate time to carry out new ideas, lack of accessibility to research and the lack of insight of accessible learning components linked to research. Moreover, in accordance to Black et al. (2015), research shows that the most significant factor associated to the EBP for nurses is the support and backing from their employing institutions to utilize and conduct research.
There continues to be a perceptible lack of thorough intervention studies that lay emphasis on pinpointing organizational obstacles to enhance the engagement of nurses in EBP. A mixed approach design was employed to examine a research training intervention with point-of-care clinicians within an urban health organization set in Canada. Subjects finished the Knowledge, Attitudes, and Practice Survey. Outcome of the study indicated that there was a statistically significant improvement in the knowledge of research and capability. The article shows that providing research training prospects to point-of-care clinicians is an auspicious approach for healthcare organizations that endeavor to promote EBP, provide empowerment to clinicians, and display brilliance in clinical research (Black et al., 2015).
Steps Taken by Nursing to Develop and Implement EBP
Evidence-based practice is one way of maintaining the knowledge of nurses up-to-date, improving clinical judgement, and improving the prevailing provider-client process of making decisions. There is a list of the steps taken by nursing to develop and implement an EBP. The first step encompasses asking a clinical guiding question usually organized in the form of PICOT. The second step is to search and look for the best evidence by choosing the resources most likely to answer the kind of question being asked. The third step is to critically assess the evidence examining its strengths and weaknesses as well as the reliability, validity, and applicability. The fourth phase encompasses the integration of the evidence the clinical expertise thus far gathered. However, prior to integration, it is imperative to take into account other aspects that go past applicability, for instance biological, epidemiological and socio-economic issues. The following phase include the evaluation of the results of the EBP practice decision and then lastly disseminating the outcomes to colleagues within the healthcare organization and beyond (University of Saint Mary, 2017).
Application of the Learned Information to a Practice Setting
The information obtained from the article can without a doubt be applied to a practice setting. In the present day, clinicians and their healthcare organizations as a whole can no longer afford for EBP to continue being solely a concept but ought to rather be incessantly implemented. The use of the training program outlined by Black et al. (2015) is a suitable initiative that guarantees to facilitate evidence-based practice for point-of-care clinicians not only by accentuating the significance of research in clinical practice, but also give them empowerment to take a leading role. In particular, the research training program shows that a fruitful and efficacious model for improving EBP while firming up academic-practice affiliation and generating professional development prospects for point-of-care nurses. Support for these kinds of programs accentuates the significance and value accredited to research and EBP, which might assist brand a healthcare organization as one with a robust research philosophy that entices and maintains the ideal and liveliest clinicians.
Conclusion
In conclusion, evidence-based practice is a problem-solving method to patient care and assimilates the best evidence from studies that are well-designed with the expertise of the clinicians, patient examinations, patients’ individual preferences, results in better and safer care, improved results and decreased health care costs. EBP has been demonstrated to enhance patient care and results. Pioneering approaches are necessitated to overcome personal and organizational barriers to EBP. The article shows that providing research training chances to point-of-care nurses is a promising approach for healthcare organizations endeavoring to promote EBP, empowering nurses and presenting distinction in clinical research. There continues to be obstacles to prevalent utilization of prevailing research evidence in nursing, which encompasses the articulacy and knowledge of nurses in the clinical setting. This indicates the significant need for research training programs for nurses at the point-of-care to facilitate better care that is rendered and delivered to patients in the health care setting.



References
Black, A. T., Balneaves, L. G., Garossino, C., Puyat, J. H., & Qian, H. (2015). Promoting evidence-based practice through a research training program for point-of-care clinicians. The Journal of nursing administration, 45(1), 14.
University of Saint Mary. (2017). 6 Steps of The Evidence-Based Practice Process. Retrieved from: https://online.stmary.edu/msn/resources/evidence-based-practice-for-the-busy-nurse-practitioner
Wallis, L. (2012). Barriers to implementing evidence-based practice remain high for US nurses. AJN The American Journal of Nursing, 112(12), 15.