This paper examines evidence-based practice (EBP) as defined by Rubin (2009), outlining its five-step process: formulating a question, searching for evidence, critically appraising sources, selecting and implementing an intervention, and evaluating outcomes. The paper discusses the importance of EBP in keeping nursing knowledge current and improving patient outcomes. The author then connects these principles to their chosen specialty track of nursing education, drawing inspiration from nursing theorist Virginia Henderson, and identifies geriatric nursing as their intended advanced practice focus. Barriers to incorporating gerontological content into nursing curricula are acknowledged, along with the author's intent to address them through mentorship and myth-busting.
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" (p. 12). EBP is an essential framework for nursing professionals, guiding clinical decision-making by grounding it in verified, current research rather than tradition or habit alone.
As Rubin (2009) points out, the process of EBP comprises five steps. The first step involves formulating a question — specifically, a question that must be answered by evidence and that typically relates to a practice decision to be made.
The second step involves searching for evidence. This may include using literature databases or search engines to unearth relevant information related to the search term in question.
Third is the critical appraisal of evidence. At this stage, one must determine not only the applicability, but also the validity and reliability of the sources accessed. This is particularly important because, as Rubin (2009) observes, "not all research studies are equally rigorous" (p. 14). The author suggests imagining a research rigor continuum: on one end are studies that are relatively strong and clinically relevant, while on the other end are studies that are fundamentally flawed.
Fourth is the selection and implementation of the intervention. This step concerns the application of research results in clinical practice. The choice of policy, program, or intervention to be implemented should ideally be informed by the appraisal conducted in the third step (Rubin, 2009).
The fifth and final step is the evaluation of outcomes. Key considerations at this stage include whether the expected outcomes were achieved and how improvements can be made going forward.
The relevance of EBP in nursing practice cannot be overstated. In addition to ensuring that nurses' knowledge remains current — through the elimination of ineffective or obsolete practices — EBP supports the further development of clinical judgment. The EBP interventions that healthcare practitioners adopt also play a significant role in improving patient outcomes and can contribute to cost minimization.
My selected specialty track is nursing education. I chose this track based on both what I enjoy most and my unique strengths. With regard to what I enjoy most, I considered what energizes me in my work. I am deeply interested in making a positive and meaningful impact on the nursing profession. Towards this end, I would like to follow in the footsteps of nursing theorists such as Virginia Avenel Henderson, whose influence and contributions to nursing education, research, and practice continue to be felt today.
My unique strengths include superior listening skills and excellent communication abilities. I have also been described as friendly and approachable — qualities that are well suited to an educational role in which building rapport with students and colleagues is essential.
"Focus on geriatric care and curriculum barriers"
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