Evidence-Based Practice in Nursing

Introduction

Nurse practitioners (NPs) are skilled professionals who apply different concepts, ideas, and theories in their clinical settings to meet their patients’ health needs. One of the common specialties is that of a family nurse practitioner (FNP). Such a practitioner will offer quality health support to patients, diagnose diseases, prescribe medicines, and conduct medical exams. These professionals can operate their private clinics. This discussion describes the importance of evidence-based projects in nursing.

Importance of Evidence-Based Projects

Healthcare professionals should be ready to complete various research projects. Evidence-based studies are undertaken to develop new concepts and that can be used to improve patient care. Such projects should be informed by the changes experienced in healthcare. Clinical questions or issues should be used as guidelines whenever pursuing such projects (Hande, Williams, Robbins, Kennedy, & Christenbery, 2017). These projects empower practitioners to assess existing clinical guidelines and present new insights into nursing. The findings are also applied in medical practice. Additionally, evidence-based projects present powerful concepts and theoretical arguments that can improve the effectiveness of nursing as a profession.

Developing an Evidence-Based Project: Illustration

NPS can use different models to develop evidence-based projects. One of the common models used by clinicians has five unique steps. The first phase is proposing an appropriate clinical question. The second step is finding adequate data or information to answer the question (Mackey & Bassendowski, 2017). This is followed by a critical appraisal of the evidence. The fourth step is integrating the appraised information with every existing expertise or knowledge. The final stage is evaluating the validity of the project. The model is illustrated in the figure below.

 A model for developing an evidence-based project.
Fig 1: A model for developing an evidence-based project.

Specialty Track

The selected specialty track is that of an FNP. This professional can offer quality primary support to patients in a family setting (Payne & Steakley, 2015). FNPs possess numerous competencies that can be used to diagnose illnesses, prescribe drugs, and empower patients. I have selected this area of study because it resonates with my professional aims and objectives. My goal is to become a skilled FNP who offers personalized, culturally competent, and timely services to patients in their respective families. The specialty will also empower me to realize my potential.

Area of Interest

Evidence-Based Project

The selected area of interest is that of evidence-based practice. This area focuses on processes that make it possible for health professionals to assess research or medical information based on quality observations and findings (Campo et al., 2016). The acquired ideas and results are then implemented in nursing practice.

Aspects of the Concept

Several issues are known about evidence-based projects. The first one is that such projects deliver quality concepts and findings that can transform nursing practice. The area also encourages nurses to think critically and apply emerging evidence judiciously (Solheim, 2016). The concept examines both external and internal influences on health practice. Scientific findings are usually integrated with current evidence or knowledge.

Themes, Facts, and Ideas

EBP is a powerful approach that is used to make decisions in clinical practice. The method should be supported using an effective model. Mackey and Bassendowski (2017) argue that the approach must be pursued using a scientific inquiry. Three areas should be considered to come up with EBP concepts or theories. These include clinical expertise, patient preferences or values, and quality research evidence (Solheim, 2016). The method empowers practitioners to solve administrative or clinical practice challenges. EBP initiatives have become common in an attempt to improve health care delivery.

Recommendation: Internal and External Factors

The proposed change focuses on the ability of FNPs to undertake numerous EBP projects to improve their philosophies. This recommendation can be realized by engaging in lifelong learning, completing numerous research studies, and interacting with other practitioners. The move will widen the competencies of FNPs and make them skilled providers of quality patient care. This change can be influenced by certain internal factors such as teamwork, collaboration, and effective communication. Leaders should also support their followers to implement the recommendation efficiently. Ineffective leadership and communication will affect the proposed change negatively (Campo et al., 2016). External factors include emerging findings in clinical practice, regulations in nursing, and concepts presented by different health organizations. FNPs should focus on such factors to ensure their evidence-based projects are completed successfully.

AACN Master’s Essentials

An evidence-based project will address some of the AACN Master’s Essentials. The third essential is “Quality Improvement and Safety”. This area can empower nurses to become change agents and acquire new insights and concepts that can be applied to improve patient outcomes (American Association of Colleges of Nursing., n.d.). The second essential that is addressed by the topic is “Translating and Integrating Scholarship into Practice”. According to the essential, practitioners should exhibit powerful questioning approaches to improve their philosophies. Such projects will ensure the expertise of every nurse is widened.

Conclusion

Evidence-based projects present new ideas that can guide and empower future researchers to address various issues in healthcare. The EBP concept is critical since it supports most of the AACN Master’s Essentials. FNPs can embrace the idea to widen their competencies and improve the quality and nature of health services available to their patients.

References

American Association of Colleges of Nursing. (n.d.). Web.

Campo, T. M., Carman, M. J., Evans, D., Hoyt, K. S., Kincaid, K., Ramirez, E. G., … Weltge, A. (2016). Standards of practice for emergency nurse practitioners. Advanced Emergency Nursing Journal, 38(4), 255-258. Web.

Hande, K., Williams, C. T., Robbins, H. M., Kennedy, B. B., & Christenbery, T. (2017). Leveling evidence-based practice across the nursing curriculum. The Journal for Nurse Practitioners, 13(1), e17-e22.

Mackey, A., & Bassendowski, S. (2017). The history and evidence-based practice in nursing education and practice. Journal of Professional Nursing, 33(1), 51-55. Web.

Payne, R., & Steakley, B. (2015). Establishing a primary nursing model of care. Nursing Management, 46(12), 11-13. Web.

Solheim, J. (2016). Emergency nursing: The profession, the pathway, the practice. Indianapolis, IN: Sigma Theta Tau International.

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