Professional Documents
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Chapter 2 Nursing Research
Chapter 2 Nursing Research
NURSING PRACTICE
NURSING PRACTICE
Learning Outcomes:
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NURSING PRACTICE
Learning Outcomes:
NURSING PRACTICE
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NURSING PRACTICE
Evidence-based Practice
NURSING PRACTICE
Evidence-based Practice
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NURSING PRACTICE
Evidence-based Practice
NURSING PRACTICE
Evidence-based Practice
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Evidence-based Practice
NURSING PRACTICE
Evidence-based Practice: Five (5) Key Steps
1. Formulation of a clinical
question;
2. Gathering the best evidence to
answer the clinical question;
3. Critical appraisal of the best
evidence or research based
information;
4. Integration of the evidence with
the nurse own expertise,
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Evidence-based Practice: Five (5) Key Steps
assessment of patients
condition, available resources
and patients preferences and
values to implement a clinical
decision;
5. Evaluation of the practice
change, as a result of
implementing the evidence.
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PICOT Format
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P Patient Population
It is necessary to have a
clear description of the
patient population and
setting retrieve the most
relevant evidence;
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I Intervention of Interest
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C Comparison Intervention
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O - Outcome
Specific identification of
the outcome variable
facilitates the search for
evidence that has
investigated the same
outcome;
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T Time Target
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Evidence-based Practice
Remember: it is common
for nurses to implement
change fail to evaluate the
effectiveness based on
evidence but of that
change.
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Evidence-based Practice
Evaluation of practice
change is paramount in
order to determine how a
particular treatment worked
or the effectiveness of
clinical decision.
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Evidence-based Practice
NURSING PRACTICE
Evidence-based Practice
NURSING PRACTICE
Evidence-based Practice
NURSING PRACTICE
Evidence-based Practice
Opinions of respected
authorities based on clinical
experiences, descriptive
studies or report of experts.
NURSING PRACTICE
The
NURSING PRACTICE
The
NURSING PRACTICE
The
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The
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The
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The
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The
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The
Issued by DOH,
mandating all hospital to
implement the four (4)
steps of newborn care
time-bound intervention to
lessen neonatal deaths.
WHO-DOH.doc
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The
As a result of systematic
reviews, the best practice
and better ways to achieve
nursing goals in its
operational, clinical and
financial perspective can
be improved.
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The
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The
Similar to benchmarking
which supports and
promotes continual quality
improvement and helps
nurses remain steadfast
and competitive in the
health care market.
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The
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The
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Characteristics Evidence-based Practice in Nursing
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Characteristics Evidence-based Practice in Nursing
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Characteristics Evidence-based Practice in Nursing
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Characteristics Evidence-based Practice in Nursing
NURSING PRACTICE
Research Utilization (RU) & Evidence-based Practice
RU is the process of
synthesizing, disseminating,
and using research-generated
knowledge into the nurse
clinical practice.
RU facilitates the transfer of
innovation and purposive
application of research findings
to the current nursing practice
(Polit & Beck, 2008)
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Research Utilization (RU) & Evidence-based Practice
RU is often used
interchangeably with
evidence-based practice
since research utilization is
but a part of evidence-based
practice
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Research Utilization (RU) & Evidence-based Practice
DISSEMINATION is a
part of RU, is the process
of knowledge transfer. It
includes consideration of
what, when, and how of
moving ideas and
information from the
source(s).
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Research Utilization (RU) & Evidence-based Practice
NURSING PRACTICE
Research Utilization (RU) & Evidence-based Practice
Knowledge and
interventions produced by
nursing research remain
untapped due to
researchers limited
resources and lack of
identified utilization goals
and targets.
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Research Utilization (RU) & Evidence-based Practice
Purpose of research is to
confirm current practice or to
change it.
The process of
understanding and applying
research findings into
practice usually takes years,
decades, or even
generations.
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Research Utilization (RU) & Evidence-based Practice
It is necessary to move
carefully, new research output
needs to evaluated, replicated
and refined.
The change process is
evaluated, not by a rigorous
review and refinement, but the
gap between the research
community and the standard of
practice.
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Research Utilization (RU) & Evidence-based Practice
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Research Utilization (RU) & Evidence-based Practice
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Research Utilization (RU) & Evidence-based Practice
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Guide to Evidence-based Practice in Nursing
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Guide to Evidence-based Practice in Nursing
Common elements of
these models which
include: synthesis of
evidence, implementation,
evaluation of impact on
patient care, and
consideration of the
context/setting in which
evidence is implemented.
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Guide to Evidence-based Practice in Nursing
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Guide to Evidence-based Practice in Nursing
Evidence-based
Multidisciplinary Practice Model
(Goode & Peidalue, 1999)
Model for Change to Evidencebased Practice (Rosswurm &
Larrabee, 1999)
Center for Advanced Nursing
Practice Model (Soukup, 2000)
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STETLER MODEL
Presents a structure for using
the research outcomes and
suggests a vehicle for changing
policies and procedures.
Nurse practitioner, educators,
and policymakers, make a
summary of research done and
use it to influence educational
programs, make practice
decision, and policies.
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STETLER MODEL
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STETLER MODEL: Preparation
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STETLER MODEL: Preparation
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STETLER MODEL: Validation
A key consideration in
validation is to determine
whether the information is
applicable and relevant to
the current needs and
problems of the nursing
profession.
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STETLER MODEL: Comparative Evaluation
A review of findings of
similar studies.
The end result of the
comparative evaluation is to
make a decision about using
the study findings for
practical purposes
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STETLER MODEL: Decision Making
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STETLER MODEL: Translation/Application
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STETLER MODEL: Evaluation
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STETLER MODEL: Evaluation
Identifying validated
research findings and
utilizing the model,
possible administrative
policies could be
designed to address the
needs and problems of
the nurse practitioner.
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IOWA MODEL
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IOWA MODEL
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IOWA MODEL: Knowledge-focused triggers
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IOWA MODEL: Knowledge-focused triggers
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IOWA MODEL: Problem-focused triggers
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IOWA MODEL: Three Critical Decision Points
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Rogers Theory of Diffusion Model
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Rogers Theory of Diffusion Model
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Rogers Theory of Diffusion Model
Diffusion of Innovations
theory by Rogers includes five
stage process:
1.
2.
3.
4.
5.
Knowledge Stage
Persuasion Stage
Decision Stage
Implementation Stage
Confirmation Stage
K-P DIC Process
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Rogers Theory of Diffusion Model: Knowledge Stage
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Rogers Theory of Diffusion Model: Persuasion Stage
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Rogers Theory of Diffusion Model: Decision Stage
A choice is made to
adopt or reject the
innovation
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Rogers Theory of Diffusion Model: Implementation Stage
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Rogers Theory of Diffusion Model: Confirmation Stage
Nurses seeks
reinforcement of their
decision leading to either
a continuance of the
adoption of the evidence
or its rejection.
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Rogers Theory of Diffusion Model
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Ottawa Model of Research
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Ottawa Model of Research
1. Practice environment
2. Potential research use
3. Evidenced based
innovations
4. Strategies to apply
innovations
5. Use of evidence
6. Health and other
outcomes
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Evidence Based Model
Similar to Rogers theory
of diffusion of innovation
Involves comprehensive
information on certain
issues and weighing
pieces of evidence in
relation to literature
reviewed as basis to draw
conclusion
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Evidence Based Model
Nurses to get the best from
research findings, they must
take into account much of
the evidences possible,
organized and synthesized
in a rigorous manner geared
towards making accurate
decisions for safe and
effective patient care.
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