PLEASE REPLY WITH SUPPORTED SOURCE DON’T CRITQUIE OR RESPOND WITH THEIR ANSWER USE CITED INFORMATION FROM LAST FIVE YEARS
Markee
It is essential that every provider takes the time to decide that they want to practice in a way that is congruent with evidence based practice (EBP). When EBP is followed it results in a higher quality of care being provided and reduced costs (Singleton, 2017). It seems that this clearly justifies why EBP should be the standard everywhere, but sadly it is not. While nearing the end of school, grad students can be hyper-aware of this because we are completing assignments concerning EBP and then see direct contradictions while in the clinical setting. I often find that providers have sometimes not kept up with current EBP and this causes them to continue to give care that is no longer best or appropriate. In order to avoid this situation there has to be the dedication to education and that learning does not cease at graduation. Subscribing to credible journals and attending conferences are two of many ways that providers and keep up with new EBP.
There are many databases available to search that are full of valuable articles, but sometimes finding these articles can be difficult. This course’s text makes the suggestion that there are three search strategies that should be used when searching a database. First keywords from your PICOT question should be used, then subject headings, and lastly the title (Melnyk & Fineout-Overholt, 2019). This requires a provider to ideally have identified their population and intervention to successfully navigate the database. I believe this PICOT question is a mindset that could be used by providers throughout their practice to continually look at specific populations and to question if a certain care or intervention provided is in their best interest.
Reference
Melynk, B., & Fineout-Overholt, E. (2019). Evidence-based practice in healthcare and healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer Health.
Singleton, J. K. (2017). Evidence-Based Practice Beliefs and Implementation in Doctor of Nursing Practice Students. Worldviews on Evidence-Based Nursing, 14(5), 412–418. https://doi-org.arbor.idm.oclc.org/10.1111/wvn.12228
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Sabrina
Reviewing and appraising evidence to utilize in clinical practice is vital for healthy outcomes. Horntvedt, Nordsteien, Fermann, & Severinsson (2018) wrote to ensure patient safety, evidence-based practice (EBP) is essential to incorporate into the setting (p. 1). PICOT has been the foundation of my education that started in nursing school; it continues to remain a focus to use in practice. The practitioner should be familiar with recommendations, and the evidence that created it, to use in practice. Last week’s folder contained a link to the American Academy of Family Physicians (AAFP) web page. There is a section named Practicing Evidence Based Medicine. There are four links that I added to my Bookmarks page. There are two strategies to highlight that include how to find clinical information quickly at the point of care and a simple method for evaluation of the clinical literature (AAFP, 2020).
The first link, on how to find clinical information, puts the clinician on the spot and asks what do you do? There are four situations and the fourth answer lead you to evidence-based practice in under a minute. The scenario gives step-by-step instructions on how to look up information from databases such as Dynamed or Epocrates (subscription needed for both), typing words in the search boxes, and how to use shortcuts (hot keys). Lastly, the clinician can save bookmarks to Google’s iPortal; this way, the bookmark may be accessed from any computer. Strategies are important to access rapidly in practice. Dynamed and Epocrates cost money to access; it would be helpful to know if the employer pays for these databases or would consider purchasing for up-to-date access in current medicine.
Another strategy could be done by participating in continuing education units and nurse practitioner conferences. Reaching out to former, current, and new peers may lead to other reliable references that are evidence-based. The textbook gives out some great strategies when searching for evidence. Figure 3.1 and Table 3.1 offer strategies for practitioners to look up and obtain information. The table is split into columns: “source of external evidence”, “type and application”, and “access and cost” (Melnyk and Fineout-Overholt, 2019 p.89). Some free sources are PubMed, Clinical Trials.gov, and National Institute for Health and Care Excellence Evidence Search. Knowing how to obtain sources and practicing them now will help practitioners access evidence more efficiently out in the field.
Reference:
American Academy Family Physicians. (2020). Evidence-based medicine. Retrieved from
https://www.aafp.org/fpm/topicModules/viewTopicModule.htm?topicModuleId=40#1
Horntvedt, M.-E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for
teaching evidence-based practice in nursing education: a thematic literature review. BMC
Medical Education, 18(1), 172. https://doi-org.arbor.idm.oclc.org/10.1186/s12909-018-
1278-z
Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing &
healthcare: A guide to best practice (4th ed.) [PDF]. Philadelphia: Lippincott Williams & Wilkins.
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| / Response posts | Points:
4 (25.00%) Includes all the elements of the assignment in a graduate level, academic format. |
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1 (6.25%) Has significant errors or noticeable deficiencies. |
| Integration | Points:
4 (25.00%) Incorporates significant discussion of how this assignment integrates with nursing practice. |
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3 (18.75%) Includes most of the elements with very few errors or very minimal deficiencies. |
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2 (12.50%) Includes errors or some missing or deficient parts about how to integrate new information with nursing practice. |
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1 (6.25%) The work provides no understanding or reflective thought about the topic. |
| Critical Thinking | Points:
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3 (18.75%) Includes most of the elements with very few errors or very minimal deficiencies but lacks information about application to knowledge development. |
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2 (12.50%) Includes errors or some missing or deficient parts especially about advancing knowledge of nursing role. |
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1 (6.25%) Information presented in a disjointed, unpolished style, not at graduate level. |
| Professional Communication | Points:
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