Overview of Selected Evidenced-Based Practice Project Paper Example

Introduction

Evidence-Based Practice looks deeper into the research findings, quality improvement information and other kinds of data analysis and evaluation to give a conclusive opinion that identifies the best methods of improvement (Babcock & Thonus, 2018). Conversely, nursing research is the generation of new information or knowledge about an existing or new phenomenon, and validating the current data and is built to avoid bias in the medical field. EBP is used to fill the gaps between the research underway and the practice or research gap. The nurse leader plays a valuable role in EBP today by being a skilled motivator, mentor and a champion for change.

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According to Babcock & Thonus (2018), nurses in leadership positions have the opportunities to lead, manage, advise, advocate and change. With the in-depth knowledge base, interpersonal skills, professional skills, and administrative qualities the nurse executive can use EBP to promote safety and quality of care not only for our veterans but in the private sector as well (Wallis, 2012). Therefore, MSN specialty track is composed to provide nurses with the foundational competence essential for molding a nurse leader within different healthcare organizations.

Evidence-Based Contribution to Nurses

Interpersonal skills - interpersonal skills include a mix of emotional intellect and following communication skills used to engage in courageous interactions and to respond effectively to other people. These skills contribute to the establishment and maintenance of relationships. Leaders who are effective utilize relational skills to foster partnership growth and impact positive change (Babcock & Thonus 2018). Changing practice takes a lot of effort to apply EBP at both the individual and organizational level. When the need for improvements in care are identified, studies and research are done to support the change needed (Charlop, Lang, & Rispoli, 2018).Leadership skills- The nurse leader knows that change is a normal, and an ongoing process that allows professional and organizational growth and progress. Critical thinking is a leadership skill that involves practice in active listening to evaluate information and make a clinical decision (Charlop, Lang, & Rispoli, 2018). Quality nursing leadership can decrease staff turnover, increase staff retention, improve unit morale and satisfaction, and improved patient outcomes

How EBP Promotes Change within My future Practice Setting

Quality leadership is a critical element in Evidence-Based Practice. My specialty area is the Nurse Executive track where I plan to use my leadership qualities and skills to support EBP as well as make a difference in the healthcare quality of care for all patients including the Veterans that I feel so passionate about caring for. Leadership skills needed for the nurse executive and EBP are multifaceted and focus on actions carried out by nurse leaders who should support EBP (Eccles, Grimshaw, & Foy, 2018). The nurse executive can play an essential role in inspiring other nurses or encouraging other staff and involving staff in behaviors and skills that support EBP. These behaviors are aimed at activating, motivating, helping, and engaging others in EBP involving both administrative actions and related practices.

Townsend, & Morgan (2017), argue that in nursing administration, the nurse executive should lead by example to fortify expected EBP behaviors in performance, leadership qualities, and financial aspects such as the use of discretionary funds to enable participation in external EBP-related activities. The role of the nurse executive in leading, participating in EBP-related activities, and display the ability to provide reliable, and hands-on support to others to do so as well can provide a place for EBP interventions and skills now and in the future of nursing (Dang & Dearholt, 2017).

Identification of the Nursing Concern to be improved:

How to Refrain from Administering Addictive Drugs to Medical Patients

Nursing and the medical fraternity are in a unique position that enables them to identify and use nonmedical prescription drugs. They can also take possible measures to prevent the patient's substance misuse and abuse (Wallis, 2012). However, some nurses may prescribe medication that is addictive, and the patient ends up getting hooked to the drug. Addictive drugs prescription and their misuse is a serious public health issue, and some of the reason for the high prevalence likely include the ease of access. Since the 1990's, more and more nurses have been giving a prescription of some of these medications that have gone up dramatically (Townsend, & Morgan, 2017). Consequently, there is a lot of misinformation about the addictive properties of prescription of drugs such as opioids because it is perceived to be less harmful than most other illicit drugs that are contributors to this problem.

Identify your proposed solution to the selected concern

Evidence-Based Screening Tools can be used to screen nonmedical use of prescription drugs, and can be incorporated into routine medical visits and checkup (Dang & Dearholt, 2017). Nurses can also use the Prescription drug monitoring programs (PDMPS) that are run by the country's electronic databases which are used to monitor and track the dispensing and prescribing of controlled prescriptions to patients. They are also an essential tool that is used to identify and prevent prescription drug misuse.

Consequences for Administering Addictive Drugs Prescription

Dang & Dearholt (2017), have noted that some of the dangers connected to administering addictive drugs include multiple medical conditions and medications, cognitive decline, addiction, constipation, persistent diarrhea, lo amount of platelets in the blood, poor blood circulation and many more. Also, the patients may mistakenly believe that is much safer to take the prescription drugs anyhow because they think that this directs medication into the bloodstream (Dang & Dearholt, 2017).

Over the last fifteen years, many changes have been made to improve quality, safety, and access to healthcare for our veterans in both primary and specialty care areas. Resources have been introduced to improve care and patient outcomes such as the use of telehealth and outreach services like home care, along with added transportation to and from facilities as well as efforts to help eliminate homelessness (Townsend & Morgan, 2017).

PICO is a tool that is utilized by the medical practitioners especially nurses for asking focused questions (Dang & Dearholt, 2017).

PICO for quantitative research involves the population or problem of the study such as the characteristics of a patient or population, condition, and the symptoms of the disease of interest. Other questions for intervention and exposure include the means of intervention such as treatment, diagnosis, and the observations made. Consequently, the nurse must compare the alternatives to the response such as various kinds of drugs to use or surgical procedures necessary to treat the disease. Lastly, the nurse should evaluate the possible outcomes of the intervention such as death, more complications, and the patient's morbidity (Townsend, & Morgan, 2017).

PICO is also used in qualitative research studies, and some of its components include the characteristics of the focus group, interest that are related to a defined activity or event, process or experience, and the context of setting distinct features.

Purpose of the Literature Review

There are many reasons for conducting a nursing survey although there were four essential outcomes of doing the review (Wallis, 2012).

To assess the current state of nurses administering addictive medication, because one researcher has to determine an area of choice to work with for the research study. The literature review can also be used to identify other researchers who have written a lot of information regarding the topic of research, and helps with the identification of the research methodology that will be used on similar studies in the future,

Theoretical Framework

There are many barriers to promoting and implementing EBP. Common issues include resistance to change, poor attitudes and lack of motivation (Eccles, Grimshaw, & Foy, 2018). The saying "That is the way we have always done it here" and the attitude that follows is far too common, and progress is often affected as a result. When investigated it was also evident that many staff members felt that there was a lack of education and skills available in EBP as well as a lack of resources, mentors, and tools needed to use EBP (Townsend, & Morgan, 2017). Other barriers frequently noted include lack of organization and time to support it.

As a leader of change, I can address these issues by Leading by example and being a support for needed change. Teaching staff not only how to find research but how to use it as well. Making sure there are educational opportunities available such as workshops, bedside mentors who can work side by side with staff to learn skills as well as implement them on a regular basis. Nurse leaders can promote EBP by supporting staff making learning and using new skills more consistently with needed feedback to encourage progress can also help staff to feel more confident and motivated to comply to change (Wallis, L., 2012).

References

Babcock, R. D., & Thonus, T. (2018). Researching the writing center: Towards an evidence-based practice. Peter Lang International Academic Publishers.

Charlop, M. H., Lang, R., & Rispoli, M. (2018). New Is Not Always Improved: Evidence-Based Practice in Play and Social Skills Intervention. In Play and Social Skills for Children with Autism Spectrum Disorder (pp. 17-32). Springer, Cham.

Dang, D., & Dearholt, S. L. (2017). Johns Hopkins nursing evidence-based practice: Model and guidelines. Sigma Theta Tau.

Eccles, M., Grimshaw, J., & Foy, R. (2018). Disseminating and implementing evidence-based practice. In Clinical Governance in Primary Care (pp. 75-88). CRC Press.

Townsend, M. C., & Morgan, K. I. (2017). Psychiatric mental health nursing: Concepts of care in evidence-based practice. FA Davis.

Wallis, L. (2012, December). Barriers to Implementing Evidence-Based Practice Remain...: AJN The American Journal of Nursing. Retrieved September 28, 2017, from http://journals.lww.com/ajnonline/Fulltext/2012/12000/Barriers_to_Implementing_Evidence_Based_Practice.11.aspx