As nurses, we often hear the term evidence-based practice (EBP). But, what does it actually mean? EBP is a process used to review, analyze, and translate the latest scientific evidence. The goal is to quickly incorporate the best available research, along with clinical experience and patient preference, into clinical practice, so nurses can make informed patient-care decisions (Dang et al., 2022). EBP is the cornerstone of clinical practice. Integrating EBP into your nursing practice improves quality of care and patient outcomes. How do I get involved in EBP?As a nurse, you will have plenty of opportunities to get involved in EBP. Take that “AHA” moment. Do you think there’s a better way to do something? Let’s turn to the evidence and find out!  When conducting an EBP project, it is important to use a model to help guide your work. In the Johns Hopkins Health System, we use the Johns Hopkins Evidence-Based Practice (JHEBP) model. It is a three-phase approach referred to as the PET process: practice question, evidence, and translation. In the first phase, the team develops a practice question by identifying the patient population, interventions, and outcomes (PICO). In the second phase, a literature search is performed, and the evidence is appraised for strength and quality. In the third phase, the findings are synthesized to develop recommendations for practice. The JHEBP model is accompanied by user-friendly tools. The tools walk you through each phase of the project. Johns Hopkins nurses can access the tools via our Inquiry Toolkit. The tools are available to individuals from other institutions via the Institute for Johns Hopkins Nursing (IJHN). If you’re interested in learning more about the JHEBP model and tools, Johns Hopkins nurses have access to a free online course entitled JHH Nursing | Central | Evidence-Based Practice Series in MyLearning. The course follows the JHEBP process from beginning to end and provides guidance to the learner on how to use the JHEBP tools. The course is available to individuals from other institutions for a fee via the Institute for Johns Hopkins Nursing (IJHN). Where should I start?All EBP projects need to be submitted to the Center for Nursing Inquiry for review. The CNI ensures all nurse-led EBP projects are high-quality and value added. We also offer expert guidance and support, if needed. Who can help me?The Center for Nursing Inquiry can answer any questions you may have about the JHEBP tools. All 10 JHEBP tools can be found in our Inquiry Toolkit: project management guide, question development tool, stakeholder analysis tool, evidence level and quality guide, research evidence appraisal tool, non-research evidence appraisal tool, individual evidence summary tool, synthesis process and recommendations tool, action planning tool, and dissemination tool. The tools walk you through each phase of an EBP project. The Welch Medical Library serves the information needs of the faculty, staff, and students of Johns Hopkins Medicine, Nursing and Public Health. Often, one of the toughest parts of conducting an EBP project is finding the evidence. The informationist assigned to your department can assist you with your literature search and citation management. When do I share my work?Your project is complete. Now what? It’s time to share your project with the scholarly community. To prepare your EBP project for publication, use the JHEBP Dissemination Tool . The JHEBP Dissemination Tool (Appendix J) details what to include in each section of your manuscript, from the introduction to the discussion, and shows you which EBP appendices correspond to each part of a scientific paper. You can find the JHEBP Dissemination Tool in our Inquiry Toolkit. You can also present your project at a local, regional, or national conference. Poster and podium presentation templates are available in our Inquiry Toolkit. To learn more about sharing your project, check out our Abstract & Manuscript Writing webinar and our Poster & Podium Presentations webinar!
Do you have an idea for an EBP project? It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.
601 West Lombard Street Baltimore MD 21201-1512 Reference: 410-706-7996 Circulation: 410-706-7928
There are five steps in the evidence-based practice process.
Throughout this guide, we will use the following clinical case through each of the steps of the evidence-based practice process. Clinical Scenario: The patient is a 65 year old male with a long history of type 2 diabetes and obesity. Otherwise his medical history is unremarkable. He does not smoke. He had knee surgery 10 years ago, but has had no other major medical problems. Over the years he has tried numerous diets and exercise programs to reduce his weight, but has not been very successful. His granddaughter just started high school, and he wants to see her graduate and go on to college. He understands that his diabetes puts him at risk for heart disease and is frustrated that he cannot lose the necessary weight. His neighbor told him about a colleague at work who had his stomach stapled and as a result not only lost over 100 lbs., but also "cured" his diabetes. He wants to know if this procedure really works.
In 2001, the Institute of Medicine (IOM) found that there was an unacceptable gap between what practitioners know and what we they do in the care of patients (IOM, 2001). Evidence-based practice attempts to bridge this gap by incorporating a review of the current published research, along with the practitioner's own expertise and the patient's preferences. The goal is to help practitioners make informed and personalized treatment-based decisions and deliver the highest quality health care to their patients. Institute of Medicine. (2001). Crossing the quality chasm: A new health system for the 21st century. Committee on Quality of Health Care in America, Institute of Medicine. Washington DC: National Academies Press.
The first step in the EBP process is to ask a clinical question that can be answered with evidence-based research. To help us take our clinical problem and turn it into a focused and answerable question, we can use the PICO formula. PICO, or PICO(T), stands for:
Once you've identified each aspect of your PICOT, here is a formula that you can use to turn it into a question: THERAPY In __________________(P), what is the effect of __________________(I) compared to _____________ (C) on ________________(O within _____________(T)? INTERVENTION In ____________________(P), how does ____________________ (I) compared to ____________________(C) affect _____________________(O) within ___________(T)? PROGNOSIS/PREDICTION In ______________ (P), how does ___________________ (I) compared to _____________(C) influence __________________ (O) over _______________ (T)? DIAGNOSIS OR DIAGNOSTIC TEST In ___________________(P) are/is ____________________(I) compared with _______________________(C) more accurate in diagnosing _________________(O)? ETIOLOGY Are____________________ (P), who have ____________________ (I) compared with those without ____________________(C) at ____________ risk for/of ____________________(O) over ________________(T)? MEANING How do _______________________ (P) with _______________________ (I) perceive _______________________ (O) during ________________(T)? |
What is the first step in carrying out an ebp project?
Pos Terkait
Copyright © 2024 ketajaman Inc.
