Chamberlain College of Nursing
January 24, 2011
Integration of Evidence-Based Practice into Professional Nursing Practice Introduction
Evidence-based practice (EBP) can be seen throughout history dating back to the mid 19th century when Florence Nightingale gathered research to improve the quality of care provided to patients while analyzing hospital data (Miller, Ward & Young, 2010). EBP has been defined as “using current best evidence in making decisions about the care of the individual patient” (Ervin, NE. 2002. p. 11). Integrating EBP into nursing practice poses its own set of difficulties and barriers. To bridge the gap from literature and the evidence gathered through research into bedside nursing, there must be a clear and thought out strategy for implementation (Pipe, T., Wellik, K., Buchda, V., Hansen, C., & Martyn, D. 2005). There are many strategies to the implementation of EBP into nursing. Due to the varying levels of education and exposure, there is no right or wrong avenue for implementation. While there are barriers to the use of EBP; the outcomes from EBP include, but are not limited to, reaching the goal of better patient outcomes, decreased use of resources, and increasing revenue by decreasing cost. EBP is the culmination of the best research practices to achieve a patient directed goal while minimizing the resources needed and maximizing financial gain (Menez, J. 2007). EBP has produced many necessary changes throughout nursing and has provided safer patient outcomes. With the utilization of the best research modalities, integration and teaching of EBP, and the use of EBP in nursing, many necessary changes throughout nursing have been initiated and safer patient outcomes have been documented (Pipe, T., Wellik, K., Buchda, V., Hansen, C., & Martyn, D. 2005). EBP has been a source of nursing medical change which benefits the nursing profession as well as the patient. Integrating EBP into Nursing Practice
The initiation of change while integrating EBP into nursing practice poses many obstacles. To initiate change into any situation, there must be a climate willing to accept change. Many units encounter resistance and resentment when forced into change. When there is a climate that fosters change, the resistance felt will be less throughout the department. When staff is encouraged to participate in the change process and feel their voices are heard and they are supported by the upper management, the change will be better accepted (Bouckenooghe, D., Devos, G., Van den Broeck, & Herman. 2009). When changed is forced, the barriers encountered to the acceptance of the change may include rejection, hostility, negativity, sabotage, or lack of interest by those expected to change (Bouckenooghe, Devos, Van den Broeck & Herman. 2009). When integrating EBP into nursing, the educator must realize the skill and knowledge level of all the participants. In an associate degree program, there isn’t a course dedicated to research within the curriculum. (Spencer, J. 2008). The bachelor degree nurse has been exposed to research and may be more willing to accept the change (Spencer, J. 2008). With the use of outcomes and evidence used in research, the obstacles with integrating EBP may be diminished. To better facilitate the process change stemming from the research and evidence gathered, the research team must be comprised of staff at all levels within the department (Bouckenooghe, D., Devos, G., & Van den Broeck, Herman. 2009). The research team should include the ancillary staff, nursing support, both ADN and BSN nurses, management, physicians and the quality department. Implementation Strategies
There is not a clear, concise, or “right” way to implement EBP (Austin, M. J., & Claassen, J. 2008). To change the ideas and format of nursing and the thought process of both...