As a nurse, I aim to treat patients using the best evidence in my healthcare professional role. In this respect, evidence-based practice (EBP) is a systematic approach to problem-solving that improves public health quality and outcomes, reduces costs, and gives clinicians the freedom to fully perform their roles (Bianchi et al., 2018). EBP constitutes, in fact, a crucial competency for nursing practice everywhere. There are worries that, despite a continued commitment to EBP, there may be gaps in actual implementation (Chadban et al., 2018). Some of the explanations why EBP does not convert consistently into practice by nurses include a lack of resources, a lack of English-language proficiency, and a lack of relevant nursing facilities in some countries.
In my current clinical setting, a practice problem I have noticed is the lack of knowledge and skills to obtain and maintain EBP competence. To address this problem, I would refer to five-day EBP immersion programs available through the Helene Fuld Health Trust National Institute for EBP. The courses can be accessed at The Ohio State University and on-site at businesses of any size or complexity level domestically and abroad (Gallagher‐Ford et al., 2020). Participants gain knowledge of the seven stages of the EBP procedure and practical methods for implementing and maintaining EBP in academic and clinical settings. The immersion program has specialty tracks created just for mentors, leaders, faculty, and educators. The information on these tracks focuses on the duties of people in these roles in developing and maintaining EBP in their practices and across their businesses (AACN Position, 2020). In order to change their company culture and achieve EBP change, participants leave this program with an action plan.
In my practice setting regarding implementation of EBP, there exist some barriers that are worth mentioning. Although ward culture has long been recognized as one of the significant obstacles to nurses using EBP, nurse leadership’s ability to actively influence the adoption and application of EBP is still little conceptualized and understood (Ost et al., 2018). Short-term efforts are expected to be successful, but I have a worry that there is insufficient information on how nurse supervisors can maintain the climate required for EBP. Additionally, there is no guidance for nursing professionals in my setting with inadequate resources, who already struggle to provide high-quality nursing care.
References
AACN Position Statement: Science Must Drive Clinical Practice and Public Health Policy. Aacn.org. (2020). Web.
Bianchi, M., Bagnasco, A., Bressan, V., Barisone, M., Timmins, F., Rossi, S., Pellegrini, R., Aleo, G., & Sasso, L. (2018). A review of the role of Nurse Leadership in promoting and sustaining evidence-based practice. Journal of Nursing Management, 26(8), 918–932. Web.
Chadban, S. J., Ahn, C., Axelrod, D. A., Foster, B. J., Kasiske, B. L., Kher, V., & Knoll, G. A. (2020). KDIGO clinical practice guideline on the evaluation and management of candidates for kidney transplantation. Transplantation, 104(4S1), S11-S103.
Gallagher‐Ford, L., Koshy Thomas, B., Connor, L., Sinnott, L. T., & Melnyk, B. M. (2020). The effects of an intensive evidence‐based practice educational and Skills Building Program on EBP competency and attributes. Worldviews on Evidence-Based Nursing, 17(1), 71–81. Web.
Ost, K., Blalock, C., Fagan, M., Sweeney, K. M., & Miller-Hoover, S. R. (2020). Aligning organizational culture and infrastructure to support evidence-based practice. Critical Care Nurse, 40(3), 59–63. Web.