Learning is not complete without self-assessment, which is easily achieved through reflection. Dr. Jean Watson developed a theory of human caring that leads to self-awareness. Connecting to oneself entails having an in-depth analysis of feelings, emotions, encounters, and ideologies throughout the whole period of learning. Each student has goals and ambitions based on interests, talents, intellect, and capacity when pursuing a specific course. Watson’s theory’s account of the importance of reflection in the education process is used as a framework for this paper since it allows for self-evaluating my learning outcomes. In this reflection paper, I will address my thoughts on evidence-based practice (EBP), ethics in research, and the issues in protecting human subjects in quality improvement or EBP projects.
Firstly, this course has dramatically impacted my endeavor to become an effective caregiver as a nurse due to enhancing my perception of EBP. Being a pivotal element of a caregiver’s performance, EBP amalgamates medical knowledge, contemporary and exemplary probe data, and a patient’s distinctive principles and occurrences (Abu-Baker et al., 2021). EBP fosters quality caregiving, improves patient outcomes, increases nursing knowledge, and bridges the break between learning, scientific studies, and implementation. This mode of practice creates a regulated performance of caregiving.
I have learned much about evidence-based practice and its significance during my learning period. The understanding enhanced by this course on EBP has broadened my comprehension of the relevance of good patient outcomes and effective caregiving. This understanding has made me embrace EBP as a central competency toward being an exceptional caregiver. I feel that implementing EBP in my future practice will result in patient recovery, satisfaction, and safety. From an organizational perspective, it will reduce the costs incurred during re-admissions and hospital revisits due to inefficient caregiving and time spent reviewing a patient’s case (Abu-Baker et al., 2021). Moreover, including critical thinking with EBP makes me confident that I will cope with the challenges of commendable decision-making regarding the patients’ rights and personal conscience.
Secondly, this course has educated me on ethics in performing scientific studies. Every learning institution has a chance to study human subjects, their environments, lifestyles, and other factors. I have improved my knowledge and understanding of different methods and tools of research, but the ethical guidelines of research remain vital. Among the ethical considerations, I have learned that the primary research ethics is non-maleficence. In my pursuit of scientifically studying a subject, the first goal is that no harm will be inflicted on the individual or specimen (Dooly et al., 2017). I have understood the formalities of conducting scientific studies. Furthermore, I have received education on how the data, results, and findings are to be sampled and conveyed within ethical guidelines. This knowledge helps me realize that ethics must ensure successful yet lawful research projects.
For instance, in previous research I engaged in, my goals were to complete the project to pass that module. However, the exposure I received during that research made me realize the benefits of ethics. Our sample in the quantitative analysis was very cooperative as they had been taught, informed, and prepared on the procedures of the intended research. Their responses enabled me to not only pass the module but to gain valuable experience in caregiving to patients from low socio-economic regions. Therefore, I feel that I am well equipped for future projects without restricting my capabilities in successful research that will enhance evidence-based practice and decision-making. Consequently, I am sure about ensuring humanity gets quality care under my watch and protecting human rights during research. My knowledge of ethical guidelines gives me the confidence in safety from lawsuits resulting from breaching ethical protocols and harming the study specimen.
Thirdly, this course helped me advance my knowledge about protecting human subjects in quality improvement projects. Quality improvement in caregiving is an immediate aspect of contemporary practice. The protection of human subjects is core during these scientific or clinical processes. Through my study period, I have learned what quality improvement is and how to conduct it within the guidelines of human protection. One of the valuable learning points I managed to acquire during this course was the crucial importance of human protection in clinical projects due to the dependence of human life on the quality of professional conduct. My goal was to see that patients received a therapy that better fit them without adverse effects than a lifetime drug therapy with adverse effects and no improvement. I learned how to analyze whether a project falls under quality improvement or research on human subjects and whether the project is fit for humankind, therefore hindering accidents and fatalities. I have understood the confines of pursuing quality improvement while guarding the safety of humanity, hence ensuring the effectiveness of quality improvement projects within the ethical guidelines towards human protection.
In conclusion, this course has empowered me to be an effective yet experienced caregiver. The evidence-based practice module has taught me its significance for both the patient and me during caregiving. The lesson on ethics in research made me realize that human participation is key to successful study and can only be enhanced through ethical guidelines. In addition, I have learned that breaching ethical guidelines could attract lawsuits that stain the researcher’s name and career. Lastly, I have developed a more profound revelation on quality improvement while protecting humans, and that is, all practices should be intended to cause no harm.
Abu-Baker, N. N., AbuAlrub, S., Obeidat, R. F., & Assmairan, K. (2021). Evidence-based practice beliefs and implementations: A cross-sectional study among undergraduate nursing students. BMC Nursing, 20(1).
Dooly, M., Moore, E., & Vallejo, C. (2017). Research ethics. In E. Moore & M. Dooly (Eds), Qualitative approaches to research on plurilingual education (pp. 351-362). Research-Publishing.net.