There is a clear distinction between evidence-based practice and research as far as project research in nursing is concerned. Research deals with testing hypotheses to create new knowledge, while evidence-based practices appraise research-based evidence and try to implement it (Thomas, 2017). Therefore, this leads to the conclusion that research generates new knowledge, while evidence-based practices (EBP) translate this information into practice to solve real problems.
On the one hand, the main purposes of research are validating existing arguments/claims or generating new knowledge. Further, nursing project research seeks to identify gaps in research studies, ask questions about those gaps, and prepare a hypothesis to answer those questions, according to Moser and Korstjens (2018). It is at this stage that a systematic study is carried out to test these hypotheses. Testing mainly involves designing a proposal, collecting and analyzing the data, and formulating a conclusion based on the study findings. On the other hand, evidence-based practices unite and appraise research findings.
After an appraisal, which includes ascertaining the validity of the evidence, this evidence is applied in clinical settings, according to Carter et al. (2017). The effect of evidence on the care outcome is documented, and the findings are disseminated.
Regarding classifying a nursing research project, research is meant to generate new knowledge, question the research gap, and test the hypothesis. In contrast, an evidence-based intervention research project involves examining evidence generated from the research to achieve better health outcomes (Horntvedt et al., 2018). Therefore, nursing project research qualifies as an evidence-based intervention project if it involves a systematic search of evidence, appraisal of the evidence, and the integration of research, patient preferences, and clinical expertise to make a comprehensive conclusion.
Carter, E. J., Mastro, K., Vose, C., Rivera, R., & Larson, E. L. (2017). Clarifying the conundrum: Evidence-based practice, quality improvement, or research: The clinical scholarship continuum. The Journal of Nursing Administration, 47(5), 266-270. Web.
Horntvedt, M.-E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: A thematic literature review. BMC Medical Education, 18. Web.
Moser, A., & Korstjens, I. (2018). Series: Practical guidance to qualitative research; Part 3: Sampling, data collection, and analysis. European Journal of General Practice, 24(1), 9-18. Web.
Thomas, D. R. (2017). Feedback from research participants: Are member checks useful in qualitative research? Qualitative Research in Psychology, 14(1), 23-41. Web.