Evidence-based practice
In an Evidence-based practice (EBP), interprofessional communication, and inter-professional teamwork, and communication are all crucial in enhancing safety and quality care (Chrisman et al., 2014). A newly formed organization, there are many ways that leadership is this kind of might approach either an EBP, research, or quality improvement to ensure that it provides quality and safe care. Each of these three approaches has specific guidelines that can be used to assist in deciding which one the most appropriate is as outlined below.
EBP- This approach requires the integration of 3 key components; the first one is the most appropriate external evidence, clinical expertise required, and the patients’ preferences. In order to identify these three aspects, the following steps are relevant
- Identifying the patient’s problem founded on accurate assessment and existing professional knowledge.
- Conduct research on the relevant areas
- Evaluating the research evidence through the utilization of criteria that is based on scientific merit.
- Finally, select the interventions and give a justification for the one that has the most valid evidence.
Research: The guiding criteria that assist in the evaluation of EBP include:
- The validity, the team should focus on identifying the legitimacy, precision, and soundness of all the study aspects.
- Reliability involves determining the extent to which measurements result remain consistent.
- Relevance refers to the logical link identified between the EBP ideas, tasks, or even the events.
- The outcome, these are the guiding conclusions that the team attain once they undertake the research process.
Quality improvement; this refers to a systematic and, formal approach in analyzing the practice performance and the following guideline can be used.
- Establishment of a culture of quality within the organization practice by making sure that the practice process and procedures support and are integrated with QI efforts.
- Identify and give priority to potential improvement areas.
- Collect and analyze data.
- The results must be communicated clearly.
- Finally, it’s the need to spread the organization’s successes.
Reference
Chrisman, J., Jordan, R., Davis, C., & Williams, W. (2014). Exploring evidence-based practice research. Nursing Made Incredibly Easy, 12(4), 8-12.
Response
Hello Jillian
I agree with you that the clinical issue that the committee is a dressing will play a key role in determining which approach to be used between EBP, research, and quality improvement. As you have noted, to resolve that particular issue conducting formal research is necessary (Balakas & Smith, 2016). This way, it will be possible to identify the areas that necessitate changes within the practice environment. Furthermore, improving the outcomes in practice as well as the work environment, research is the front end, and it can assist the chair of an Interprofessional EBP team in evaluating aspects such as interactions, improving safety particularly among patients, resolving environmental concerns that impact the identified issue.
Reference
Balakas, K., & Smith, J. R. (2016). Evidence-based practice and quality improvement in nursing education. The Journal of perinatal & neonatal nursing, 30(3), 191-194.