Research and EBP

Research and EBP

Care providers apply the concepts of research, evidence-based practice (EBP), and quality improvement (QI) to promote treatment effectiveness and advance patient outcomes. EBP assimilates the available researched proof to substantiate and help improve the quality of care. Nurses need to comprehend how the three concepts relate to each other and how to apply them separately or simultaneously. Although research, EBP, and QI are distinct from each other, they are interrelated, and they help to meet Practitioners’ objectives in providing quality care and achieving a better patient outcome.

Research, EBP, and QI Healthcare Concepts

Given the diversity of care, research, EBP, and QI can be applied in differing contexts. The fundamental goal of carrying out research is to create new knowledge or authenticate existing ones based on theories (Ginex, 2017). It entails well-coordinated scientific inquiry guided by specific questions or hypotheses and done through justified methodologies. While the research focuses on creating or validating existing knowledge, EBP focuses on interpreting the knowledge and using it in making an appropriate clinical decision. EBP requires developing a viable inquiry with a burning question or questions, the same as in research, collecting appropriate and prominent evidence, evaluating the evidence, and integrating the evidence with patient’s needs and clinical professionalism. Relevant amendments must be considered before endorsing and disseminating the EBP outcome.

On the other hand, QI uses data to drive a systematic approach for advancing processes or outcomes. Unlike research and EBP, an extensive review of the literature and critical accreditation are not requisites in QI. Instead, QI is more project-specific, and its outcome cannot be generalized to other processes (Ginex, 2017). Essentially, QI is actualized by identifying a specific procedure to improve; organizing efforts to initiate the improvement; understanding the current knowledge, existing variation, and potential to improve; and choosing preferable amendments to effect the desired change. Also, health providers should use present data to anticipate the results of QI before executing the plan, analyzing results, and taking action to maintain the improvements. Despite there being a thin differentiation among them, caregivers may apply research, EBP, and QI in different contexts. However, the three concepts serve the same purpose of improving the quality of outcome in all health practices.

The Role of Advanced Practice Nurse

The complexities within healthcare facilities have increased consistently over the years. With this trend, Advanced Practice Nurse (APN) has the mandate to pay more attention to patients’ experience and outcome of care. Using the current research has transformed and reinforced EBP by providing recent knowledge that nurses can use to back their clinical procedures (Melnyk, 2018). In turn, EBP has boosted quality improvements within nurses’ practices by providing the needed proof for effecting a change. Focusing on these three concepts has been made possible by adopting clear health policies and quality standards that require nurses to follow systematic and justified procedures that promote quality care. Essentially, APN needs to optimize research, EBP, and QI to redesign and transform healthcare, increase its effectiveness, safety, and efficiency (Balakas & Smith, 2016). Improved practices in the hospital have advanced patient satisfaction through the provision of quality and effective care. Besides, applying the three concepts has enabled nurses to transform their capacities and productivity and cope with shifting healthcare complexities.

Topic Search

The proposed topic involves pediatric depression treatment. The two databases used for the topic search are PubMed and CINAHL. Searching through PubMed was more user-friendly as the site did not require prior registration or membership to access available resources. On the other hand, searching through the CINAHL database was difficult. The site required registration to access selected resources and a paid subscription to access all available resources. Table 1 shows the results obtained from the topic search process in both databases and the number of results obtained based on the indicated filters.

Table 1: Topic Search Result from PubMed and CINAHL Databases

EBP Models

An array of models can be considered for pediatric depression treatment. The Johns Hopkins EBP model and the ACE Star Model of Knowledge Transformation, both of which promote integrating the best evidence in clinical practice, are some of them. Johns Hopkins EBP model uses three quick steps, while the Star Model of Knowledge Transformation has five steps. The steps in the Johns Hopkins EBP model are mnemonized as PET. The first step (P) entails a practice question where APN should ask both background and foreground clinical questions to understand the presenting phenomenon. The second step, E, involves evidence where APN should research for proof substantiating the phenomenon and needed change. In the last step, T (translation), APN is supposed to appraise and select the best evidence-based on clinical protocols and specific patient needs. On the other hand, the five steps in the Star Model of Knowledge Transformation include discovering new knowledge from researches, summarizing evidence from the research knowledge, translating the evidence based on the clinical practice, integrating the needed changes in the care process, and evaluating evidence outcomes in terms of satisfaction, quality, and impact. Between the two models, the Johns Hopkins EBP model is the most appropriate since it is more specific and quick and allows APN to have a historical background of the health problem.

Conclusion

Nurses should always focus on research studies, EBP, and QI programs to promote patient outcomes. Research uses methodologies to establish new knowledge, while EBP aims to use the best medical evidence, mainly from research, to make patient care decisions. QI, on the other hand, applies systematic approaches to advance patient care. Although the three concepts differ slightly, especially on approaches, they serve the same purpose of helping healthcare providers to provide quality care and meet both clinical protocols and patients’ needs.

References

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.

Ginex, P. K. (2017, August 29). The difference between quality improvement, evidence-based practice, and research. Oncology Nursing Society. Retrieved from https://voice.ons.org/news-and-views/oncology-research-quality-improvement-evidence-based-practice

Melnyk, B. M. (2018). Why choose evidence-based practice? American Association of Nurse Practitioners [AANP]. Retrieved from https://www.aanp.org/news-feed/why-choose-evidence-based-practice