Running head: PERSPECTIVES PAPER 1

Perspectives Paper

Tonya Bright

Jacksonville State University

NU 708

Evidence-Based Practice and Quality Improvement

Dr. Lori McGrath

November 22, 2019

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Perspectives Paper

“Evidence-based practice (EBP) is a life-long problem-solving approach to the delivery

of health care that integrates the best evidence from well-designed studies and integrates it with

patient preferences and values and a clinician’s expertise” (Melnyk, Gallagher-Ford, Long, and

Fineout-Overholt, 2019, p.5). Besides policy and practice changes, education is vital in

strengthening critical thinking and decision-making among nursing students to introduce EBP

into the clinical setting (Oh and Yang, 2019). This paper will discuss recommendations for

augmenting the education of undergraduate nursing students and collaborating with institutions

to establish EBP to improve the quality of health care (Oh and Yang, 2019).

The focus of undergraduate curricula should be on developing the knowledge and ability

to synthesize, appraise and apply best scientific evidence into practice (Fencl and Matthews,

2017; Meeker, Jones, and Flanagan, 2008; Moch and Cronje, 2010; Oh and Yang, 2019;).

Students require the knowledge, skills, and attitude to translate actual clinical cases into the

PICOT format to frame inquiry (Oh and Yang, 2019). Various methods have been employed to

encourage EBP: team-based learning, game-based learning, lectures, small group, hands-on

activities, and poster presentations (Davidson and Candy, 2016; Fineout-Overholt, 2008;

Haggman, Mattila, and Melender, 2016).

To bolster EBP education, nursing faculty can collaborate with practicing nurses (Andre,

Aune, and Braend, 2016). Nurse educators enter into partnerships with institutions to emerge

students into practice and to assist nursing staff in learning EBP (Moch and Cronje, 2010).

Restructuring curricula aims to boost student interest and engagement in research, to promote

research utilization among practitioners, to witness improved patient outcomes using relevant

research data, reduce errors, and to provide high quality, cost-effective care (Meeker et al., 2008;
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Moch and Cronje, 2010). Partnerships facilitate innovative learning by educators acting as role

models and mentors (Moch, Quinn-Lee, Gallegos, and Sortedahl, 2015; Miller, 2018).

Faculty is uniquely positioned to foster growth and development through EBP projects,

which complement the curriculum with student participation and experiential learning (Moch et

al., 2015). Access to scientific research is often not accessible to staff, whereas students have

academic access and are mentored by instructors on searching, finding, evaluating, and applying

evidence (Moch et al., 2015). Partnerships provide learning experiences for students, keep staff

current on scientific research, foster worthwhile service and scholarship opportunities, encourage

collaboration, increase pride and ownership in the clinical setting, and create rapport in the health

care community (Andre et al., 2016; Moch et al., 2015). “EBP projects support continuous

learning in health care systems while, at the same time, preparing a workforce skilled in EBP”

(Moch et al., p. 129).

Partnerships offset barriers to implementing EBP in the clinical setting, like time

constraints, short staffing, inaccessibility of research studies, lack of confidence in understanding

the literature, questioning the value of research, unwillingness to change, and the lack of support

(Meeker et al., 2008; Moch and Cronje, 2007; Pipe, Wellik, Buchda, Hansen, and Martyn, 2005).

The strengths and weaknesses of nursing students and nursing staff complement each other

(Moch and Cronje, 2007). It is the responsibility of each nurse to promote and incorporate EBP

in the clinical setting to improve patient care (Meeker et al., 2008). Nursing faculty can educate

and mentor nursing students and staff in the process of EBP to advance the nursing profession

(Pipe et al., 2005).

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References

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Fencl, J. L., & Matthews, C. (2017). Translating evidence into practice: How advanced practice

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