LESSON REVIEW (5 minutes)

NUR 027 (Nursing Research 1-Lecture) BS

INSTRUCTOR’S GUIDE NURSING/SECOND YEAR
Session # 3

Materials:
LESSON TITLE: EVIDENCE-BASED NURSING
PRACTICE Book, pen and notebook

LEARNING OUTCOME:
Upon completion of this lesson, the nursing student is
expected to:
1. Evaluate sources of evidence for nursing practice 2.
Explain evidence-based practice (EBP), and evidence-
based practice in nursing.
Textbook:
Barrientos-Tan, C. (2011). A Research Guide in Nursing
Education: Building an Evidence-Based Practice. Pasay
City: Philippines, Visprint Inc.
References:
Polit, Denise F. & Beck, Cheryl T. (2012). Nursing
research: Generating and assessing evidence for nursing
research (9th ed.), Philadelphia, PA: Wolters Kluwer Health/
Lippincott Williams & Wilkins.
https://www.ncbi.nlm.nih.gov/pubmed/16052183

The instructor will open a box of rolled papers with your assigned numbers. The students whose numbers were picked
by the instructor will answer one of the following questions:
1. What are the roles of nurses in research?
2. What are the five characteristics of research

MAIN LESSON (30 minutes)

Evidence-Based Practice
-started in the field of medicine by Dr. Archibald Leman Cochrane, a British Epidemilogist
- Dr. Cochrane stressed that random clinical trials are the “gold standard” for generating reliable and valid
evidence. He developed the “Cochrane Reviews”, an electronic database consists of systematic reviews in
various health care fields.

Figure 1. Evidence-Based Practice

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Cochrane Collaboration - an international, not-for-profit organisation that aims to help people make well
informed decisions about health care by preparing, maintaining and promoting the accessibility of systematic
reviews of the effects of health-care interventions. Cochrane systematic reviews are prepared according to
 predefined, explicit methodology, and published in The Cochrane Library. The abstracts and plain English
summaries of the reviews are freely available on the Internet.

Sources of Evidence for Nursing Practice

1. Tradition and authority- the concern is some nursing interventions can be based on tradition, customs or
“unit culture” or a person with specialized expertise who are not infallible
2. Clinical experience, trial and error and intuition
Clinical experience- personal experience is limited as a knowledge source
Trial and error- practical but solutions are odd (idiosyncratic)
Intuition- cannot be explained based on reasoning that arises in difficulty of developing nursing policies
and practices
3. Logical Reasoning-inductive and deductive
Inductive- the process of developing generalizations from specific observations
Deductive- the process of developing specific predictions from general principles
Logical reasoning is limited because the validity of reasoning depends on the accuracy of the information
with which one starts.
4. Disciplined research- nursing research combines logical reasoning with other features to create evidence
which can be infallible but tends to be more reliable than any other method of acquiring evidence.

Evidence-Based Practice in Nursing

The conscientious use of current best evidence of making clinical decisions about patient care. It has the
following components:

1. Evidence from research/evidence-based theories, opinion leaders/ expert panels

2. Evidence from assessment of the patient’s history and physical exam and availability of healthcare
resources
3. Clinical Practice
4. Information about patient’s preferences and values

CHECK FOR UNDERSTANDING (15 minutes)

Seatwork. Pair up with your seatmate. You may look for the answer online or use books in in Medical/Surgical Nursing
with the question given below:

What do you think is an evidence-based practice no. 1 or 2? Rationalize your answers. (10 points)

a. Oxygen use of patients with pneumonia

b. Turning bedridden patient to sides q 2 hours

ANSWER:

a. Oxygen use of patients with pneumonia

Antibiotics, relaxation, fluids, the management of complications, and expert home care are all part of the
treatment for pneumonia. One method of aiding patients who are unable to breathe properly on their own is
oxygen augmentation. Management of oxygen supplementation is divided into nasal cannula and mechanical
ventilation.

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b. Turning bedridden patient to sides q 2 hours

Every two hours, a patient should switch positions in bed to keep the blood moving. This keeps the skin healthy
 and shields against bedsores. Checking for redness and sores on the skin is a good idea while turning a patient.

RATIONALIZATION ACTIVITY
The instructor will now rationalize the answers to the students and will encourage them to ask questions and to
discuss among their classmates the answers.

What do you think is an evidence-based practice no. 1 or 2? Rationalize your answers. (10 points)

a. Oxygen use of patients with pneumonia

b. Turning bedridden patient to sides q 2 hours

ANSWER:

a. Oxygen use of patients with pneumonia

Antibiotics, relaxation, fluids, the management of complications, and expert home care are all part of the
treatment for pneumonia. One method of aiding patients who are unable to breathe properly on their own is
oxygen augmentation. Management of oxygen supplementation is divided into nasal cannula and mechanical
ventilation.

b. Turning bedridden patient to sides q 2 hours

Every two hours, a patient should switch positions in bed to keep the blood moving. This keeps the skin healthy
and shields against bedsores. Checking for redness and sores on the skin is a good idea while turning a patient.

LESSON WRAP-UP (10 minutes)

You will now mark (encircle) the session you have finished today in the tracker below. This is simply a visual to help
you track how much work you have accomplished and how much work there is left to do.

You are done with the session! Let’s track your progress.

AL Strategy: CAT 3-2-1

After the lesson, each student will be asked to write in a one fourth sheet of paper the
following: Three things student learned:

1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________

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Two things student still want to learn more about:

1. ______________________________________________________
2. ______________________________________________________
 One question student still have:

1. ______________________________________________________

The instructor will read what is written on the paper of students whose names were picked from a box and discuss
what the students want to learn and one question they still have.

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