NURS 350 Discussion How focus of research and EBP differ

DQ1 How does the focus of research and evidence-based practice (EBP) differ? Discuss the application of research findings into evidence-based nursing practice.

DQ2 Provide a specific example of evidence-based practice used in your work facility or within the nursing profession. Were there any challenges or barriers to implementing the evidence-based practice? If so, how were they overcome?

NURS 350 Week 1 Discussion Research in Nursing

Research, evidence-based practice (EBP), and quality improvement support the three main goals of the Magnet Recognition Program^® and the Magnet Model component of new knowledge, innovation, and improvements. The three main goals of the Magnet Recognition Program are to: 1) Promote quality in a setting that supports professional practice 2) Identify excellence in the delivery of nursing services to patients or residents 2) Disseminate best practices in nursing services.

The Magnet Model includes five components:

transformational leadership
structural empowerment
exemplary professional practice
new knowledge, innovation, and improvements
empirical quality outcomes.

To achieve the goals of the Magnet Recognition Program and the “new knowledge innovation and improvements” component of the Magnet Model, nurses at all levels of healthcare organizations must be involved. Many nurses may be unaware of the importance of their contributions to developing new knowledge, innovations, and improvements and may not be able to differentiate among those processes. This article explains the basic differences among research, EBP, and quality improvement (QI.) (See PDF link: .)

Understanding research

The purpose of conducting research is to generate new knowledge or to validate existing knowledge based on a theory. Research studies involve systematic, scientific inquiry to answer specific research questions or test hypotheses using disciplined, rigorous methods. While research is about investigation, exploration, and discovery, it also requires an understanding of the philosophy of science. For research results to be considered reliable and valid, researchers must use the scientific method in orderly, sequential steps.

The process begins with burning (compelling) questions about a particular phenomenon, such as: What do we know about the phenomenon? What evidence has been developed and reported? What gaps exist in the knowledge base?

The first part of investigation involves a systematic, comprehensive review of the literature to answer those questions. Identified knowledge gaps typically provide the impetus for developing a specific research question (or questions), a hypothesis or hypotheses, or both. Next, a decision can be made on the underlying theory that will guide the study and aid selection of type of method to be used to explore the phenomenon.

The two main study methods are quantitative (numeric) and qualitative (verbal), although mixed methods using both are growing. Quantitative studies tend to explore relationships among a set of variables related to the phenomenon, whereas qualitative studies seek to understand the deeper meaning of the involved variables.

Quantitative studies typically involve scientific methodology to determine appropriate sample size, various designs to control for potential errors during data collection, and rigorous statistical analysis of the data.
Qualitative studies tend to explore life experiences to give them meaning.

In all research, discovery occurs as data are collected and analyzed and results and outcomes are interpreted.

A final important step in the research process is publication of study results with a description of how they contribute to the body of knowledge. Examples of potential nursing research include conducting a systematic review of studies on preventing catheter-associated urinary tract infections (CAUTI), a randomized controlled trial exploring new wound care methods, and a qualitative study to investigate the lived experiences of patients with a specific chronic disease.