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PRACTICE
Test Relationships
QUALITATIVE STUDIES
(SOFT SCIENCE – BROAD FOCUS)
Gain Insights
EVIDENCE-BASED PRACTICE
• CONSCIENTIOUS PROBLEM-SOLVING APPROACH TO CAREGIVING
• INCORPORATES: (A) BEST RESEARCH EVIDENCE; (B) INDIVIDUAL’S
VALUES AND PREFERENCES; (C) CLINICIANS’ EXPERTISE
• NOT “THIS IS THE WAY WE HAVE ALWAYS DONE IT” --- INSTEAD,
PROVIDE HIGH QUALITY CARE BASED ON RESEARCH AND KNOWLEDGE
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EVIDENCE-BASED NURSING PRACTICE
• ABILITY TO ACCESS, SUMMARIZE, AND APPLY INFORMATION TO
ADDRESS EVERY-DAY CLINICAL PROBLEMS
• EVIDENCE-BASED PRACTICE REQUIRES EMPHASIS ON SYSTEMATIC
OBSERVATION AND EXPERIENCE AND KNOWLEDGE OF THE RESEARCH
LITERATURE TO SUBSTANTIATE CLINICAL DECISIONS
CLINICAL GUIDELINES
• AGENCY FOR HEALTHCARE RESEARCH AND QUALITY (AHRQ)
HTTPS://WWW.AHRQ.GOV/PROFESSIONALS/CLINICIANS-PROVIDERS/GUIDELINES-
RECOMMENDATIONS/INDEX.HTML
• COCHRANE LIBRARY
HTTP://WWW.COCHRANELIBRARY.COM/COCHRANE-DATABASE-OF-SYSTEMATIC-
REVIEWS/TABLE-OF-CONTENTS/CURRENT-ISSUE.HTML
• SPECIALTY ORGANIZATIONS: AMERICAN ASSOCIATION OF
NEUROSCIENCE NURSES
HTTP://AANN.ORG/PUBLICATIONS/CLINICAL-PRACTICE-GUIDELINES
EVIDENCE-BASED PRACTICE
• RESULTS: BETTER CARE DELIVERY & DECISIONS
• CONTRIBUTES TO SCIENCE OF NURSING
• CURRENT AND RELEVANT PRACTICE
BARRIERS TO
EVIDENCE-BASED PRACTICE
• DO NOT VALUE RESEARCH IN PRACTICE
• LACK TIME TO READ RESEARCH
• RESEARCH REPORTS TOO COMPLEX
• DIFFICULT TO CHANGE PRACTICE
• LACK OF ADMINISTRATIVE SUPPORT OR KNOWLEDGEABLE MENTORS
• PROCESS SEEMS OVERWHELMING - LACK EDUCATION/UNDERSTANDING
ABOUT THE RESEARCH PROCESS & EVIDENCE-BASED PRACTICE
EVIDENCE BASED PRACTICE AND
CLINICAL NURSING PRACTICE
• RELIANCE ON TEXTBOOKS DOES NOT PROMOTE THE NEEDED CRITICAL
THINKING
• MANAGE THE EXPLOSION OF RESEARCH FINDINGS THAT MAY IMPROVE
CLINICAL OUTCOMES
• ENHANCE ABILITY TO MAKE QUALITY DECISIONS USING THE MOST
CURRENT & RELEVANT EXPERTISE/KNOWLEDGE
HIERARCHY OF EVIDENCE
LEVEL A:
• GOLD STANDARD: RANDOMIZED CONTROLLED TRIALS (RCT)
• SYSTEMATIC REVIEW OR META-ANALYSIS OF RELEVANT RCT
• CLINICAL PRACTICE GUIDELINES
LEVEL B:
• WELL-DESIGNED STUDIES (NOT RCT)
• CASE-CONTROLLED STUDIES
• UNCONTROLLED STUDIES (CONVENIENCE SAMPLES)
• EPIDEMIOLOGICAL STUDIES
• QUALITATIVE/QUANTITATIVE STUDIES (DESCRIPTIVE, CORRELATIONAL)
HIERARCHY OF EVIDENCE
LEVEL C:
• CONSENSUS VIEWPOINT AND EXPERT OPINION (USE WHEN NO QUANTITATIVE
OR QUALITATIVE STUDIES IN THE AREA OF INTEREST)
• META-SYNTHESIS (SYSTEMATIC REVIEW THAT SYNTHESIZES FINDINGS FROM
QUALITATIVE STUDIES
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ASKING YOUR QUESTION
PICO IS A MNEMONIC - DESCRIBES 4 ELEMENTS OF CLINICAL QUESTIONS:
• P = POPULATION/PROBLEM - HOW DO YOU DESCRIBE THE PROBLEM OR
A GROUP OF SIMILAR PATIENTS?
• I = INTERVENTION - WHAT MAIN INTERVENTION, PROGNOSTIC FACTOR
OR EXPOSURE IS TO BE CONSIDERED?
• C = COMPARISON - IS THERE AN ALTERNATIVE TO COMPARE WITH THE
INTERVENTION?
• O = OUTCOME - WHAT DO YOU HOPE TO ACCOMPLISH, MEASURE,
IMPROVE OR AFFECT?
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SYSTEMATIC LITERATURE REVIEWS