Restructuring
Nursing Research 101: Bridge to Evidenced-based Practice
Mae
Ann Pasquale, MSN, RN, CCRN
Assistant Professor of Nursing
Cedar Crest College
Allentown, Pennsylvania
Problem
There currently exists
a theory-practice gap, which has prevented the implementation
of evidence-based practice (EBP) at the bedside. This gap
exists not as a result of the failure of nurses to read
and interpret research findings, but rather a lack of process
in bringing the theory to the bedside. This is due to the
fact that the majority of nursing research is taught from
a theoretical framework, which is unsuited to clinical practice.
Evidence
A search on EBP and
nursing was conducted for 1990-2002. Over 1019 articles
were retrieved. The search was narrowed to EBP and nursing
curriculum. Limited results were found.
Strategy
A nursing research course
in a baccalaureate program was restructured with the premise
to operationalize the concept of EBP. The foundations of
the research process remain incorporated. In addition, the
student selects an EBP topic related to a problem/issue
and searches, critiques and synthesizes literature for a
solution.
Practice change
Recommendations
for practice and an implementation plan is created.
Evaluation
Over the last 3 years,
approximately 100 EBP projects have been developed. Dissemination
includes oral and poster presentations at Hospital Research
Days and journal clubs and local Sigma Theta Tau offerings.
Course evaluations are extremely positive and consistently
rank in the excellent to very good range.
Recommendations
Teaching the
concepts of EBP at an undergraduate level is a pragmatic
solution to bridging the theory-practice gap and fostering
future nurses' awareness of EBP.
Reference
Stevens, K.R. (2002). ACE Star Model of EBP: The Cycle
of Knowledge Transformation. Academic Center for Evidence-based
Nursing. www.acestar.uthscsa.edu.
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