Describe the basic concepts, techniques, and methodologies underlying the research process and their application in the study of nursing problems

Overview This module facilitates demonstrating synthesis of research and evidence-based practice concepts presented in the course. Educational strategies for overcoming barriers and effectively teaching clinical staff evidence-based practice are discussed. Teaching evidence-based practice is defined as a nursing leadership responsibility which requires organizational commitment to providing the resources necessary to support a culture change. There is emphasis upon utilizing shared governance to support the cultural change to support evidence-based practice. Methods of disseminating research and quality outcomes are discussed. Several different communication strategies and tools are presented. Oral/podium, panel, roundtable, poster and small group presentations are discussed as well as podcasts, hospital-based and professional committees, journal clubs and community meetings. Publishing and the ability to influence health policy are also discussed. Learning Materials: Melnyk, B. M. & Fineout-Overholt, E. (2015). Evidence-based practice in nursing & healthcare: A guide to best practice (3rd ed.) Philadelphia, PA: Wolters Kluwer Health. ISBN: 978-1-4511-90 Read Chapters 16 and 18. Discussion Question: One hallmark of professionalism is self-reflection. The ability to reflect back on your learning will allow you to continue to synthesize new learning with current knowledge. Please review the course objectives in the Syllabus. Reflect upon your learning in this course and describe in detail how you have met each of the course objectives.94-6. Course Goals: By the conclusion of this course, student will be able to: Articulate the role of research in the development of nursing knowledge and evidence-based practice (PLG 3; UMBO 3, 4, 5) Describe the basic concepts, techniques, and methodologies underlying the research process and their application in the study of nursing problems. (PLG 3; UMBO 3, 4, 5) Identify researchable clinical nursing problems with the purpose of improving patient outcomes (PLG 3; UMBO 3, 4, 5) Use information technology to retrieve hierarchical levels of evidence that addresses clinical questions (PLG 5; UMBO 2, 5) Utilize effective critical thinking and written communication skills in the critique of research for applicability to nursing practice. (PLG 1; UMBO 1, 4) Integrate research findings into nursing practice to meet the changing needs of clients and professional nursing. (PLG 4; UMBO 1, 2, 3, 4) Describe current research priorities in nursing. (PLG 3; UMBO 3, 4, 5) Identify legal, ethical and cultural considerations in research that involves human subjects. (PLG 2; UMBO 1, 2, 3) Professional Standards: AACN Baccalaureate Essential 3: Scholarship for evidence-based practice AACN Baccalaureate Essential 6: Inter-professional communication and collaboration for improving patient health outcomes AACN Baccalaureate Essential 9: Baccalaureate generalist nursing practice IOM Core Competency 1: Patient-centered care IOM Core Competency 3: Evidence-based practice IOM Core Competency 4: Quality improvement Course Structure The class began with the following listed below: Module 1: Introduction to Nursing Research and Evidence Based Practice. Module 2: Introduction to Nursing Knowledge and the Quantitative Research Critical Appraisal Process Module 3: Introduction to the Qualitative Research Critical Appraisal Process Module 4: Understanding Evidence-Based Clinical Practice Guidelines Module 5: Translating Evidence-Based Practice into Clinical Practice Module 6: Building and Sustaining an Evidence-Based Practice Clinical Environment Module 7: Understanding the Ethical Considerations of Nursing Research and Evidence-Based Practice Implementation Module 8: Educating Clinical Staff and Disseminating Outcomes; Self-Reflection

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