how to write an evidence based practice essay

What is Evidence-Based Practice in Nursing? (With Examples, Benefits, & Challenges)

Are you a nurse looking for ways to increase patient satisfaction, improve patient outcomes, and impact the profession? Have you found yourself caught between traditional nursing approaches and new patient care practices? Although evidence-based practices have been used for years, this concept is the focus of patient care today more than ever. Perhaps you are wondering, “What is evidence-based practice in nursing?” In this article, I will share information to help you begin understanding evidence-based practice in nursing + 10 examples about how to implement EBP.

What is Evidence-Based Practice in Nursing?

When was evidence-based practice first introduced in nursing, who introduced evidence-based practice in nursing, what is the difference between evidence-based practice in nursing and research in nursing, what are the benefits of evidence-based practice in nursing, top 5 benefits to the patient, top 5 benefits to the nurse, top 5 benefits to the healthcare organization, 10 strategies nursing schools employ to teach evidence-based practices, 1. assigning case studies:, 2. journal clubs:, 3. clinical presentations:, 4. quizzes:, 5. on-campus laboratory intensives:, 6. creating small work groups:, 7. interactive lectures:, 8. teaching research methods:, 9. requiring collaboration with a clinical preceptor:, 10. research papers:, what are the 5 main skills required for evidence-based practice in nursing, 1. critical thinking:, 2. scientific mindset:, 3. effective written and verbal communication:, 4. ability to identify knowledge gaps:, 5. ability to integrate findings into practice relevant to the patient’s problem:, what are 5 main components of evidence-based practice in nursing, 1. clinical expertise:, 2. management of patient values, circumstances, and wants when deciding to utilize evidence for patient care:, 3. practice management:, 4. decision-making:, 5. integration of best available evidence:, what are some examples of evidence-based practice in nursing, 1. elevating the head of a patient’s bed between 30 and 45 degrees, 2. implementing measures to reduce impaired skin integrity, 3. implementing techniques to improve infection control practices, 4. administering oxygen to a client with chronic obstructive pulmonary disease (copd), 5. avoiding frequently scheduled ventilator circuit changes, 6. updating methods for bathing inpatient bedbound clients, 7. performing appropriate patient assessments before and after administering medication, 8. restricting the use of urinary catheterizations, when possible, 9. encouraging well-balanced diets as soon as possible for children with gastrointestinal symptoms, 10. implementing and educating patients about safety measures at home and in healthcare facilities, how to use evidence-based knowledge in nursing practice, step #1: assessing the patient and developing clinical questions:, step #2: finding relevant evidence to answer the clinical question:, step #3: acquire evidence and validate its relevance to the patient’s specific situation:, step #4: appraise the quality of evidence and decide whether to apply the evidence:, step #5: apply the evidence to patient care:, step #6: evaluating effectiveness of the plan:, 10 major challenges nurses face in the implementation of evidence-based practice, 1. not understanding the importance of the impact of evidence-based practice in nursing:, 2. fear of not being accepted:, 3. negative attitudes about research and evidence-based practice in nursing and its impact on patient outcomes:, 4. lack of knowledge on how to carry out research:, 5. resource constraints within a healthcare organization:, 6. work overload:, 7. inaccurate or incomplete research findings:, 8. patient demands do not align with evidence-based practices in nursing:, 9. lack of internet access while in the clinical setting:, 10. some nursing supervisors/managers may not support the concept of evidence-based nursing practices:, 12 ways nurse leaders can promote evidence-based practice in nursing, 1. be open-minded when nurses on your teams make suggestions., 2. mentor other nurses., 3. support and promote opportunities for educational growth., 4. ask for increased resources., 5. be research-oriented., 6. think of ways to make your work environment research-friendly., 7. promote ebp competency by offering strategy sessions with staff., 8. stay up-to-date about healthcare issues and research., 9. actively use information to demonstrate ebp within your team., 10. create opportunities to reinforce skills., 11. develop templates or other written tools that support evidence-based decision-making., 12. review evidence for its relevance to your organization., bonus 8 top suggestions from a nurse to improve your evidence-based practices in nursing, 1. subscribe to nursing journals., 2. offer to be involved with research studies., 3. be intentional about learning., 4. find a mentor., 5. ask questions, 6. attend nursing workshops and conferences., 7. join professional nursing organizations., 8. be honest with yourself about your ability to independently implement evidence-based practice in nursing., useful resources to stay up to date with evidence-based practices in nursing, professional organizations & associations, blogs/websites, youtube videos, my final thoughts, frequently asked questions answered by our expert, 1. what did nurses do before evidence-based practice, 2. how did florence nightingale use evidence-based practice, 3. what is the main limitation of evidence-based practice in nursing, 4. what are the common misconceptions about evidence-based practice in nursing, 5. are all types of nurses required to use evidence-based knowledge in their nursing practice, 6. will lack of evidence-based knowledge impact my nursing career, 7. i do not have access to research databases, how do i improve my evidence-based practice in nursing, 7. are there different levels of evidence-based practices in nursing.

• Level One: Meta-analysis of random clinical trials and experimental studies • Level Two: Quasi-experimental studies- These are focused studies used to evaluate interventions. • Level Three: Non-experimental or qualitative studies. • Level Four: Opinions of nationally recognized experts based on research. • Level Five: Opinions of individual experts based on non-research evidence such as literature reviews, case studies, organizational experiences, and personal experiences.

8. How Can I Assess My Evidence-Based Knowledge In Nursing Practice?

Evidence Based Practice Essays

Smoking and the risk of developing lung cancer, disseminating effective and widely cited ebp, implementing evidence-based practice for improved patient care: a comprehensive approach in a psychiatric hospital setting, thoughts on the dnp degree, nursing journey reflection, healthcare crisis: young people’s mental health, nursing: evidence-based practice in clinical settings, qualitative research and evidence-based practice, exploring nursing practice through a patient-centered lens: a critical reflection, using a pico(t) framework and evidence to develop care practices, critical factors in evidence-based practice, enhancing patient safety through evidence-based practice, exploring evidence-based practice in nursing, locating credible databases and research, ebp and quadruple aim, popular essay topics.

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How to Write an EBP Nursing Research Paper – Helpful Guide for APA Nursing Research Papers [+ 6 Examples & Outline]

Rachel andel rn, bsn.

• August 12, 2022
• Nursing Writing Guides

Writing an evidence-based practice nursing research paper is a structured process that requires extensive research and the help of the right tools and guidance. An EBP nursing research paper has different components requiring systematic research, writing, and editing.

In this guide, we provide a structured approach on how to write an effective EBP Nursing Research Paper . 

How to Write an Evidence-Based Paper – Step By Step Guide for APA Nursing Research Papers

EBP Nursing Research Paper Writing

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When writing an EBP nursing research paper, it is important to consider the components of an effective nursing research paper. Here are the different elements of an EBP paper and how to write each.

Introduction to the EBP Nursing Research Papers

In an introduction, you should briefly overview the topic you will discuss. This will help your instructor understand the main points of your paper.

How do you write an introduction for an EBP Nursing Research Paper?

The introduction should be brief but provide enough information to orient readers to the topic and guide them through the rest of the paper. It should also introduce key concepts and explain what will come.

When writing your introduction, make sure it;

• Defines the problem; it answers the question
• Patient/Problem: What problems does the patient group have? What needs to be solved?
• Intervention: What intervention is being considered or evaluated? Cite appropriate literature.
• Comparison: What other interventions are possible? Cite appropriate literature.
• Outcome: What is the intended outcome of the research question?
• Introduces the key concept, thus providing a transition to the next section, which reveals that the target population
• Clearly states the purpose of the report
• Identifies the target population.
• Relates to the significance of the problem
• also relates to the significance of the problem  

You should include a clear statement of the research problem at the beginning or end of the introduction. This research problem can also generate the research question used to conduct the research itself.

Here’s an EBP Nursing Research Paper example ;

(1) Root caries is a disease of humans, which manifests as lesions on the root surfaces of teeth producing loss of the natural tooth structure.  (2) The lesions progress to deeper and deeper levels of the root as well as spreading laterally to enwrap it.  (3) Ultimately a lesion can progress to involve the pulp, threatening the viability of the tooth resulting in pain and eventual tooth loss.  (4) When located between the teeth, the lesions are difficult to acess and therefore difficult to excise and restore.  (5) In otherwise healthy, North American populations, root caries lesions increase with age. (6) This report sets out to provide evidence-based guidelines on the prevention of root caries for Toronto Public Helath staff on the best available evidence. https://www.una.edu/writingcenter/docs/Writing-Resource

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EBP Nursing Literature Review

The literature review is one of the most important sections of an EBP paper. It should provide a detailed overview of the studies conducted on your topic. You should also include any relevant quotes from these studies.

When writing an effective EBP literature review, it is important to keep in mind the following tips:

• Take the time to read all the articles you cite in your review. This will help you understand the literature better and contextualize it.
• Be sure to cite your sources correctly. If you use a journal article, for example, include the author’s last name and publication year in your citations.
• Be concise in your writing. A literature review should not exceed 10 pages in length. Try to focus on key points and highlight why they are important.
• Use analytical techniques to help you evaluate the literature. For example, consider using qualitative or quantitative methods to analyze data.
• Make sure that your writing is accessible to a broad audience. If your research is technical, explain clearly how it was conducted and what it suggests.

EBP Nursing Research Paper Methodology

The methods section should describe how you researched the topic you are writing about. You should include details about the study you chose to utilize and any statistical analysis you performed.

How to write a methodology in an EBP Nursing Research Paper

Instead of collecting data through surveys, interviews, or clinical records, as in a quantitative or qualitative study, the data you collect is the literature produced on your topic.

Remember, the research you obtain is evidence like quantitative or qualitative data. But what evidence do you select to analyze?

It can be difficult to select evidence. Don’t just go with sources that work well for you, as this will only discredit your ideas. Consider assessing the dependability of the source, ensuring you have different viewpoints when considering a change in practice.

• What database did you search?
• Which search terms did you use, and how many total articles came up with those searches?
• If the search yielded few or fewer results, that may be because the search was too narrow.

The author considers many factors when evaluating sources. Here’s how to evaluate sources for your nursing research Papers

• Assess how trustworthy the source is, how accurate it is, and whether the source has a bias.
• The credibility of study material—is the study/journal credible and original? Research can be found in scholarly journals rather than general reading material.
• Validity: Does the study measure what it says it measures? What demographic sample did the study use? A study may be invalid or inaccurate if it does not produce an accurate margin of error.
• The same test needs to be done to get a true sense of reliability and yield the same results. The test needs to end when the results have been favorable. The results of the study are valid. The report suggests high levels of consistency and validity.

Here’s How to write a Critical Analysis in Nursing

Findings – How to present findings in the EBP Nursing Research Paper

The results and discussion section should provide a detailed analysis of your findings. Discuss the implications of findings and how policymakers can use them.

Your findings will be an analysis, possibly including a chart or table. You should present the studies you selected as the most appropriate sources for studying your problem and instituting your proposed change.

Be sure to compare the following aspects of each study:

• Demographics, pools, and samples
• Methods of discovery and analysis
• Results and limitations

Remember that these studies are supposed to be the most reliable and valid ones for answering the problem you found or the practice you wish to change. Your findings should lay the groundwork for making this argument in your discussion section.

Discussion: Conclusion and Recommendations for the EBP Nursing Research Paper

The conclusion section should summarize everything that has been discussed in the paper. It should provide a summary of your findings, and make any recommendations that you have for policymakers. Be Sure to:

• Argue that the findings lead to the specific change in practice you identified in your introduction.
• Suggest a strategy for implementation. Will the change you recommend (which these studies probably also recommend) work in your situation? Why? What changes might be needed?

Here’s a video guide

Here are a few key points to remember when writing your conclusion for an EBP Research Paper. First, combine all the information and data you’ve gathered throughout your paper.

Second, summarize your study’s findings and what they mean for nursing practice. Finally, provide recommendations for future research in this area.

History of Evidence-based Practice

The history of evidence-based practice (EBP) can be traced back to the early 1990s, when the Institute of Medicine published “To Err Is Human: Building a Safer Health System” which called for more use of evidence in health care decision making.

In 1992, the National Academies Press published “Principles of Evidence-Based Practice” which was a synthesis of work from multiple organizations and aimed to provide guidance on how to use evidence to improve patient care.

Since then, EBP has evolved into an increasingly popular approach to nursing practice. Today, EBP is used by nurses at all levels of education and experience, and it is becoming more integral to the way nurses deliver care. There are many reasons why EBP has become such an important tool in nursing practice, and this article will discuss some of them.

First, EBP helps nurses make informed decisions about patient care. Nurses need reliable information to provide quality care for their patients, and EBP provides that information by providing systematic reviews of research studies. Systematic reviews are a type of scientific literature review that systematically assess the quality and applicability of research studies in order to provide recommendations for clinical practice.

Steps of the EBP process

There are six steps in the Evidence-based Practice process:

Evidence-based practice involves the following six steps:

• Assess the need for change: Formulate the research question based on the inadequacies of current practice.-  Identification of a problem or issue. Nurses should identify problems they see in their clinical practice and believe could benefit from intervention. For example, nurses may want to investigate whether patients who experience poor patient-centred outcomes after surgery have different factors, such as pain medication use or depression, that need to be addressed.
• Locate the best evidence: Obtain sources and assess their credibility and relevancy to the research question. Locate the best evidence & Synthesize evidence: Assessment of the current state of knowledge. To determine which interventions are likely to be effective, nurses should review the evidence on the effectiveness of interventions. This evidence can come from studies that have been conducted on interventions, from reviews of existing studies, or from clinical guidelines .
• 1) the target population for the intervention,
• 2) the severity of the problem or issue,
• 3) the feasibility of implementing the intervention
• 4) the cost of the intervention.
• Design the change: Apply the synthesized evidence to create a change in practice that reflects the new understanding. Selection and implementation of interventions. Nurses should select interventions that are likely effective for their target population, based on the factors listed in Step 3. They should then implement the interventions in a feasible and affordable way.
• Implement and evaluate: Apply the necessary changes and assess the changes to acquire new evidence. Evaluation of outcomes. After implementing interventions, nurses should evaluate their outcomes to determine their effectiveness. This evaluation can be done in several ways, such as through surveys or focus groups.
• Integrate and maintain changes: Reassess based on new evidence to continue improvement.

Nurses can use these steps to guide their EBP research in a number of ways. For example, they may want to investigate which interventions are most likely to be effective for a particular target population or problem, or they may want to determine which interventions are the most feasible and affordable to implement.

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Evidence-Based Research Paper topics in Nursing

List of twenty EBP Nursing Research Paper ideas in nursing to write about

• Effectiveness of interventions for preventing falls in the elderly
• A pilot study of the efficacy of a home-based intervention to reduce falls in older adults
• Evaluating the effectiveness of a community-wide fall prevention intervention for older adults
• The impact of diabetes on balance and falls in older adults
• The effect of social isolation on falls in older adults
• The influence of ethnicity on falls in older adults
• Assessment and management of postural instability in the elderly
• Trends in hip fracture rates among older adults in the United States over time
• Reducing the risk factors for institutionalization among elders with Alzheimer’s disease
• Promoting healthy sleep habits among elders with dementia
• Assessing and managing sleep disturbances in elders with dementia
• Effects of exercise interventions on balance, mobility, and safety in seniors
• Rehabilitation after stroke: Targeting fall prevention
• The Effect of Nurse-Family Partnership on maternal and child health outcomes
• The Relationship of Depression to Nursing Home Use and Mortality
• Factors Influencing Patient Compliance with Diabetes Management Guidelines
• Contributions of Breastfeeding to Infant and Young Child Nutrition
• Role of the nurse in community-acquired pneumonia prevention
• Effectiveness of home health aide services on elder quality of life
• Impact of Acute Care Hospitals on the Nation’s Health

Plan of the EBP Nursing Research Paper

Writing an EBP Nursing research paper can be daunting, but it can be much easier with a plan. This guide will provide you with the essential steps you need to take to produce high-quality research papers. First, you will need to identify the problem you are researching. Next, identify the population most likely to experience the problem and/or share its consequences.

Finally, using evidence-based practices as your guide, develop a plan of action that will address the problem.

Read more on How to Format a CV for a Nursing Position Examples

Identify the Problem

The first step in writing an EBP nursing research paper is to identify the problem you are researching. This can be difficult, as the problem may be subtle or complex. However, you can use rigorous research methods to identify the problem and its consequences.

Once you have identified the problem, you must identify the population most likely to experience it and/or share its consequences. This can be a difficult task, as it may be difficult to differentiate between those affected by the problem and those not. However, by using reliable sources of information, you can develop a profile of the population that will help you identify which groups are most at risk.

Once you have identified the population most likely to experience the problem, you to develop a plan of action to address it. This action plan should be based on evidence-based practices, ensuring that your proposal is effective and efficient.

Find out more on Nursing Essay Thesis Statement [+How to & Examples]

Develop a Plan of Action

The next step in writing an EBP nursing research paper is to develop a plan of action. This action plan should be based on the evidence you have gathered and the population you have identified as most at risk.

Your action plan should include specific objectives, targets, timelines, and budgetary constraints. It should also include measures to resolve the problem, including benchmarks and measurements.

Finally, your action plan should be evaluated and revised based on stakeholder feedback. This feedback will help you ensure that your proposal is effective and efficient.

Writing an EBP nursing research paper can be daunting, but it can be much easier with a plan. This guide will provide you with the essential steps you need to take to produce high-quality research papers. First, you will need to identify the problem you are researching. Next, identify the population most likely to experience the problem and/or share its consequences. Finally, using evidence-based practices as your guide, develop a plan of action that will address the issue.

Steps of Writing an EBP Research Paper in Nursing

1. Determine the purpose of your EBP study. 2. Choose a relevant population or setting. 3. Identify the specific question you wish to answer. 4. Collect and analyze data. 5. Construct a hypothesis or theory based on your findings. 6. Write a conclusion that supports your thesis statement. 7. Offer suggestions for future research on evidence-based practice in nursing.

EBP Research Paper Literature Review Writing- Evidence-Based Practice (EBP)

Evidence-based practice (EBP) is an approach to nursing that focuses on using evidence to guide clinical decisions. EBP is effective in improving patient outcomes and reducing healthcare costs. To write an effective EBP literature review, it is important to understand the concepts of evidence and research.

The following section will provide a brief overview of the concept of evidence and its role in EBP. After this, the section will outline the different types of research used in EBP and discuss how to select appropriate research for your paper. Finally, the section will provide tips for writing an effective literature review.

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What is Evidence?

Evidence is information that supports a belief or theory. It can come from either personal experience or empirical research. Personal experience includes things like doctor’s orders or patient statements. Empirical research includes studies that use scientific methods to collect data about a particular topic.

Why Use Evidence in Nursing?

There are many reasons why using evidence in nursing is important. First, it can help improve patient outcomes. For example, using evidence-based practices when caring for patients with diabetes can help control their blood sugar levels and reduce the risk of complications.

Second, using evidence can reduce healthcare costs. For example, using evidence-based interventions when caring for patients with heart disease can help reduce the risk of death and hospitalization.

Finally, using evidence can help nurses make better decisions. For example, when caring for a patient with cancer, it is important to use evidence-based treatments that are effective in reducing the risk of cancer recurrence.

What Types of Research is Used in EBP?

There are many different types of research used in EBP. The following section will outline the different types of research and discuss how to select appropriate research for your paper.

• Clinical trials: Clinical trials are experiments that are designed to test the effectiveness of a new treatment or intervention. Clinical trials can be conducted in hospitals or clinics.
• Evaluation studies: Evaluation studies compare the outcomes of two or more treatments or interventions. Evaluation studies can be conducted in hospitals or clinics.
• Observational studies: Observational studies collect data about how people behave without Intervention. Observational studies can be conducted at home, work, or anywhere people gather data.

How to Select Appropriate Research for Your Paper

When selecting research for your EBP nursing research paper, it is important to consider the topic you are writing about and the audience you are writing for. The following tips can help you select appropriate research for your paper.

• First, consider the topic you are writing about. If you are writing about a new treatment or intervention, it is important to use clinical trials. Clinical trials are experiments that are designed to test the effectiveness of a new treatment or intervention.
• If you are writing about an existing treatment or intervention, it is important to use observational studies. Observational studies are studies that collect data about how people behave without Intervention. These studies can be conducted at home, work, or anywhere else people gather data.
• Second, consider the audience you are writing for. If you are writing for a healthcare provider, using evidence-based practices that effectively improve patient outcomes and reduce healthcare costs is essential. If you are writing for a patient or their family, using understandable and relatable information is essential.
• Finally, always check the credibility of any sources used in your paper. Credible sources will typically have references that can be verified.

Using credible sources for Evidence-based practice paper

Evidence-based practice (EBP) is a nursing research methodology that draws on published, peer-reviewed scientific studies to develop rationales for and recommendations for patient care.

• It is important to use credible sources to write an EBP paper that is both credible and useful. Credible sources have been examined by experts in the field and found to be reliable. To identify credible sources, it is helpful first to understand what constitutes evidence-based practice.
• The five types of evidence considered most important in EBP are randomized clinical trials (RCTs), systematic reviews, meta-analyses, case reports, and expert opinion.
• When using any of these types of evidence, it is important to ensure the study was conducted according to strict methodological standards.
• For example, RCTs must be blinded (i.e., the participants and investigators should not know which group is receiving the treatment being studied). Furthermore, all data collected during an RCT must be reported accurately and completely.
• Once you have identified a study as credible, the next step is to determine whether the study’s findings are relevant to your topic. It is important to note that not all studies that qualify as evidence-based practice apply to every topic.
• For example, a study that explores the use of acupuncture as a treatment for chronic neck pain would not apply to writing an EBP paper on the use of epidural analgesia in childbirth.
• Finally, it is important to consider the implications of the study’s findings when writing an EBP paper.
• For example, if a study found that a particular treatment was ineffective, it is important to discuss why this might be the case and what can be done to address the issue.

What are the 5 A’s in evidence-based practice?

Evidence-based practice is a healthcare approach that is based on the use of evidence from research studies to make decisions about care. Here are the A’s in evidence-based practice:

• Anchor: The anchor for your paper should be a specific and meaningful study that provides the basis for your argument.
• Background: State the purpose of your paper, including why you are studying the issue.
• Methods: Describe how you conducted your study and collected the data.
• Results: Discuss the findings of your study in detail, including any relevant conclusions.
• Discussion: Explain how this information can be used to improve patient care.

How do nurses write evidence based practice papers?

There are a few key steps that nurses should take when writing evidence based practice papers, including conducting research, analyzing data, and writing effective conclusions.

Here are more specific tips on how to go about each of these steps:

1. Conduct Research: The first step in writing an evidence-based practice paper is to conduct research. This means gathering information from reliable sources to support your arguments. You can find information on different types of research in the library, online databases, and journals. When selecting sources, be sure to select studies that are relevant to your topic and that you can trust.

2. Analyze Data: After you have gathered your data, it is important to analyze it carefully. This means looking at the data from different perspectives and using logic and reasoning to arrive at a conclusion. Be sure to state your findings clearly and concisely so that others can understand them.

3. Write Effective Conclusions: The final step in writing an evidence-based practice paper is to write effective conclusions. This section should summarize your findings and include any recommendations that you have for improving patient care. Remember to support your recommendations with credible evidence.

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Introduction.

Sand dunes overlooking the Atlantic Ocean. Cape Cod National Seashore (US National Park Service). Massachusetts

The CEO of your health care system has cut all unit budgets by 25%, forcing you to cancel one of two popular Point-of-Care resources. The more established health care providers prefer the first resource, while the newer providers and residents prefer the second resource.

Morale is low among providers in your health care system, with their discontentment primarily stemming from electronic health records, particularly the overwhelming volume and frequency of automatic alerts. Federal laws or regulations mandate some of these alerts.

The Vice President of Research is interested in gauging the impact of your resources and services on the success of the research enterprise within your institution.

The Academic Dean is seeking ways to reduce the number of contact hours in the curriculum while still meeting all national competencies for graduating seniors. You are responsible for ensuring that all students meet their national competencies in Evidence Based Practice . What content can you safely reduce or even eliminate?

How would you make these decisions? Evidence Based Practice (EBP) has proven to be a reliable framework for making these types of important decisions. EBP provides a sequential and structured approach for integrating the best available evidence into the decision-making process. Typically, this process entails formulating an answerable question, searching for the best available evidence, critically evaluating the evidence for both its relevance and quality, and then reaching a decision unhindered by the myriad of challenges often encountered when making sound decisions.

EBP has undergone significant transformations since its inception a couple of decades ago. In its early stages, EBP tended to be more speculative or prescriptive rather than based on concrete experience. Some of the earliest works, including some of my own contributions, now seem quaint and naïve. Nevertheless, many of these early works harbored visionary ideas that inspired efforts to bring about the remarkable developments that define EBP today. The most striking developments in EBP are found in the areas of question formulation and the search for evidence. These areas exemplify the most profound changes that have taken place within EBP. Our evidence base has grown tremendously in breadth and in rigor.

Not everything within EBP has undergone a transformation, however. While the definition of EBP has evolved to a more refined state, its fundamental components have remained intact. The EBP process follows the same well-traveled path, although it no longer places emphasis on the final reflection step for every decision. Reflection maintains its significant role, existing separately from EBP yet interwoven into other facets of professional practice. 1 Figure 1 provides a visual depiction of the current EBP process, consisting of formulating a question, searching for the best available evidence, appraising the quality of the most relevant evidence, and reaching an individual or group decision.

The EBP Process.

EBP maintains its three-part structure as the guiding framework that encompasses the practitioner, the evidence, and those parties to whom these practitioners are held accountable. Figure 2 portrays this tripartite framework of EBP. Within this EBP framework, practitioners draw upon their extensive repertoire of skills, knowledge, experiences, and professional judgment. Additionally, practitioners strive to adhere to their values, which will be further elaborated upon in this chapter. The evidence, described throughout this Guide , must be compelling and convincing to those individuals or groups to whom practitioners are answerable. This third corner of the triangle, Accountable Parties, includes leaders who govern or oversee the practitioners. It also encompasses a diverse assortment of people who either currently depend on or who might someday rely on the services or resources the practitioners provide. While the commonly-used term “stakeholders” is used in this Guide , it does not accurately capture the diverse and, at times, challenging-to-identify populations in the third corner in Figure 2 . Nevertheless, for the sake of simplicity, the short-hand term “stakeholder” will be used throughout this Guide.

The EBP Tripartite.

• 1.1 Audiences

This Guide aspires to be a valuable resource for various audiences: newcomers to the field, experienced colleagues with incomplete knowledge of EBP , and experienced practitioners already engaged in EBP who seek a convenient reference. Health Information Professionals (HIPs) bring diverse skills and interests to their roles, from health sciences librarianship, informatics, 2 information science, archival managers, and others who do not fit neatly into these categories. This Guide seeks to advance EBP further by consolidating the essential components of the EBP approach to decision-making into a single source. It draws upon and builds upon earlier EBP work for HIPs. 3 , 4 , 5 Readers will recognize familiar and enduring elements within this Guide that continue to define EBP.

This Guide sets a unique course that diverges away from these other fine works. This Guide focuses on two distinct core elements. Firstly, this Guide restricts its scope to the United States (US), recognizing the distinctive history and health care landscape of the country. Secondly, this Guide primarily serves the needs of HIPs within the vast US health care system. HIPs support clinical, educational, and research facets of this extensive system, which remains a vast realm of work, especially in a diverse nation of over 330 million people. 6 A substantial portion of the content in this Guide might prove helpful to colleagues apart from the health sector or from outside the US. While this Guide offers a comprehensive and interconnected resource for HIPs within the US, readers from outside the health sector or HIPs in other countries should exercise discernment to ensure the suitability of any elements they select to apply to their respective sectors or nations.

The narrower scope of the Guide reflects my extensive collaborative experiences with EBP colleagues outside the US over the past two decades. I had the opportunity to contribute chapters to both the 2004 Booth and Brice 7 text and the 2016 Koufogiannakis and Brettle book. 8 These authorship experiences, combined with my many collaborations with colleagues from Sweden, Canada, Italy, and the UK, convinced me that the health care environments and professional cultures in these nations differ significantly from what HIPs experience in the US. To maintain a purposeful direction tailored to HIPs in the US, I intentionally chose a more focused approach for this Guide.

• 1.2 Tradition of Research

A Swedish colleague with an interest in EBP wrote, “I have always seen the lack of published [research] evidence about Swedish/ Scandinavian libraries and in Swedish/ Norwegian/Danish as a huge obstacle …” 9 The presence of research evidence in the US predates the emergence of EBP by more than 50 years. Brodman employed a form of survey called “reputational analysis” as an alternative to the then-prevalent citation analyses. 10 Postell pioneered the cohort study to predict future resource usage. 11 Forty-three years ago, the Medical Library Association President, Erika Love, elevated research to one of the three highest aspirations of the profession. 12 In 1981, Marshall implemented the first-ever randomized controlled trial in our profession. 13

Two prominent factors appear to drive the growing emphasis on research within the health information profession in the US. First, at any moment HIPs have come under scrutiny from external stakeholders who place a high value on empirical research. As Chapter 2 indicates, the leaders and the many users of HIPs’ services and resources are well-versed in clinical research methodologies. They possess a solid understanding of observational and experimental study designs within their respective professional domains. The second reason appears to be the historical pattern of many health sciences librarians serving as faculty members. These faculty members, or their HIP colleagues with similar academic status, have been encouraged and are often expected to conduct original research. 14 , 15

Why did you choose to become a HIP? Surely not for the pursuit of power, prestige, or wealth! Most HIPs appear to be driven by a shared passion for the organization and accessibility of information to those in need. Beyond these common goals, it appears that HIPs share some common values, many of which align with the widely held values in both the health and scientific sectors. These values include integrity, honesty, equity, humility, skepticism, and accountability. HIPs subscribe to the definition of health as a “state of complete physical, mental, and social well-being and not merely the absence of disease.” 16 HIPs join physicians, nurses, therapists, public health experts, and all other health professionals in striving to provide the highest standard of care to all patients. Similar to their scientific research colleagues, HIPs exhibit a considerable interest in replicability and reproducibility. Replicability entails another researcher’s ability to conduct an identical study to yield identical results, while reproducibility involves a researcher’s provision of protocols, code, and data used in a study, allowing others to scrutinize it. 17

HIPs generally subscribe to American Pragmatism, as first articulated by William James. Pragmatism emphasizes a focus on the practical consequences of any theory or principle, while also highlighting the importance of real-world experiences coupled to the practical applications of abstract concepts. 18 The roots of Pragmatism can be traced back to the nations that populated the US before European contact, with subsequent adoption by European settlers on this continent. 19 The HIP visionary, John Shaw Billings, applied a pragmatic approach in his contributions to the development of punch cards 20 and his creation of Index Medicus , which eventually evolved into the informatics achievement known as MEDLINE. 21 Today, HIPs continue to adopt a pragmatic approach across their multifaceted roles.

HIPs hold a profound regard for the accessibility of information for all who desire it. This deep-seated commitment to open-access information can be traced back to the early stages of the profession’s development, exemplified when John Cotton Dana challenged conventional norms by refusing to be a physical gatekeeper to information. 22 , 23 HIPs continue this dedication to open access through advocacy and concrete efforts to ensure that the evidence at the center of EBP can be made freely available to all. These values have withstood the challenges and transformations that have characterized the past three decades. HIPs draw upon these values, together with their expertise and the best available evidence, to inform their EBP decisions.

This is an open access publication. Except where otherwise noted, this work is distributed under the terms of a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license (CC BY-NC-SA 4.0 DEED), a copy of which is available at https://creativecommons.org/licenses/by-nc-sa/4.0/ .

This open access peer-reviewed Book is brought to you at no cost to you by the Health Sciences Center at UNM Digital Repository. It has been accepted for inclusion in the Faculty Book Display Case by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected].

• Cite this Page Eldredge J. Evidence Based Practice: A Decision-Making Guide for Health Information Professionals [Internet]. Albuquerque (NM): University of New Mexico Health Sciences Library and Informatics Center; 2024. Introduction.
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Evidence Based Practice essays

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Practicing nurses spend much of their work on patient care, communication, education & moral support. However, in addition to this, nurses also need to take a considerable part of their time to write many specialized papers. One of the most challenging can be an evidence based practice essay. Nevertheless, any job becomes easier if you have a place to look at ready-made examples.

Fortunately, you’ve come to the right place. At Nursingpaper.com, you can find many EBP example you need to get inspired and create your own quality work.

What Are Evidence Based Practice Essays?

Evidence papers accumulate nursing knowledge, work experience, and observation of numerous specialists. These docs describe the most effective methods of treatment and rehabilitation of patients, which are encouraged by practitioners. Research and evidence based practice essay is a kind of bridge between researchers and practicing physicians. They provide insights into which laboratory-tested therapies are best adopted in hospitals.

The essay on evidence based practice must be written competently because it depends on how accurately the topic will be revealed. That is why we offer practicing nurses our database of ready-made examples, thanks to which they can improve their work significantly by taking some good ideas about sources, content, structure, etc.

Use the Best Examples of Nursing Evidence Based Practice Essays

Writing and structuring your work is much easier when you have something to look up to. In our database, you can find hundreds of various papers on different topics written by proficient experts. You can use any of the ready-made nursing evidence based practice essays to understand what a perfectly composed and structured text looks like. Taking our work as a basis, you cannot doubt that you will always get an excellent result. You’re able to do almost anything you want with samples. Use ideas, copy the structure, and get inspiration for your unique works. Still, we don’t recommend to copy-paste ready-made content or its parts to avoid plagiarism.

Even if your topic is not among our evidence based practice essay examples, try to use keywords to find good ideas in other categories like Psychology, Social Care, or Maternal & Child health. Also, feel free to seek help from our consultants, who will gladly help you find the sample you need.

Reveal the Topic With Evidence Based Practice Nursing Essay Examples

An undeniable advantage of using examples from our site is that you can always stand out from the rest by greatly expanding the topic of your paper. Feel free to add a broader perspective on evidence and patient care than initially stated. After all, there are dozens of different ways to look at the treatment of disease.

You’re able to find fresh ideas using our samples. If you have an asthma or bronchitis doc topic, find ready-made samples on allergies and other lung diseases to expand your facts and arguments. Thus, using free works on our site can significantly improve your work quality and make it more complete.

The Main Elements of Evidence Based Practice in Nursing Essay

Regardless of the topic, it’ll be a wise decision to pay attention to the following elements that should be inherent in every EBP example.

• Clear clinical question.
• Arguments review of the literature.
• Comprehensive evaluation of studies.
• Implementation of evidence.
• Practical application.
• Evaluation of outcomes.
• Ideas for improvement.

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To maintain your way and avoid getting lost in the complexities of the structure and format of an evidence paper, we offer you the best way out of the situation. Entrust your paper writing to experienced nursing writers. Each specialist has already created hundreds of papers that have received excellent reviews, and yours can be the next on this list.

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How to Write an Evidence-Based Practice Paper in Nursing

Some call it an EBP paper while some evidence-based research paper, and it comes in many other forms as well, including EBP case reports, EBP capstone projects, EBP coursework, or EBP thesis. Regardless of the name, without explicit knowledge on how to write an evidence-based practice paper, you cannot wrap your mind around it. Evidence-based papers are written by students so that they can develop confidence, research interests, critical thinking, creativity, and decision-making skills that are applicable in real-world clinical settings.

Any nursing school student must write an evidence-based practice paper. In most cases, EBP papers can come in the form of change management papers where quality improvement processes are recommended. To avoid making blunders when writing, it is vital to grasp the entire writing process.

Unlike other nursing papers and essays, evidence-based practice papers require in-depth reasoning, research, and reading. We acknowledge that writing a great evidence-based paper that is gradable takes sweat and is very challenging.

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What is Evidence-Based Practice?

Evidence-Based Practice in the field of nursing focuses on the premise that medical practice should focus on adapted and developed principles through a cycle of evidence, research, and analysis of theory. Evidence-based practice intends to address the changes in practice based on the nursing and non-nursing theories developed through proper research.

In nursing, the implementation of EBP comes in the form of a systematic review, where research is reviewed based on a particular guideline to determine its suitability for being used as a gold standard in practice.

The systematic review helps in sense-making from the mammoth of information available for effective change management, implementation, and institutionalization. 

The EBP process involves six significant steps:

• Assessment of the need for change : This entails the formulation of a research question or hypothesis based on the gaps in current practice.
• Location of the best evidence : Depending on the levels of nursing resources or evidence, the next step entails assessing the credibility, reliability, and relevance of the evidence or peer-reviewed articles.
• Synthesis of evidence : This step involves the comparison and contrast of available sources of evidence to establish similarities and differences to determine the best course of approach.
• Designing change : through the results of the synthesis of the available evidence, the next step is to create an effective change based on the evidence collected. It also involves drafting the change implementation plan within the clinical setting.
• Implementing and Evaluating Change : After the design comes to the process of initiating the change through change advocates such as nurse leaders and nurses themselves, it is the phase where the new process is established into practice. Various change management theories can be followed to ensure the fruition of the change management plan.
• Integration and Sustaining Change : Once the new evidence has been used to implement change, it is adopted through policy or guidelines within the clinical settings. It also entails the process of continuous improvement to achieve the best.

Steps of Writing an EBP Research Paper in Nursing

Once you have been assigned to write an evidence-based paper, you need to follow the steps below to write the best essay.

1. Choose a Topic for your Paper

There are many methods you can use when choosing an EBP topic. You can get ideas from your coursework, peer-reviewed sources, class assignments, and past evidence-based projects done. Thanks to the Internet, there are various evidence-based practice topic ideas. However, choose a topic that resonates well with your passion and interest in nursing practice. For instance, if you are looking forward to improving patient flow in the ED using technology, be sure that you are cognizant of such technology as EHR or HIT. Begin by exploring the assignment and make some notes; you should then settle for a tentative topic.

2. Consult with your Professor/Instructor

Nursing education, just like nursing practice, calls for collaboration and getting feedback. Therefore, once you have selected a creative, evidence-based practice topic , you must make an appointment with either the writing center or the professor/instructor for confirmation. In some instances, your professor/instructor will request for an evidence-based practice proposal. In the EBP proposal, you must state the nursing issue you intend to solve, the change management process, and the rationale for the change. If it is convincing enough, you will get a go-ahead. Otherwise, you will need to revise the EBP nursing proposal.

Tip: SELECT a good health indicator (disease, health conditions, working/living conditions) , DESCRIBE the population or sub-population of the target, find EVIDENCE of around 7-10 peer-reviewed sources that support your proposal, and DESCRIBE the intended outcomes and rationale of the change proposed in the clinical setting.

Some of the health indicators you can use for your EBP paper include socio-economic status; gender, education, environment, employment, genetic endowment, culture, child development, healthcare services, access, quality, cost of care, social support, coping skills, etc.

The EBP papers can include a change model, population health model, nursing theory, and nursing interventions and each must be justified using credible evidence.

3. Gathering Supporting Evidence - Research

The backbone of an evidence-based paper is evidence. Therefore, you need to extensively research both online and print sources to get facts to support your EBP paper thesis statement. Once you have developed the problem statement and outlined the thesis statement, you should critically evaluate the sources to determine those that support the thesis.

In some instances, the instructor might request you to write an annotated bibliography or critically analyze each of the articles or the main article that supports your evidence-based practice paper. A common approach is through using an evidence evaluation table. When selecting the sources, remember that there are both primary and secondary sources.

You can get primary and secondary sources from databases such as PubMed, EBSCO, UpToDate, TRIP Database, OVID, The Cochrane Collaboration, and CINAHL.  Besides, you can depend on .gov, .org, and .edu websites to get information. Professional and government organizations, as well as NGOs, can be a starting point of research. They are an excellent resource for statistics, epidemiology data, and further information. Excellent research means that the research question, hypothesis, and thesis statement will be supported and answered.

Related: How to write a great thesis statement for any paper.

Deciding on the Best Resources for EBP Papers

There are primary and secondary data sources when it comes to scientific writing. Instead of collecting and analyzing real data as students do for qualitative and quantitative or mixed methods thesis, dissertation, and research papers, an EBP paper is purely based on the published findings from primary research. It is imperative, therefore, that a nursing student only uses credible, valid, and reliable sources. Here are three criteria to select a good source for your EBP paper:

• A research journal article is only reliable if published in a reliable database/journal and is peer-reviewed. It depends on the level of the evidence as well. Will the same test yield similar results if replicated?
• A valid research study has followed the strict research protocols, is up to date, and is relevant to the chosen EBP paper topic selected. Does the study measure what it says it intends to measure?
• Credible research that can be incorporated into an EBP paper must have verifiable findings, published in a reputable journal, and is scholarly. Is the research study from a reputable journal?
• Is the research report, article, or journal primary research such as qualitative research, quantitative research, randomized controlled trial, controlled case studies, or quasi-experimental study?

It is only natural that you can dislike the entire process of writing an EBP paper, not because you don't know how to, but probably because of the strict and laborious process. If this is the case, our nursing writing service is all you need for your peace of mind. We have experienced nursing assignment help experts who can craft the best papers for you. Stop, think about it, and let us know if you need some help.

Related reading: How to title an article in an academic paper.

Outline of an Evidence-Based Practice Paper

A good evidence-based paper in nursing must have several parts, each of which are completed with precision, care, and wit. If you have researched online for evidence-based practice paper examples , you will agree with us that the format or structure is more or less as broken down below. It is the same structure you will see on an evidence-based practice paper template that you will likely receive from class.  Here is a critical breakdown of what to include in your nursing evidence-based practice paper:

1. Title of the EBP Paper

A good title will either attract and keep or turn off your audience, instructor/professor. Therefore, having an excellent title for your evidence-based practice case study, report, write-up, or research paper is paramount. The title aims to set the scope of the EBP paper and provide a hint about the hypothesis or thesis statement. It is, therefore, imperative that it is concise, clear, and fine-tuned. If you decide to write the title as a question, you could paraphrase the PICOT statement, for example. Otherwise, it can also take forms such as statements or facts opposing the status quo. Whichever direction you choose to align to, the aim remains constant to give more insight to the reader from the onset.

2. Thesis Statement

While the PICOT statement can already tell what your entire EBP paper is all about, you need to develop a great thesis statement. A thesis statement, usually the last sentence or two, is like a blueprint of the entire paper. It is the foundation upon which the whole paper is built. Take note that a thesis is not a hypothesis, which is an idea that you either want to prove or refute based on a set of available evidence. An evidence-based practice paper with a thesis ultimately earns the best grade without leaving the reader to look for it the entire paper.

The thesis statement must be specific, manageable, and enjoyable. A sample EBP thesis statement can be: According to new developments in genomics and biotechnology, stem cells have reportedly been used in breast cancer treatment with higher chances of remission in the patients. Novel approaches to pain management dictate that a nurse must obtain three kinds of knowledge to respond effectively to patients' pain: knowledge of self, knowledge of standards of care, and knowledge of pain.

A thesis can also be an implied argument, which makes it descriptive. However, not so many professors like such. This paper discusses

3. Introduction

The introduction of evidence-based practice must reflect certain elements. First, you must present a background to the research question or nursing issue. It would help if you also painted a clear picture of the problem through a thorough and brief problem statement and at the same time, provide the rationale. You can organize your intro into a PICO:

Patient/Problem : What problems does the patient group have? What needs to be solved?

Intervention : What intervention is being considered or evaluated? Cite appropriate literature.

Comparison : What other interventions are possible? Cite appropriate literature.

Outcome : What is the intended outcome of the research question?

The thesis statement we have discussed above then comes in as either a sentence or two in the last part of the introduction. The research problem should help generate the research question or hypothesis for the entire EBP paper.

4. Methodology

As indicated before, an EBP research paper does not focus on research; instead, it focuses on a body of knowledge or evidence. For that matter, when writing an EBP paper, you only collect data from literature produced on your chosen topic. A confusing bit when researching evidence to use is deciding on what level of evidence to use. There are systematic reviews, literature reviews, white papers, opinion papers, practice papers, peer-reviewed journals, critically appraised topics, RCTs, Case-controlled studies, or cohort studies, you name it. You must decide which level of evidence is appropriate. It trickles down to the scholarly source's validity, reliability, and credibility. Your methodology should include:

• The databases you searched, the search terms, the total articles yielded per search, the inclusion and selection criteria, the exclusion criteria.
• You should indicate the inclusion and exclusion criteria for the articles and the number of articles you finally end up with.

You can further choose to use knowledge as evidence based on authority, a priori, theory, and tenacity, as advised by Fawcett and Garity in their book Evaluating research for evidence-based nursing practice.

5. EBP Literature Review

In the literature review section, you aim to explore the associations of the evidence chosen given your topic. It aims at either finding the gap in those studies or using the knowledge to build on the topic. For instance, if you are to come up with a new management approach for pressure ulcers in palliative care, choose credible evidence on the topic. Find the effectiveness of your proposed approach in other environments, what works well, and what precautions should be taken. It is more of comparing and contrasting the sources. You also ought to be critical as it is the only way you can develop the best EBP paper. It is here that you report your findings from the literature. You can do it in the form of a table outlining the aspects of each study including demographics, samples, methodology, and level of evidence, results, and limitations.

6. Discussion

Like any other professional research setting, the discussion section often discusses the changed practice, implementation approach, and evaluation strategies. This can be your approach as well in your EBP paper. However, go further to explore how the findings led to a given change in practice, the efficiency after that, and suggest the best strategy for implementing the change in your chosen organization. Make comparisons if necessary.

7. Conclusion

In your conclusion, you should wind up the paper, summarize the EBP paper, and leave the readers satisfied. Your revamped thesis statement can feature in the conclusion. Make your conclusion count.

Finally, your EBP paper must have references, works cited, or a bibliography section. You realize that most EBP papers are written in either APA formatting or Harvard formatting .

Furthermore, it would be best if you wrote your abstract section last, which is about 150-250 words. It aims to offer a highlight of the entire evidence-based paper.

Here is a graphic/visual representation of the entire EBP writing process for students.

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In this article, we have answered the question: what is EBP? What is an EBP research paper? and how to write an APA evidence-based research paper in nursing.

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Center for Nursing Inquiry

Evidence-based practice, what is ebp.

As nurses, we often hear the term evidence-based practice (EBP). But, what does it actually mean? EBP is a process used to review, analyze, and translate the latest scientific evidence. The goal is to quickly incorporate the best available research, along with clinical experience and patient preference, into clinical practice, so nurses can make informed patient-care decisions ( Dang et al., 2022 ). EBP is the cornerstone of clinical practice. Integrating EBP into your nursing practice improves quality of care and patient outcomes.

How do I get involved in EBP?

As a nurse, you will have plenty of opportunities to get involved in EBP. Take that “AHA” moment. Do you think there’s a better way to do something? Let’s turn to the evidence and find out!

When conducting an EBP project, it is important to use a model to help guide your work. In the Johns Hopkins Health System, we use the Johns Hopkins Evidence-Based Practice (JHEBP) model. It is a three-phase approach referred to as the PET process: practice question, evidence, and translation. In the first phase, the team develops a practice question by identifying the patient population, interventions, and outcomes (PICO). In the second phase, a literature search is performed, and the evidence is appraised for strength and quality. In the third phase, the findings are synthesized to develop recommendations for practice.

The JHEBP model is accompanied by user-friendly tools. The tools walk you through each phase of the project. Johns Hopkins nurses can access the tools via our Inquiry Toolkit . The tools are available to individuals from other institutions via the Institute for Johns Hopkins Nursing (IJHN) .

If you’re interested in learning more about the JHEBP model and tools, Johns Hopkins nurses have access to a free online course entitled JHH Nursing | Central | Evidence-Based Practice Series in MyLearning. The course follows the JHEBP process from beginning to end and provides guidance to the learner on how to use the JHEBP tools. The course is available to individuals from other institutions for a fee via the Institute for Johns Hopkins Nursing (IJHN) .

Where should I start?

All EBP projects need to be submitted to the Center for Nursing Inquiry for review. The CNI ensures all nurse-led EBP projects are high-quality and value added. We also offer expert guidance and support, if needed.

Who can help me?

The Center for Nursing Inquiry  can answer any questions you may have about the JHEBP tools. All 10 JHEBP tools can be found in our Inquiry Toolkit : project management guide, question development tool, stakeholder analysis tool, evidence level and quality guide, research evidence appraisal tool, non-research evidence appraisal tool, individual evidence summary tool, synthesis process and recommendations tool, action planning tool, and dissemination tool. The tools walk you through each phase of an EBP project.

The Welch Medical Library  serves the information needs of the faculty, staff, and students of Johns Hopkins Medicine, Nursing and Public Health. Often, one of the toughest parts of conducting an EBP project is finding the evidence. The informationist  assigned to your department can assist you with your literature search and citation management.

When do I share my work?

Your project is complete. Now what? It’s time to share your project with the scholarly community.

To prepare your EBP project for publication, use the JHEBP Dissemination Tool . The JHEBP Dissemination Tool (Appendix J) details what to include in each section of your manuscript, from the introduction to the discussion, and shows you which EBP appendices correspond to each part of a scientific paper. You can find the JHEBP Dissemination Tool in our Inquiry Toolkit . 

You can also present your project at a local, regional, or national conference. Poster and podium presentation templates are available in our Inquiry Toolkit .

To learn more about sharing your project, check out our Abstract & Manuscript Writing webinar and our Poster & Podium Presentations webinar !

Submit Your Project

Do you have an idea for an EBP project?

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You can improve your skills at writing assignments for your subject area in a number of ways: 

• We have a wide range of self-service online resources that will help you develop your writing and study skills and support your assignment work: Learning Hub Skills Guides. 
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We have a skills guide dedicated to academic writing , with an online tutorial and an  Adobe visual guide  to support you.

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Academic Writing and Study Skills Tutorials are available to all students. They are a confidential one-to-one or small group appointment with a member of the Library Team lasting up to 30 minutes. They are available in person on campus, via Teams and email.

In order to ensure that the students who need them most have access to a tutorial, we will support you to engage with our online services and drop-ins before we make you a tutorial appointment.

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• Tutorials are booked for you by our Learning and Skills Development Team. To request skills support email: [email protected]
• Our Team will help you to define what support you need and will initially guide you through our online materials and encourage you to engage with our Study Skill Drop-ins
• If after trying out this support for yourself, you would like further support you can email us again at [email protected] and we will make a tutorial appointment for you
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What can a tutorial help you with? We can help you to develop your own independent study skills in many aspects of academic writing. This could be helping you to develop your own skills to:

- Understand your tutor’s feedback on a marked assignment and act upon that feedback for future assignments - Understand your School’s Assessment Criteria for an assignment - Improve your time management and plan for your assignment submission dates - Structure your assignment - Develop your critical thinking and writing - Develop your independent proof-reading skills and the skills for you assess that your work is of a quality appropriate  for submission

You can bring your assignment plan or a piece of work with you as an example and we will use it to inform our advice on how to develop the independent skills that will improve your confidence and performance.

What tutorials are not able to help with and why

• We cannot read your work ahead of a tutorial, however, you can bring a piece of work with you to your appointment for us to refer to in the session
• As your work needs to be entirely your own, we will not check draft assignments for you in order to approve their quality before submission but we will support you to develop these skills for yourself
• In order to protect your academic integrity we cannot proof-read your work for you i.e. check the content, structure, spelling or grammar, but we will help you to develop the valuable skills to successfully proof read your own work
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Evidence-Based Practice (EBP)

• The EBP Process
• Forming a Clinical Question
• Inclusion & Exclusion Criteria
• Acquiring Evidence
• Appraising the Quality of the Evidence
• Writing a Literature Review
• Finding Psychological Tests & Assessment Instruments

What Is a Literature Review?

A literature review is an integrated analysis of scholarly writings that are related directly to your research question. Put simply, it's  a critical evaluation of what's already been written on a particular topic . It represents the literature that provides background information on your topic and shows a connection between those writings and your research question.

A literature review may be a stand-alone work or the introduction to a larger research paper, depending on the assignment. Rely heavily on the guidelines your instructor has given you.

What a Literature Review Is Not:

• A list or summary of sources
• An annotated bibliography
• A grouping of broad, unrelated sources
• A compilation of everything that has been written on a particular topic
• Literary criticism (think English) or a book review

Why Literature Reviews Are Important

• They explain the background of research on a topic
• They demonstrate why a topic is significant to a subject area
• They discover relationships between research studies/ideas
• They identify major themes, concepts, and researchers on a topic
• They identify critical gaps and points of disagreement
• They discuss further research questions that logically come out of the previous studies

To Learn More about Conducting and Writing a Lit Review . . .

Monash University (in Australia) has created several extremely helpful, interactive tutorials. 

• The Stand-Alone Literature Review, https://www.monash.edu/rlo/assignment-samples/science/stand-alone-literature-review
• Researching for Your Literature Review,  https://guides.lib.monash.edu/researching-for-your-literature-review/home
• Writing a Literature Review,  https://www.monash.edu/rlo/graduate-research-writing/write-the-thesis/writing-a-literature-review

Keep Track of Your Sources!

A citation manager can be helpful way to work with large numbers of citations. See UMSL Libraries' Citing Sources guide for more information. Personally, I highly recommend Zotero —it's free, easy to use, and versatile. If you need help getting started with Zotero or one of the other citation managers, please contact a librarian.

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• Next: Finding Psychological Tests & Assessment Instruments >>
• Last Updated: May 16, 2024 2:44 PM
• URL: https://libguides.umsl.edu/ebp

Key EBP Nursing Topics: Enhancing Patient Results through Evidence-Based Practice

This article was written in collaboration with Christine T. and ChatGPT, our little helper developed by OpenAI.

Evidence-based practice (EBP) is the use of the best available evidence to inform clinical decision-making in nursing. EBP has become increasingly popular in nursing practice because it ensures that patient care is based on the most current and relevant research. In this article, we will discuss the latest evidence-based practice nursing research topics, how to choose them, and where to find EBP project ideas.

What is Evidence-Based Practice Nursing?

EBP nursing involves a cyclical process of asking clinical questions, seeking the best available evidence, critically evaluating that evidence, and then integrating it with the patient’s clinical experience and values to make informed decisions. By following this process, nurses can provide the best care for their patients and ensure that their practice is informed by the latest research.

One of the key components of EBP nursing is the critical appraisal of research evidence. Nurses must be able to evaluate the quality of studies, including study design, sample size, and statistical analysis. This requires an understanding of research methodology and the ability to apply critical thinking skills to evaluate research evidence.

EBP nursing also involves the use of clinical practice guidelines and protocols, which are evidence-based guidelines for clinical practice. These guidelines have been developed by expert groups and are based on the best available evidence. By following these guidelines, nurses can ensure that their practice is in line with the latest research and can provide the best possible care for their patients.

Finally, EBP nursing involves continuous professional development and a commitment to lifelong learning. Nurses must keep abreast of the latest research and clinical practice guidelines to ensure that their practice is informed by the latest research. This requires a commitment to ongoing learning and professional development, including attending conferences, reading scholarly articles, and participating in continuing education programs.

You can also learn more about evidence-based practice in nursing to gain a deeper understanding of the definition, stages, benefits, and challenges of implementing it.

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How to Choose Evidence-Based Practice Nursing Research Topics

Choosing a science-based topic for nursing practice can be a daunting task, especially if you are new to the field. Here are some tips to help you choose a relevant and interesting EBP topic:

• Look for controversial or debated issues

Look for areas of nursing practice that are controversial or have conflicting evidence. These topics often have the potential to generate innovative and effective research.

• Consider ethical issues

Consider topics related to ethical issues in nursing practice. For example, bereavement care, informed consent , and patient privacy are all ethical issues that can be explored in an EBP project.

• Explore interdisciplinary topics

Nursing practice often involves collaboration with other health professionals such as physicians, social workers, and occupational therapists. Consider interdisciplinary topics that may be useful from a nursing perspective.

• Consider local or regional issues

Consider topics that are relevant to your local or regional healthcare facility. These topics may be relevant to your practice and have a greater impact on patient outcomes in your community.

• Check out the latest research

Review recent research in your area of interest to identify gaps in the literature or areas where further research is needed. This can help you develop a research question that is relevant and innovative.

With these tips in mind, you can expand your options for EBP nursing research topics and find a topic that fits your interests and goals. Remember that patient outcomes should be at the forefront of your research and choose a topic that has the potential to improve treatment and patient outcomes.

Where to Get EBP Project Ideas

There are several sources that nurses can use to get EBP project ideas. These sources are diverse and can provide valuable inspiration for research topics. By exploring these sources, nurses can find research questions that align with their interests and that address gaps in the literature. These include:

• Clinical Practice Guidelines

Look for clinical practice guidelines developed by professional organizations or healthcare institutions. These guidelines provide evidence-based guidelines for clinical practice and can help identify areas where further research is needed.

• Research databases

Explore research databases such as PubMed, CINAHL, and the Cochrane Library to find the latest studies and systematic reviews. These databases can help you identify gaps in the literature and areas where further research is needed.

• Clinical Experts

Consult with clinical experts in your practice area. These experts may have insights into areas where further research is needed or may provide guidance on areas of practice that may benefit from an EBP project.

• Quality Improvement Projects

Review quality improvement projects that have been implemented in your healthcare facility. These projects may identify areas where further research is needed or identify gaps in the literature that could be addressed in an EBP project.

• Patient and family feedback

Consider patient and family feedback to identify areas where further research is needed. Patients and families can provide valuable information about areas of nursing practice that can be improved or that could benefit from further research.

Remember, when searching for ideas for EBP nursing research projects, it is important to consider the potential impact on patient care and outcomes. Select a topic that has the potential to improve patient outcomes and consider the feasibility of the project in terms of time, resources, and access to data. By choosing a topic that matches your interests and goals and is feasible at your institution, you can conduct a meaningful and productive EBP research project in nursing.

Nursing EBP Topics You Can Use in Your Essay

Here are some of the latest evidence-based practice nursing research topics that you can use in your essay or explore further in your own research:

• The impact of telehealth on patient outcomes in primary care
• The use of music therapy to manage pain in post-operative patients
• The effectiveness of mindfulness-based stress reduction in reducing stress and anxiety in healthcare workers
• Combating health care-associated infections: a community-based approach
• The impact of nurse-led discharge education on readmission rates for heart failure patients
• The use of simulation in nursing education to improve patient safety
• The effectiveness of early mobilization in preventing post-operative complications
• The use of aromatherapy to manage agitation in patients with dementia
• The impact of nurse-patient communication on patient satisfaction and outcomes
• The effectiveness of peer support in improving diabetes self-management
• The impact of cultural competence training on patient outcomes in diverse healthcare settings
• The use of animal-assisted therapy in managing anxiety and depression in patients with chronic illnesses
• The effectiveness of nurse-led smoking cessation interventions in promoting smoking cessation among hospitalized patients
• Importance of literature review in evidence-based research
• The impact of nurse-led care transitions on hospital readmission rates for older adults
• The effectiveness of nurse-led weight management interventions in reducing obesity rates among children and adolescents
• The impact of medication reconciliation on medication errors and adverse drug events
• The use of mindfulness-based interventions to manage chronic pain in older adults
• The effectiveness of nurse-led interventions in reducing hospital-acquired infections
• The impact of patient-centered care on patient satisfaction and outcomes
• The use of art therapy to manage anxiety in pediatric patients undergoing medical procedures
• Pediatric oncology: working towards better treatment through evidence-based research
• The effectiveness of nurse-led interventions in improving medication adherence among patients with chronic illnesses
• The impact of team-based care on patient outcomes in primary care settings
• The use of music therapy to improve sleep quality in hospitalized patients
• The effectiveness of nurse-led interventions in reducing falls in older adults
• The impact of nurse-led care on maternal and infant outcomes in low-resource settings
• The use of acupressure to manage chemotherapy-induced nausea and vomiting
• The effectiveness of nurse-led interventions in promoting breastfeeding initiation and duration
• The impact of nurse-led palliative care interventions on end-of-life care in hospice settings
• The use of hypnotherapy to manage pain in labor and delivery
• The effectiveness of nurse-led interventions in reducing hospital length of stay for surgical patients
• The impact of nurse-led transitional care interventions on readmission rates for heart failure patients
• The use of massage therapy to manage pain in hospitalized patients
• The effectiveness of nurse-led interventions in promoting physical activity among adults with chronic illnesses
• The impact of technology-based interventions on patient outcomes in mental health settings
• The use of mind-body interventions to manage chronic pain in patients with fibromyalgia
• Optimizing the clarifying diagnosis of stomach cancer
• The effectiveness of nurse-led interventions in reducing medication errors in pediatric patients
• The impact of nurse-led interventions on patient outcomes in long-term care settings
• The use of aromatherapy to manage anxiety in patients undergoing cardiac catheterization
• The effectiveness of nurse-led interventions in improving glycemic control in patients with diabetes
• The impact of nurse-led interventions on patient outcomes in emergency department settings
• The use of relaxation techniques to manage anxiety in patients with cancer
• The effectiveness of nurse-led interventions in improving self-management skills among patients with heart failure
• The impact of nurse-led interventions on patient outcomes in critical care settings
• The use of yoga to manage symptoms in patients with multiple sclerosis
• The effectiveness of nurse-led interventions in promoting medication safety in community settings
• The impact of nurse-led interventions on patient outcomes in home healthcare settings
• The role of family involvement in the rehabilitation of stroke patients
• Assessing the effectiveness of virtual reality in pain management
• The impact of pet therapy on mental well-being in elderly patients
• Exploring the benefits of intermittent fasting on diabetic patients
• The efficacy of acupuncture in managing chronic pain in cancer patients
• Effect of laughter therapy on stress levels among healthcare professionals
• The influence of a plant-based diet on cardiovascular health
• Analyzing the outcomes of nurse-led cognitive behavioral therapy sessions for insomnia patients
• The role of yoga and meditation in managing hypertension
• Exploring the benefits of hydrotherapy in post-operative orthopedic patients
• The impact of digital health applications on patient adherence to medications
• Assessing the outcomes of art therapy in pediatric patients with chronic illnesses
• The role of nutrition education in managing obesity in pediatric patients
• Exploring the effects of nature walks on mental well-being in patients with depression
• The impact of continuous glucose monitoring systems on glycemic control in diabetic patients

The Importance of Incorporating EBP in Nursing Education

Evidence-based practice is not just a tool for seasoned nurses; it’s a foundational skill that should be integrated early into nursing education. By doing so, students learn the mechanics of nursing and the rationale behind various interventions grounded in scientific research.

• Bridging Theory and Practice:

Introducing EBP in the curriculum helps students bridge the gap between theoretical knowledge and clinical practice. They learn how to perform a task and why it’s done a particular way.

• Critical Thinking:

EBP promotes critical thinking. By regularly reviewing and appraising research, students develop the ability to discern the quality and applicability of studies. This skill is invaluable in a rapidly evolving field like healthcare.

• Lifelong Learning:

EBP instills a culture of continuous learning. It encourages nurses to regularly seek out the most recent research findings and adapt their practices accordingly.

• Improved Patient Outcomes:

At the heart of EBP is the goal of enhanced patient care. We ensure patients receive the most effective, up-to-date care by teaching students to base their practices on evidence.

• Professional Development:

Familiarity with EBP makes it easier for nurses to contribute to professional discussions, attend conferences, and conduct research. It elevates their professional stature and opens doors to new opportunities.

To truly prepare nursing students for the challenges of modern healthcare, it’s essential to make EBP a core part of their education.

In summary, evidence-based practice nursing is an essential component of providing quality patient care. As a nurse, it is important to stay up to date on the latest research in the field and incorporate evidence-based practices into your daily work. Choosing a research topic that aligns with your interests and addresses a gap in the literature can lead to valuable contributions to the field of nursing.

When it comes to finding EBP project ideas, there are many sources available, including professional organizations, academic journals, and healthcare conferences. By collaborating with colleagues and seeking feedback from mentors, you can refine your research question and design a study that is rigorous and relevant.

The nursing evidence-based practice topics listed above provide a starting point for further exploration and investigation. By studying the effectiveness of various nursing interventions and techniques, we can continue to improve patient outcomes and deliver better care. Ultimately, evidence-based practice nursing is about using the best available research to inform our decisions and provide the highest quality care possible to our patients.

📎 Related Articles

1. Top Nursing Research Topics for Students and Professionals 2. Nursing Debate Topics: The Importance of Discussing and Debating Nursing Issues 3. Mental Health Nursing Research Topics: Inspiring Ideas for Students 4. Top Nursing Argumentative Essay Topics: Engage in Thought-Provoking Debates 5. Top Nursing Topics for Discussion: Engaging Conversations for Healthcare Professionals 6. Exploring Controversial Issues in Nursing: Key Topics and Examples 7. Pediatric Nursing Research Topics for Students: A Comprehensive Guide

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Academic writing often requires students to use evidence, and learning how to use evidence effectively is an important skill for college writers to master. Often, the evidence college writers are asked to use comes from their textbooks, course readings, or other written work by professional scholars. It is important to learn how to use these writings responsibly and accurately.

General Considerations

There are three methods of incorporating the writing of others into your paper as evidence:

• quotation , which is anything from a word to several sentences taken word-for-word from the original source and enclosed in quotation marks
• paraphrase , which is a rephrasing in your own voice and sentence structure of one portion of the original source and is about the same length as the original sentence or sentences you are paraphrasing
• summary , which is shorter than the original source and gives the text’s central idea in your own words

Some words to use in signal phrases are argues, asserts, contends, emphasizes, explains, observes, suggests, writes.

In what follows, you will learn some strategies for using these methods of incorporating evidence into your paper.

In Practice

Quoting When you use a q uotation as evidence, you should integrate it into your own writing using a “signal phrase.” Take, for example, this quotation, taken from page 418 of the essay “Prejudice and the Individual” by Gordon Allport: “Much prejudice is caught rather than directly taught.” Here are three ways to integrate Allport’s quotation into a sentence of your own with a signal phrase:

Allport claims that “prejudice is caught rather than directly taught” (418). “Much prejudice is caught rather than directly taught,” claims Allport (418). “Much prejudice,” Allport claims, “is caught rather than directly taught” (418).

You can adapt a quotation to fit your own paragraph and sentence structure by making small changes to words and indicating those changes with square brackets. Say, for example, you liked this quotation from Allport:

“It should be added that overgeneralized prejudgments of this sort are prejudices only if they are not reversible when exposed to new knowledge” (417).

However, you want to apply Allport’s words to a specific example of your own. You could adapt the quotation like this:

The young man in my example was not prejudiced, according to Allport’s definition; his opinion was “reversible when [he was] exposed to new knowledge” (417).

You can also use ellipses to indicate that you have left irrelevant words out of a quotation. Again, say you wanted to use this quotation from Allport:

“The best opinion today says that if we eliminate discrimination, then—as people become acquainted with one another on equal terms—attitudes are likely to change, perhaps more rapidly than through the continued preaching or teaching of tolerance” (417).

But the middle part is less important to your paper than what Allport says at the start and the end. You could modify the quotation like this:

“The best opinion today says that if we eliminate discrimination . . . attitudes are likely to change, perhaps more rapidly than through the continued preaching or teaching of tolerance” (417).

Longer quotations must be formatted in a special way; usually, they are indented from the left margin and/or single-spaced. Depending on what citation style you use, guidelines differ regarding what defines a long quotation and how a long quotation should be formatted. Typically, a quotation of four or five lines is considered long.

Paraphrasing To paraphrase a source for use as evidence, you should use as little of the original language as possible and put the passage in your own voice and sentence structure. Also, because paraphrasing involves wrapping your words around someone else’s idea, people often forget to give credit to the author. Even though a paraphrase is in your words, it is not your idea. Remember to cite your source when you paraphrase. Here is another quotation from Allport and an example of weak and strong paraphrase:

“Education combats easy overgeneralizations, and as the educational level rises we find a reduction in stereotyped thinking” (Allport 422).

WEAK PARAPHRASE: Learning fights against stereotypes, and as more people are more educated we notice a decrease in prejudice (422).

STRONG PARAPHRASE: Allport explains that the more we learn, the harder we will find it to make unfair assumptions about groups of people, which means as more people pursue more education, prejudice decreases (422).

In the weak example above, you can see the sentence structure in the paraphrase is very similar to the quotation—notice, for instance, the use in both the original sentence and the weak paraphrase of a comma plus the conjunction “and.” Also, the replacement of Allport’s words with synonyms makes the paraphrase too close to the original—Allport’s “education” is replaced with “learning” in the paraphrase; his “combats” is exchanged for “fights”; “overgeneralizations” becomes “stereotypes.” The strong example above does a better job of restating Allport’s idea in a new sentence structure and without simple word substitution. Also, notice the weak paraphrase does not give Allport credit by mentioning him, but the strong one does.

Summarizing When you summarize another writer’s idea to use as evidence in a paper of your own, you are taking the essence of the writer’s idea and stating it more briefly, with less detail and explanation, than in the original. You may summarize an article or a chapter, or even a book, in a sentence, a paragraph, a page, or more—the purpose of your summary should dictate how specific you are. Summaries should be mostly in your own words, but often summaries include quotations or paraphrases when it is necessary to highlight a certain key point. When you are writing a summary, you need to be very careful not to use the original writer’s words without putting those words in quotation marks. You also need to be sure that when you summarize, you are fairly representing the original writer’s main idea. Here is a paragraph from Allport and examples of weak and strong summary:

“While discrimination ultimately rests on prejudice, the two processes are not identical. Discrimination denies people their natural or legal rights because of their membership in some unfavored group. Many people discriminate automatically without being prejudiced; and others, the “gentle people of prejudice,” feel irrational aversion, but are careful not to show it in discriminatory behavior. Yet in general, discrimination reinforces prejudices, and prejudices provide rationalizations for discrimination. The two concepts are most distinct when it comes to seeking remedies. The corrections for discrimination are legal, or lie in a direct change of social practices; whereas the remedy for prejudice lies in education and the conversion of attitudes. The best opinion today says that if we eliminate discrimination, then—as people become acquainted with one another on equal terms—attitudes are likely to change, perhaps more rapidly than through the continued preaching or teaching of tolerance.” (Allport 417)

WEAK SUMMARY: Discrimination is when people are denied their rights because they belong to some unfavored group, and it is addressed with legal action or a change in social practices. Eliminating discrimination from society would have a drastic effect on social attitudes overall, according to Allport (417).

STRONG SUMMARY: Allport explains that discrimination occurs when an individual is refused rights because he or she belongs to a group which is the object of prejudice. In this way, discrimination reinforces prejudice, but if instances of discrimination are ruled illegal or seen as socially unacceptable, prejudice will likely decrease along with discrimination (417).

You will notice that the weak summary above uses exact words and phrases from the source (“unfavored group,” “social practices”) and also some words and phrases very close to the original (“when people are denied,” “eliminating discrimination”). It does not effectively restate the original in different language. It also does not fairly represent the complete idea of the source paragraph: it does not explain the relationship between discrimination and prejudice, an important part of what Allport says. The strong example does a better job using independent language and fairly conveying Allport’s point.

How to choose which method of incorporating evidence to use These methods of incorporating evidence into your paper are helpful in different ways. Think carefully about what you need each piece of evidence to do for you in your paper, then choose the method that most suits your needs.

You should use a quotation if

• you are relying on the reputation of the writer of the original source to give authority or credibility to your paper.
• the original wording is so remarkable that paraphrasing would diminish it.

A paraphrase is a good choice if

• you need to provide a supporting fact or detail but the original writer’s exact words are not important.
• you need to use just one specific idea from a source and the rest of the source is not as important.

Summary is useful when

• you need to give an overview of a source to orient your reader.
• you want to provide background that leads up to the point of your paper.

Last but certainly not least, remember that anytime you use another person’s ideas or language, you must give credit to that person. If you do not know the name of the person whose idea or language you are using, you must still give credit by referring to a title or any such available information. You should always check with your instructor to see what method of citing and documenting sources you should use. The examples on this handout are cited using MLA style.

The sample text in these exercises is Holly Devor’s “Gender Role Behaviors and Attitudes.”

1. Read the paragraph from Devor below, then identify which summary of it is weak and which is strong.

“Body postures and demeanors which communicate subordinate status and vulnerability to trespass through a message of "no threat" make people appear to be feminine. They demonstrate subordination through a minimizing of spatial use: people appear to be feminine when they keep their arms closer to their bodies, their legs closer together, and their torsos and heads less vertical than do masculine-looking individuals. People also look feminine when they point their toes inward and use their hands in small or childlike gestures.” (486)

A. Devor argues that body language suggests a great deal about gender and power in our society. People who minimize the body space they occupy and whose physical gestures are minimal and unobtrusive appear inferior and feminine (486).

B. Devor says that body postures and demeanors that imply weakness make people look feminine. Minimizing the space one takes up and using infantile gestures also makes one appear feminine (486).

2. Read the sentence from Devor below, then identify which paraphrase of it is weak and which is strong.

“They demonstrate subordination through a minimizing of spatial use: people appear to be feminine when they keep their arms closer to their bodies, their legs closer together, and their torsos and heads less vertical than do masculine-looking individuals.” (486)

A. Devor explains that people demonstrate a lesser position by using less space, keeping arms close, legs together, and head less upright (486).

B. According to Devor, taking up less space with one’s body—keeping arms and legs close and hunching to reduce height—makes one appear inferior and implies femininity (486).

3. The quotations of Devor below, taken from the paragraph in exercise 1, contain technical errors. Identify and correct them.

A. Devor argues that “[b]ody postures and demeanors which communicate subordinate status and vulnerability make people appear to be feminine” (486).

B. The actress looked particularly feminine because she “point their toes inward and use their hands in small or childlike gestures” (486).

C. Devor claims that “using their hands in small or childlike gestures” makes people look feminine (486).

Answers: 1. A. STRONG B. WEAK – This example uses too many exact words and phrases from the original.

2. A. WEAK – This example uses too many exact words and phrases from the source, and its sentence structure is also too close to the original. B. STRONG

3. A. Devor argues that “[b]ody postures and demeanors which communicate subordinate status and vulnerability . . . make people appear to be feminine.” B. The actress looked particularly feminine because she “point[s her] toes inward and use[s her] hands in small or childlike gestures.” C. Devor claims that “us[ing] their hands in small or childlike gestures” makes people look feminine.

Allport, Gordon, “Prejudice and the Individual,” in The Borozoi College Reader , 6th ed. Eds. Charles Muscatine and Marlene Griffith (New York: Alfred A Knopf, 1988): 416-22.

Devor, Holly, “Gender Role Behaviors and Attitudes,” in Signs of Life in the USA: Readings on Popular Culture for Writers , 4th ed. Eds. Sonia Maasik and Jack Solomon (New York: Bedford / St Martin's, 2003): 484-89.

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Overcome Barriers to Applying an Evidence-Based Process for Practice Change

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The evidence-based practice (EBP) process starts with a clinical question and then proceeds to searching and critically appraising the evidence. Once you have determined that a practice change is necessary, the next step is to integrate that evidence with clinical expertise and patient preferences and values. The last step in EBP is to evaluate the outcomes and disseminate the results. On paper, this flows in an orderly fashion. As clinicians, however, we know that it’s not often that easy or straightforward to change clinical practice. We often face barriers that can make it hard to change, but strategies exist to help facilitate practice change.

Barriers to EBP Change

Time and knowledge: When asked what they need more of, busy clinicians will often say time is their priority. Lack of time is often cited as a barrier to implementing EBP. In addition, uncertainty or lack of knowledge about the EBP process is also a barrier, which includes critiquing and appraising the literature related to the clinical problem being addressed.

Resistance: We’ve all probably heard the phrase “because we’ve always done it this way” when asking why we do what we do every day. Changing this culture can be a challenge, but as EBP becomes the norm in health care, it should be easier to overcome. One person alone is insufficient to change a practice, which is why having a culture that supports a spirit of inquiry and an evidence-based approach to care is so important.

Strategies to Overcome

Stakeholders: One of the first and most important things you can do is to engage the appropriate stakeholders . Doing this builds trust and enables you to learn from their experience and provide input on the project. Stakeholders can also play a role in identifying outcome measures. Having buy-in from the start will help you to plan a better project and implementation strategy.

Administration support: Similarly, having support from your administration from the beginning is a key factor in success. Administration may be able to inform you about other projects that used similar implementation techniques and how they worked. Also, administration plays a key role in developing an organizational culture that supports EBP.

Changing the way we practice is really changing a behavior, but behavior change isn’t easy. It takes persistence, perseverance, and a willingness to be open to new options along the way. You will hit barriers, but you will also learn strategies that will help you to overcome them. Working together, we can ensure an EBP environment that will lead to better outcomes for our patients and ourselves.

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Understanding Research in Evidence Based Practice Essay Sample

Evidence-based practice in  adult nursing.

Evidence-based practice is a requirement of the Nursing and Midwifery Council (NMC) (2018) Code, so incorporating these activities into practice is vital for nurses. This essay critiques a research study carried out by Sawer et al. (2020) with the title, Is shame a barrier to sobriety? A narrative analysis of those in recovery. Subsequent to critiquing the research, two of the findings will be analysed critically to consider these in the light of the broader evidence base. Finally, the discussion will evaluate how evidence-based research can enhance or affect practice before arriving at conclusions on this topic.

The study of Sawer et al. (2020) was critiqued utilising a critical review form for qualitative studies developed by Letts et al. (2007). The findings for each of the sections of this form can be seen in the Appendix. It should be noted at the outset that the type of research undertaken was in this case, qualitative. According to Grove and Gray (2022, p. 21) “Qualitative research is a systematic subjective approach used to describe life experiences and situations and give them meaning.” This helps to understand the perspectives, perceptions and worldviews of participants (De Chesnay, 2016). It differs very significantly from quantitative research paradigms which are typically based on gathering numbers and testing theory. Given that the authors wished to understand experiences in depth, the approach of Sawer et al. (2020) may be considered suitable for this study. The research design itself was a narrative inquiry – also suitable because this seeks to understand participants’ own stories in their own words  and comprehending lived experience (Blessinger and Carfora, 2015). Sawer et al. (2020, p. 79) clearly articulate their research questions which were: “In what ways do participants tell their stories of shame? And how is shame experienced and/or understood by those in recovery from alcohol dependence?” This helps demonstrate study reliability as the research questions are suited to the research design and type of research.

Sawer et al. (2020) gathered their sample of participants from Alcoholics Anonymous, including five males and three females within the study, and using a snowball sampling-based approach. Sampling is the process of selecting participants from the total population to take part in the study, aiming to include representative individuals from the wider group (Cernat et al, 2022). Snowball sampling is a technique that is usually used to access difficult to access populations, through asking participants for referrals to other potential participants (Terry, 2017). While it is very useful for this purpose, it also has the risk of sampling bias creeping into the process because people may potentially refer others that have similar experiences or worldviews, meaning that the research may narrow in its findings (Fain, 2017). This ultimately can lead to issues of reliability, trustworthiness and validity in research. Typically, in quantitative research, researchers seek to achieve saturation of data (Boswell and Cannon, 2022) which occurs when researchers are gathering data, and no new information is being found. Another key problem with the study of Sawer et al. (2020) is that the researchers do not refer to this within their study. This leads to further questions about reliability and trustworthiness of the findings, and the extent of academic rigour applied overall.

On data collection, the authors used interviews with a view to encourage the telling of stories in some detail, with one initial question used asking about the participant’s story of recovery, followed up by further prompts to gain more data from participants (Sawer et al., 2020). Though the authors did not use the word “shame” in the interview, they did in the participant information sheet (Sawer et al., 2020). The use of semi structured interviews in this way is well-aligned to a qualitative research approach (Holloway and Galvin, 2016). It is not clear from the research why other techniques such as focus groups were not considered, since these can gather a greater depth of information when used at the right times (Dingwall and Staniland, 2020), however, this may be due to the nature of the topic and a possible reluctance to discuss shame in front of others. From the perspective of academic robustness, discussion of why not focus groups could have been helpful. On data analysis, Sawer et al. (2020, p. 80) carefully detail out their five step approach adopted from Crossley, which included reading and familiarising, identifying narrative tone, identifying imagery and themes, weaving a coherent story and cross analysis to synthesise themes. From a trustworthiness and validity perspective, noticeably missing from the Sawer et al. (2020) study is any reference as to how their own worldviews and beliefs may have shaped the data collected, its analysis and findings, since as Dewing et al. (2021) point out, this could have a significant influence. Holloway and Galvin (2016) argue that it could also draw in the potential for bias, leading to validity and reliability concerns.

Finally, the study was conducted according to ethical principles, and this is seen throughout the documentation of the research of Sawer et al. (2020). Sawer et al. (2020) describe how they sought ethical approval at the outset, and the use of informed consent forms to help ensure that harm did not come to participants (Llahana et al., 2019). They also anonymised names to ensure that participants could not be identified (Williamson and Whittaker, 2019) which might be considered particularly important on the topic of shame relating to alcohol misuse. One possible area for improvement might have been to signpost participants to extra counselling services, or having a counsellor present, since it is possible to imagine that the content may have been distressing for some, potentially.

One of the main findings of the Sawer et al. (2020) research was that participants had a deep seated negative view of self, present well before they were dependent on alcohol. Critiquing this finding, a few other studies were identified on undertaking a search, which support this point. In particular, the study of Kougiali et al. (2021) on mechanisms and processes involved in women’s pathways into alcohol dependence and towards recovery also highlights this point. The research of Kougiali et al. (2021) was a qualitative meta-synthesis of other studies undertaken in this field, identifying 23 research papers of relevance. Kougiali et al. (2021, p. 437) showed that there was a link between difficult situations in childhood and how this impacted on the person’s sense of self. Shame and stigma was seen to be present long before alcohol dependence, and sometimes it was found to delay seeking recovery, however, once recovery began, the authors showed that this helped revise the concept of self (Kougiali et al., 2021). This mirrors the findings of Sawer et al. (2020, p. 83) which showed that participants felt they had faults and that they had a “fault with self” which alcohol could relieve. Sawer et al. (2020) also pinpointed the concept that shame was likely to delay going to start the recovery process. Furthermore, while on the subject of offending and prison rather than alcohol dependence, Flood (2018) found that being able to recover and transform self-required shedding underlying feelings of shame. While the subject is somewhat different, the same overall process of deep seated shame can be seen to impact on change for a person (Flood, 2018) further adding some weight to the findings of Sawer et al. (2020).

Importantly, the research of Kougiali et al. (2021) might be considered higher up on the hierarchy of evidence than the research of Sawer et al. (2020). This is because the work of Kougiali et al. (2021) can be seen to be a robust and comprehensive review of other qualitative studies already existing in this specific area of research (Greenhalgh, 2019). Meanwhile, the study of Sawer et al. (2020) is lower down on the hierarchy of evidence because it represents just one small scale study into this topic. While there are various different hierarchies of evidence that have been proposed, as can be seen from the analysis of Melnyk and Fineout-Overholt (2018) in all cases, meta synthesis of qualitative studies are always considered more academically robust than a single qualitative study. Of course, this does depend on how the meta synthesis was conducted, since if the methodology was not academically robust this might affect validity of the Kougiali et al. (2021) findings, a point which does also challenge the hierarchy of evidence as a concept overall (Houser et al., 2016). Nonetheless, the study of Kougiali et al. (2021) does appear to be reliable, trustworthy and valid, so this is not the case in this scenario.

A second key finding of the Sawer et al. (2020) study was that participants’ recovery was enabled through being able to discuss and make sense of personal shame arising from experiences. On searching the literature, no one study was identified that outlined this exact finding, though there were some similar and related findings within the literature base. For example, research undertaken by Romo and Obiol (2021) that carried out interviews of 22 adults in alcohol recovery found that the way in which participants handled stigma and associated shame influenced their recovery. This lead Romo and Obiol (2021) to outline the importance of Alcoholics Anonymous and other treatment centres to use communication to break down stigma to lower barriers to recovery. Moreover, other research undertaken showed that one key stage in recovery was discussing shame with others and developing accountability which helped as a commitment to overcome drinking (Chambers et al., 2017).

However, the Chambers et al. (2017) study was based on the use of an online help group/network rather than in-person AA-style recovery, which means that the findings could diverge from those of Sawer et al. (2020) as a result of this. This is particularly pertinent given the point of Chambers et al. (2017) that online networks give people control over how they choose to present themselves – which may not necessarily align with the reality.

When considering this second finding of Sawer et al. (2020) it is helpful to consider analysis undertaken by Lund (2017) in a study which examined qualitative data drawn from interviews with 21 former substance abusers, examining their recovery process. Importantly, Lund (2017) links guilt and shame in recovery to the Christian faith, and highlights that these types of self-conscious emotions are partially socially constructed through this religion. While this highlights the importance of shame in recovery when considering those that identify as Christian or who have been brought up within Christian mindsets/worldviews, it does question the transferability of the findings to other different kinds of cultures. With this in mind, it should be noted that Sawer et al. (2020) gathered their data from participants at Alcoholics Anonymous, itself known to be a group based on Christian tradition (Douglas, 2013). Therefore, it cannot and should not be assumed that the findings of the Sawer et al. (2020) research will necessarily apply to other people who have different worldviews and beliefs based on different religious and spiritual perspectives, necessarily.

According to Abu-Baker et al. (2021) evidence-based practice is an approach that utilises both the best and latest available research, working alongside clinical expertise and drawing in the patient’s situation and values to determine the course of action for care/practice. Evidence-based research has benefits to bring to nurses in their practice (Linsley et al., 2019). Linsley et al. (2019) argue that this is more the case than ever before, as nursing roles are increasingly being expanded, requiring that they have greater knowledge. As Linsley et al. (2019) point out, this means that nurses need to be able to question their practice and interrogate the research to continually improve care. This is supported within the NMC (2018) Code, which requires that nurses offer care on the basis of the best available evidence relating to this. As argued by Ellis (2018) the drawing in evidence can help update practice and the provision of care so that it improves outcomes for service users.

As Abu-Baker et al. (2021) outline, incorporating evidence-based practice into nursing has a number of advantages for practice, which have been evidenced to show lower cost, improved quality of care, improving patient outcomes and enhancing safety. These are all good reasons for incorporating evidence into practice for nurses.

As Pooler (2014) outlines, evidence based practice is not something that is done once and then assumed to be complete. Rather, it is a continual process of working to improve practice and care (Pooler, 2014). This is important, given that a nurse’s career could conceivably span 40 or more years, and the evidence on best practice may very well change during that timeframe. Questioning what is being done and why is therefore something that needs to be done with regularity, which Pooler (2014) specifies must include identifying evidence, appraising it, acting on it and reflecting on the outcome, for the best results. However, this is not straightforward to do due to barriers that can exist hampering the use of evidence-based practice. For example, research by Li et al. (2019) on community nurses showed that while practitioners may have a positive attitude to adopting evidence-based practice, they may not necessarily have good knowledge of how to go about it. Furthermore, a lack of time and resources can make it to actually implement evidence-based practice into care, and these are further barriers that can be experienced (Li et al., 2019). Fry and Attawet (2018) also identified evidence that obstacles to evidence-based practice for nurses and midwives include a lack of time and a need for organisational and management support of this process. However, as has been demonstrated, evidence-based practice has a multitude of important benefits to bring, particularly in terms of positives for patient outcomes. Therefore, arguably nurses need to follow the NMC (2018) Code and ensure that time is made available for evidence-based practice so that these benefits can be realised for service users. Nurses should also reflect on their own knowledge and capabilities and work on personal development in this area as highlighted by Pooler (2014) to ensure that the best outcomes do indeed result from taking an evidence-based practice approach to care.

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This critical analysis of a qualitative study by Sawer et al. (2020) has shown that the research undertaken does have some flaws in terms of reliability, trustworthiness and validity. These issues arise out of the recruitment, sampling and data collection processes as well as a lack of reflection on how the authors’ own beliefs might have influenced the findings overall. Nonetheless, some support can be pinpointed for the findings elsewhere in the body of literature, meaning that the work of Sawer et al. (2020) may still be considered of use in building the evidence in this area. This is important given that evidence based practice can improve the quality and safety of care provided by nurses. Nurses may need to work to ensure that barriers to implementing evidence-based practice are overcome to ensure that these benefits can be realised in providing care to service users.

  Reference List

Abu-Baker, N.N., AbuAlrub, S., Obeidat, R.F. and Assmairan, K. (2021) Evidence-based practice beliefs and implementations: a cross-sectional study among undergraduate nursing students, BMC Nursing , 20 (13) https://doi.org/10.1186/s12912-020-00522-x

Blessinger, P. and Carfora, J.M. (2015) Inquiry-Based Learning for Science, Technology, Engineering and Math (STEM) Programs , Bingley: Emerald Publishing Group

Boswell, C. and Cannon, S. (2022) Introduction to Nursing Research , 6 th edition, London: Jones & Bartlett Learning

Cernat, A., Sakshaug, J., Atkinson, P., Williams, R.A., and Delamont, S. (2022) SAGE Research Methods Foundations, London: SAGE Publications

Chambers, S.E., Canvin, K., Baldwin, D.S. and Sinclair, J.M.A. (2017) Identity in recovery from problematic alcohol use: A qualitative study of online mutual aid, Drug and Alcohol Dependence , 174 (1) 17-22

De Chesnay, M. (2016) Nursing Research Using Case Studies , New York: Springer

Dewing, J., McCormack, B. and McCance, T. (2021) Person-Centred Nursing Research , New York: Springer International

Dingwall, R. and Staniland, K. (2020) Qualitative Research Methods for Nurses, London: SAGE Publications

Douglas, M. (2013) Constructive Drinking , London: Taylor & Francis

Ellis, P. (2016) Evidence-Based Practice in Nursing , 3 rd edition, London: SAGE Publications

Fain, J.A. (2017) Reading, Understanding and Applying Nursing Research , 5 th edition, Philadelphia: F.A. Davis

Flood, F. (2018) Reframing Trauma: The Transformative Power of Meaning in Life, Work, and Community, Journal of Psychiatry and Psychiatric Disorders , 2 (1) 145-166

Fry, M. and Attawet, J. (2018) Nursing and midwifery use, perceptions and barriers to evidence-based practice: a cross-sectional survey, International Journal of Evidence-Based Healthcare, 16 (1) 47-54

Greenhalgh, T. (2019) How to Read a Paper , 6 th edition, London: Wiley

Grove, S. and Gray, J.R. (2022) Understanding Nursing Research: Building an Evidence Based Practice, 8 th edition, London: Elsevier Health Sciences

Holloway, I. and Galvin, K. (2016) Qualitative Research in Nursing and Healthcare , London: Wiley Publications

Houser, J. (2016) Nursing Research , 4 th edition, London: Jones & Bartlett Learning

Kougiali, Z.G., Pytlik, A. and Soar, K. (2021) Mechanisms and processes involved in women's pathways into alcohol dependence and towards recovery: a qualitative meta-synthesis, Drugs: Education, Prevention and Policy , 28 (5) 437-453

Letts, L., Wilkins, S., Law, M., Stewart, D., Bosch, J., & Wes-Morland, M. (2007) Critical Review Form – Qualitative Studies , Hamilton: McMaster University

Li, S., Cao, M. and Zhu, X. (2019) Evidence Based Practice, Medicine , 98 (39) e17209

Linsley, P., Kane, R. and Barker, J.H. (2019) Evidence-Based Practice for Nurses and Healthcare Professionals, 4 th Edition, London: Sage Publications

Llahana, S., Yedinak, C., Follin, C. and Crossman, A. (2019) Advanced Practice in Endocrinology Nursing, New York: Springer International

Lund, P. (2017) Christian faith and recovery from substance abuse, guilt, and shame, Journal of Religion and Spirituality in Social Work, 36 (3) 346-366

Melnyk, B. and Fineout-Overholt, E. (2018) Evidence Based Practice in Nursing and Healthcare, Philadelphia: Wolters Kluwer Health

NMC (2018) The Code, London: NMC

Pooler, A. (2014) An Introduction to Evidence-Based Practice in Nursing and Healthcare, London: Taylor & Francis

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Sawer, F., Davis, P. and Gleeson, K. (2020) Is shame a barrier to sobriety? A narrative analysis of those in recovery. Drugs: Education, Prevention and Policy , 27 (1) 79-85

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Williamson, G.R. and Whittaker, A. (2019) Succeeding in Literature Reviews and Research Project Plans for Nursing Students, 4 th edition, London: Sage Publications

Appendix: Critical Review Form

Critical Review Form-Qualitative Studies (Letts et al., 2007)

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No Idea How to Write an Evidence Based Paper?

Why rely on our help with your ebp paper, how to write an evidence based paper: from explanation to outline.

An evidence based practice paper can take a lot of forms, from a standard essay or case report to coursework or even a thesis. Regardless of the name, mastering the art of writing such a paper is crucial for any nursing school student. The reason is simple: these papers serve to foster confidence, cultivate research interests, nurture critical thinking, stimulate creativity, and hone decision-making — skills indispensable in real-world clinical settings. However, crafting high-quality evidence-based papers is not easy and presents significant challenges, especially for beginners.

To ease your burden, we’ve put together this comprehensive guide on how to write an evidence based practice research paper.

What Is Evidence-Based Practice and Its Components

Evidence-based practice (EBP) is a process for reviewing, analyzing, and integrating the most recent research discoveries in everyday patient care routines and clinical decision-making. It also entails merging the most reliable evidence with clinical expertise, all while taking into account individuals’ needs and preferences. When employed consistently, EBP enhances the likelihood of achieving optimal outcomes.

Below are the three components of EBP:

• Best available evidence

While EBP extends beyond solely relying on the best available evidence, much of the challenges and obstacles in implementing it revolve around sourcing and applying research. Our nursing writing services assist students in discovering and utilizing evidence based resources.

• Preferences and needs of patients

Incorporating the preferences and needs of patients is a fundamental aspect of nursing evidence based care. It requires the ability to integrate their cultural considerations, requirements, and values, ensuring the delivery of optimal services, and we can help with that, too.

• Knowledge and skills of clinicians

The expertise of physical therapists and therapist assistants like the ones we have on our platform plays a crucial role in the EBP process. This encompasses activities undertaken by each practitioner within their unique body of knowledge, education, training, and competency.

Now that you know what is evidence-based practice and its key components, let’s take a quick look at some examples of EBP you can implement in your work.

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Get your evidence based practice paper written in 3 steps, 12 examples of good topics to consider.

There are a lot of examples of evidence-based practice in nursing , including the following that you can use:

• Enforcing safety measures at home and educating individuals about their importance.
• Raising the head of a patient’s bed to an angle from 30 to 45 degrees.
• Following medication reconciliation, barcode scanning, and double-check procedures to prevent drug events and medication errors.
• Providing oxygen therapy to patients diagnosed with Chronic Obstructive Pulmonary Disease (COPD).
• Implementing care coordination models, such as transitional care programs and interprofessional collaboration, to improve patient outcomes and reduce healthcare costs.
• Minimizing the frequency of scheduled changes to ventilator circuits.
• Providing patient education materials to promote self-management of chronic conditions, medication adherence, and lifestyle modifications.
• Promoting the adoption of balanced diets for children experiencing gastrointestinal symptoms.
• Using standardized nursing terminology and electronic health record systems to improve the accuracy, completeness, and efficiency of nursing documentation.
• Revising approaches for bathing bedbound patients.
• Implementing palliative care interventions, advance care planning discussions, and symptom management strategies to improve the quality of end-of-life care for individuals and their families.
• Advocating for proper nurse staffing ratios based on research demonstrating the impact of nurse staffing levels on patient outcomes, including mortality rates, infection rates, and satisfaction scores.

Moving forward, let’s find out how to write an evidence based paper from A to Z.

Steps to Writing Nursing Evidence Based Practice Papers

When assigned to create an evidence based paper, follow these nine key steps to produce high-quality work.

• Select a good topic

There are numerous methods for choosing a topic. You can derive ideas from class assignments and past nursing evidence based practice papers. With the abundance of resources available online, you have access to various topic ideas. However, it is essential to choose one that aligns with your passion and interest in nursing practice.

• Conduct a literature review

Look for peer-reviewed articles, systematic reviews, and meta-analyses related to the chosen subject area. Evaluate the evidence to determine its quality and relevance to your clinical question.

• Formulate a clinical question

Develop a clear and focused question that addresses the identified problem or issue. Use the PICO framework (Population, Intervention, Comparison, Outcome) to structure your question.

• Gather and evaluate evidence

The foundation of evidence-based practice papers lies in the evidence. Therefore, thorough research of both online and print sources is essential to obtain facts supporting your thesis statement. Once you’ve formulated the problem statement and outlined the thesis statement, critically evaluate sources to identify those that support your thesis.

In case your instructor requests an annotated bibliography or critical analysis of each source or the main article supporting your work, consider using an evidence evaluation table. When selecting sources, remember there are both primary and secondary sources.

Pro tip: Primary and secondary sources can be found in databases such as EBSCO, PubMed, TRIP Database, UpToDate, OVID, The Cochrane Collaboration, and CINAHL. Additionally, reliable information can be sourced from .org, .gov, and .edu websites, government agencies, professional organizations, and NGOs. These sources provide valuable statistics, epidemiological data, and other evidence based information. Thorough research ensures that the clinical question, hypothesis, and thesis statement are adequately supported and addressed.

• Develop an intervention

Based on your analysis, propose an intervention that addresses the clinical question you formulated. Ensure that it’s evidence-based and feasible within the context of nursing.

• Implement the intervention

Describe how you would implement the intervention in a real-world clinical setting. Consider factors such as staffing, resources, and potential barriers to implementation.

• Evaluate outcomes

Determine how you’ll measure the effectiveness of your intervention. Identify specific outcomes or indicators that will indicate whether the intervention has achieved its intended goals.

• Write your paper

Organize your writing according to standard academic conventions, including a well-structured introduction, body, and conclusion. Make sure to cite all sources of evidence properly using a citation style specified in your nursing assignment brief.

• Revise your paper carefully

Review your paper for clarity, coherence, and accuracy. Check for grammatical errors, typos, and inconsistencies in formatting. Consider seeking feedback from mentors or nursing evidence based practice writing services to improve the quality of your paper.

Detailed Outline of an Evidence Based Practice Paper

A good project in nursing should include the following components:

II. Introduction

Background Information:

• Overview of the subject matter.
• Importance of the issue in nursing.
• Brief history/context of the problem.

Problem Statement:

• A clear statement of the problem or PICO question.
• Identification of the gap in knowledge.
• Relevance of the problem to nursing practice.

Purpose/Objectives:

• Specific aims or objectives of the evidence based paper.
• What the nursing paper seeks to achieve or address.

Significance:

• Why is the topic important or relevant to nursing practice?
• Potential impact of addressing the problem.

Review of Literature:

• Summary of existing research on the topic.
• Analysis of key studies, theories, and evidence.
• Identification of gaps or limitations in current knowledge.

Methodology:

• Description of research design (e.g., systematic review, randomized controlled trial).
• Details of data collection methods (e.g., search strategy, inclusion criteria).
• Explanation of data analysis procedures (e.g., statistical analysis, thematic analysis).
• Presentation of findings from the literature review.
• Summary of key outcomes, trends, or patterns identified.

Discussion:

• Interpretation and analysis of the results.
• Comparison of findings with existing literature.
• Implications of the results for nursing practice.
• Strengths and limitations of the study.

IV. Conclusion

Summary of Findings:

• Recap of the main findings or conclusions from the nursing paper.

Implications for Practice:

• Practical implications of the findings for nursing practice.
• Recommendations for healthcare providers or policymakers.

Future Directions:

• Suggestions for future study or initiatives.
• Areas that warrant further investigation or exploration.

Closing Remarks:

• Final thoughts on the significance of the study.
• Call to action or reflection on the importance of evidence based practice in nursing.

V. References

Pro tip: Always take the time to choose a relevant health indicator (e.g., disease, health conditions, working/living conditions), describe the target population or sub-population, and settle for around 7-10 peer-reviewed sources supporting your proposal.

Still Struggling? Opt for Nursing Evidence Based Practice Writing Services

We are available to assist you 24/7. Our team comprises highly qualified experts with RN, MSN, and DNP degrees and 4+ years of hands-on expertise in writing evidence-based papers on diverse nursing-related topics. Let them take over your paper so you can focus on other priorities or just relax and enjoy your free time. 100% satisfaction, compliance with your instructions, and on-time delivery are guaranteed!

Conclusion: The Evidence for Evidence-Based Practice

• First Online: 15 June 2019

Cite this chapter

• James W. Drisko 4 &
• Melissa D. Grady 5  

Part of the book series: Essential Clinical Social Work Series ((ECSWS))

62k Accesses

Throughout this book, we have attempted to show how to implement the evidence-based practice (EBP) decision-making process in a way that feels manageable and realistic in everyday clinical practice. We hope that the previous chapters have provided practitioners with the tools and the knowledge necessary to have confidence in their ability to use EBP to inform practice decisions in many settings and with a wide range of clients. While EBP is a process with both strengths and limitations, we believe that social workers must engage with EBP as a way of providing the best possible care to the clients they serve. Evidence-based medicine (EBM) and EBP are valuable steps toward realizing Dr. Archie Cochrane’s goals of increasing effective treatments, reducing benign treatments, and eliminating harmful and ineffective treatments. EBP is an important step in improving client outcomes and professional accountability. EBP moves social work from the “empirically based practice” world of single case outcome evaluation into the realm of large-scale, experimentally based, outcome research.

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Drisko, J.W., Grady, M.D. (2019). Conclusion: The Evidence for Evidence-Based Practice. In: Evidence-Based Practice in Clinical Social Work. Essential Clinical Social Work Series. Springer, Cham. https://doi.org/10.1007/978-3-030-15224-6_21

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