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Read Me First: Week One 1 NUR/443 Version 3 Read Me First

Week One

INTRODUCTION

Evidence-based Nursing Research and Practice is a course designed to focus on current review of nursing research literature and research utilization through evidence-based practice. Three areas of research competencies are examined which include the interpretation and use of research in nursing practice, evaluation of research, and conducting research.

Interpretation, evaluation, and use of research require that the nurse understand important components of research elements contributing to evidence-based practice (Burns & Grove, 2011; Melnyk & Fineout-Overholt, 2005). Consequently, the course equips the nurse to differentiate key components of quantitative, qualitative, outcomes, and evidence-based research. These components include research design, statistical analysis, methods, evaluation, and application of research to nursing practice.

An introduction of the history of nursing research provides important background related to the use of research for generating evidence-based practice. You will discover that, as a result of historical milestones, the National Institute for Nursing Research (NINR) and Agency for Healthcare Research and Quality (AHRQ) support the vision for the 21st century to include a scientific knowledge base that enables the implementation of evidence based practice (Burns & Grove, 2011; Melynk & Fineout-Overholt, 2005).

THIS WEEK IN RELATION TO THE COURSE AND THE PROGRAM

This week focuses on the background for nursing research, as well as the effects of research on nursing practice. It is important to understand the historical foundation of nursing research. As you reflect on the history of nursing research, you see that the 21st century is ready for implementing evidence-based practice. Research in nursing requires a desire for knowledge. It also requires high-quality preparation of nurses as scientists at all levels. You also discover the necessity of building a sound research infrastructure and funding base to move forward in generating research for evidence-based practice (Burns & Grove, 2011). You begin an investigation of the evidence-based practice (EBP) concept as well as the differences between research utilization (RU) and EBP. An understanding of these differences helps you apply the best available research evidence to a specific clinical question. “Lack of understanding regarding the difference between research utilization and EBP may be a contributing factor to the slow progression of evidence-based care in nursing” (Melnyk, Fineout- Overholt, & Ackerman, 2000, para. 5). A review of Rogers’s Theory of Diffusion of Innovations offers insight into the structure that it provides for guiding the implementation of research into practice (Burns & Grove, 2011).

HINTS FOR A READING STRATEGY OF THE ASSIGNED MATERIALS

As you are reading the assignments this week, review the key concepts and questions at the end of the chapters. This helps to put the readings into perspective for you and helps you develop your critical-thinking skills. If you are unsure of the answer, bring your question to class for discussion and clarification. Read Me First: Week One 2 NUR/443 Version 3

In addition to reviewing key concepts and questions, relate the effects that research has on nursing practice and what potentials exist for future research and implementation of research findings. How might you apply research findings to your practice? A large part of research is learning to identify relevant and credible literature sources. Become familiar with databases, journals, and articles available through the University of Phoenix Library. Experiment with different databases, search terms, and limitations, and use sources that are peer reviewed and offer the level of evidence that provides significant scientific merit for implementation into practice.

SOME QUESTIONS TO ASK AS YOU DEVELOP YOUR CRITICAL THINKING

 What type of research would you use if you wanted to describe meaning related to a phenomenon?

 What level of nursing educational preparation is required to collaborate in conducting research projects? What level of nursing educational preparation is required to use research finding in practice?

 With regard to literature review, which sources are less reliable?

 How do the five stages of Rogers Theory of Diffusion of Innovation—knowledge, persuasion, decision, implementation, and confirmation—compare to the Grove Model for Implementing Evidence Based Practice?

SUMMARY

This week offers an overview of the history and significance of research in nursing. With a basic understanding of the structure of quantitative, qualitative, and outcomes research, you are able to recognize the importance of identifying evidence that is useful for practice. Using research in establishing EBP requires the incorporation of theory, clinical expertise, patient needs, and the best scientific evidence to produce the most cost-effective and clinically meaningful evidence to nursing practice (Polit & Hungler, 1995).

REFERENCES

Burns, N., & Grove, S. K. (2011). Understanding nursing research: Building an evidence-based practice (5th ed.). St. Louis, MO: Saunders Elsevier.

Melnyk B. M., & Fineout-Overholt, E. (2005). Evidence-based practice in nursing and healthcare: A guide to best practice. Philadelphia, PA: Lippincott Williams & Wilkins.

Melnyk, B. M., Fineout-Overholt, E., Stone, P., & Ackerman, M. (2000). Evidence-based practice: the past, the present, and recommendations for the millennium. Pediatric Nursing, 26(1): 77– 80.

Polit, D. F. & Hungler, B. P. (1995). Nursing Research: Principles and methods (5th ed.). Philadelphia, PA: Lippincott.