Diffusing Confusion Among Evidence-Based Practice, Quality Improvement, and Research

University of Maryland School of Nursing, 655 W. Lombard Street, Baltimore, MD 21201, USA.
JONA The Journal of Nursing Administration (Impact Factor: 1.27). 11/2007; 37(10):432-5. DOI: 10.1097/01.NNA.0000285156.58903.d3
Source: PubMed


In this department, hot topics in nursing outcomes, research, and evidence-based practice relevant to the nurse administrator are highlighted. The goal is to discuss the practical implications for nurse leaders in diverse healthcare settings. Content includes evidence-based projects and decision making, locating measurement tools for quality improvement and safety projects, using outcome measures to evaluate quality, practice implications of administrative research, and exemplars of projects that demonstrate innovative approaches to organizational problems.

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    • "Clinical research, evidence-based practice (EBP) research, and quality improvement (QI) research are distinct yet related areas of inquiry. QI activities often provide the local context for EBP efforts whereas clinical research provides empirical evidence for EBP (Newhouse 2007). QI studies may be used to confirm that evidence-based practices are being implemented. "
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    ABSTRACT: Solomons N.M. & Spross J.A. (2011) Journal of Nursing Management 19, 109–120 Evidence-based practice barriers and facilitators from a continuous quality improvement perspective: an integrative review Aims The purpose of the present study is to examine the barriers and facilitators to evidence-based practice (EBP) using Shortell’s framework for continuous quality improvement (CQI). Background EBP is typically undertaken to improve practice. Although there have been many studies focused on the barriers and facilitators to adopting EBP, these have not been tied explicitly to CQI frameworks. Methods CINAHL, Academic Search Premier, Medline, Psych Info, ABI/Inform and LISTA databases were searched using the keywords: nurses, information literacy, access to information, sources of knowledge, decision making, research utilization, information seeking behaviour and nursing practice, evidence-based practice. Shortell’s framework was used to organize the barriers and facilitators. Results Across the articles, the most common barriers were lack of time and lack of autonomy to change practice which falls within the strategic and cultural dimensions in Shortell’s framework. Conclusions Barriers and facilitators to EBP adoption occur at the individual and institutional levels. Solutions to the barriers need to be directed to the dimension where the barrier occurs, while recognizing that multidimensional approaches are essential to the success of overcoming these barriers. Implications for nursing management The findings of the present study can help nurses identify barriers and implement strategies to promote EBP as part of CQI.
    Journal of Nursing Management 12/2010; 19(1):109 - 120. DOI:10.1111/j.1365-2834.2010.01144.x · 1.50 Impact Factor
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    • "2005, Shirey ym. 2006, Newhouse 2007, Brown ym. 2008 ). "

  • Journal for nurses in staff development: JNSD: official journal of the National Nursing Staff Development Organization 01/2008; 24(3):137-9. DOI:10.1097/01.NND.0000320651.49753.5e
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