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7LearningModule
Certificate Program for Surgical Services Educators
Creating a Culture of Evidence-Based Practice
Author:Constance Melby, RN, MS, CNOROperating Room Clinical Educator
Trinity Medical CenterMoline, Illinois
Reviewer: Michelle Byrne, PhD, RN, CNOR
Associate Professor and Coordinator of MS Nursing Education Program
North Georgia College and State UniversityDahlonega, Georgia
Contributor: Joanne McNeal, PhD, RN
Lead Clinical EducatorTrinity Medical Center
Moline, Illinois
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Copyright 2010 by Competency & Credentialing Institute, Denver, Colo.
ISBN: 978-0-9825728-3-2
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmittedin any form or by any means (electronic, mechanical,photocopying, recording, or otherwise) without theprior written permission of the copyright owners.
Printed in the United States of America
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7LearningModule
Learning Module 7 — creating a Culture of evidence-based practice
Unit 1: Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Objectives ANCC Accreditation Statement Background
Unit 2: Models of Evidence-based Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Unit 3: Initiating the Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Ask a Question Find the Best Evidence Critique the Evidence Integrate the Evidence Evaluate Effectiveness Components of a Research Article Unit 4: Unit-based Research Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Research Designs Terminology Data Collection Data Analysis Reporting Outcomes Critique of Research
Unit 5: Creating a Culture of Evidence-based Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Conclusion
Glossary of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Appendices: 7-A: Sites for Obtaining Evidence-based Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 7-B: Descriptive Statistical Analysis Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 7-C: Sample Critique Form for Journal Club . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
Table of Contents
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7LearningModule
Learning Module 7 — creating a Culture of evidence-based practice
Unit 1:
Introduction
It would be difficult for anyone currently practicing in nursing to not see the phrase “evidence-based prac-tice” at least once during the course of a work week. But if asked for a definition, many nurses would be hard-pressed to provide an answer. Though perioperative nurses incorporate current best practice into their patient care plans every day, many do not realize it, or understand the rationale behind the action. As Captain von Trapp stated in The Sound of Music, “I guess both of us are suffering from a deplorable lack of curiosity.” The contents of this module suggest that curiosity is just as important as aseptic technique in the practice of safe patient care.
Objectives
Upon completion of this module, the participant should be able to:
1) Evaluate the components of a research article.
2) Differentiate between qualitative and quantitative studies.
3) Design opportunities to bring evidence-based practice to the unit.
ANCC Accreditation Statement
This continuing nursing education activity has been approved by the Association of periOperative Regis-tered Nurses (AORN), an accredited approver by the American Nurses Credentialing Center’s (ANCC) Commission on Accreditation. Activities that are approved by AORN are recognized as continuing educa-tion for registered nurses. This recognition does not imply that AORN or the ANCC Commission on Ac-creditation approves or endorses any product included in the presentation.
Information on completing the Certificate Program for Surgical Services Educators and receiving continuing education may be found at www.cc-institute.org, and in the Certificate Program packet located in the inside pocket of the binder. Note: Credit will not be awarded unless activities for all seven modules are completed.
Background
Dr. David Sackett and colleagues (1996) first used the term evidence-based in an editorial in which the in-tegration of research and practice was termed “evidence-based medicine.” However, it can be argued that
27Learning Module 7 — creating a Culture of evidence-based practice
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Those who have recently attended the AORN Congress have heard of and likely attended the entertaining offering called the Quiz Bowl. In a game-show type atmosphere, teams compete to answer questions based on recent research. The audience is able to participate in some of the evidenced-based questions. The en-gaging atmosphere masks the fact that the entire audience is absorbing the wonderful information being shared through a quiz-show format. EBP concepts can be incorporated through a unit-based version of a quiz bowl. Monthly offerings in professional journals can provide summaries of current evidence affecting perioperative practice and serve as a great source of information for developing quiz questions.
Another very popular event at Congress is the poster session, where hospitals from all over the world submit innovative ideas for best practice. Prizes are awarded based on the quality of the research design and the aes-thetics of the presentation. This idea could be adapted at the unit level, where staff members create posters depicting patient care based on best practice. These could be posted in an area where other nursing col-leagues would also benefit from the information. Asking managers and administrators to judge the posters would involve the entire hospital in the activity and help communicate the importance of EBP at all levels.
Evidence-based practice should be a part of every educational program, beginning with orientation. Sources for references should be cited on slides, handouts, policies and procedures, and competencies. Consider implementing an evidence-based practice competency as part of the initial and ongoing requirements for staff. Putting links to search engines and a simple tutorial on searching databases in an easily accessed part of the hospital intranet will empower staff to conduct their own searches.
Nurses in the operating room employing the Perioperative Nursing Date Set (PNDS) for documentation may not realize that they are using the end-product of a nursing research project. Extensive literature reviews were completed and a series of studies were conducted in the development of this standardized nursing language for use in surgical settings (AORN, 2009). Because many electronic management record systems have in-corporated PNDS into their documents, orientation to computerized charting is a great platform for dis-cussing implementation of research.
A wealth of opportunities is available for learning and implementing EBP. Nurse educators must support both the process of research and the process of EBP within their staff. The promotion of evidence-based practice within organizations leads to the employment of practice standards that are built upon evidence. The influence of the nurse educator can support policy and procedure development with reference (i.e., evidence) requirements (Long, Burkett & McGee, 2009). A policy and procedure committee tasked with the review of policies can assess for the inclusion of evidence. The committee would have the authority to ac-cept those submissions meeting expectations or ask for evidence in support of the outlined practice through
Unit 5:
Creating a Culture of Evidence-based Practice
Learning Module 7 — creating a Culture of evidence-based practice28
Unit 5: Creating a Culture of Evidence-based Practice
references. These actions assist with entrenching EBP in the organization.
Participation in infection control and department ser-vices committees, survey preparatory teams, and serving as a primary researcher for a hospital-based research project will all provide avenues for both mentoring and learning about the process. Volunteering to serve as a subject for a research project is another way to gain addi-tional perspective on the process. Completing surveys and questionnaires sent by professional organizations is an easy way to contribute towards community research bases.
Providing or attending nursing grand rounds introduces EBP as a component of clinical expertise. Typi-cally, nursing grand rounds involve a clinical issue, results of research, or a case study in which a patient’s care is described based on current best practices. The presentation may range from a 5-minute discussion during a staff meeting, to a formal presentation offered hospital-wide in which continuing education cred-its are awarded. Empowering the clinical nurse to share a patient care example increases staff satisfaction and provides an opportunity to learn or improve presentation skills. The benefits of nursing grand rounds include supporting activities such as Magnet Status, clinical ladders, and other professional development initiatives (Lannon, 2005). Presentations may be videotaped for those unable to attend in person; provid-ing handouts and an evaluation will enable those staff members to also obtain continuing education credit.
Quality improvement activities often lead to the employment of evidence or practice guidelines. If evidence is embedded within practice changes, the changes are often more easily accepted and willingly practiced. Participation and personal involvement in these processes also increases investment in research and evi-dence-based practice.
Participation in the American Nurses Credentialing Center’s Magnet Recognition Program® emphasizes the integration of nursing evidence-based practice throughout the institution. From the development of a shared decision-making model to the formation of an EBP team, the Magnet journey assists with the growth and vigor of evidence-based nursing.
Nursing leadership may choose to embed EBP concepts into nursing job descriptions and performance ap-praisals. Those seeking advancement via a clinical ladder process can be exposed to opportunities to include EBP philosophies throughout all skill levels of nursing practice. Typically, the inclusion of EBP concepts increases as the ladder advances, seeking higher expectations from proficient and expert practice levels.
One of the most popular methods of introducing staff to EBP is through a journal club. Journal clubs have long been a mainstay in academia as a way for students to reflect on and critique current literature. These skills also apply to the clinical setting, where additional benefits include increased research aware-ness, strengthened critical thinking skills, and improved professional reading habits (Thompson, 2005). Reading and critiquing research articles is a vital component of EBP and can serve as an impetus for the development of unit-based research.
EDUCATOR’S PEARL
To maximize attendance, offer nursing grand
rounds during the lunch hour. Reserve a confer-
ence room, and arrange with administration to
provide free meal vouchers for those attending.
Learning Module 7 — creating a Culture of evidence-based practice 29
Unit 5: Creating a Culture of Evidence-based Practice
Typically a journal club is a voluntary monthly meeting at which assigned articles are discussed. The articles may be chosen by staff or the nurse educator. It is helpful to have someone knowledgeable about basic re-search terminology facilitate the meetings and guide discussion.
The biggest barrier to journal clubs is time. Staff may find it difficult to have a face-to-face meeting due to schedules and patient care responsibilities. It will take creativity on the nurse educator’s part and support from management to make a journal club successful.
• Considervideotapingasession;itcantheneitherbeplacedonthehospitalintranetorontheclosed-circuit TV system so that staff members could watch it whenever they had the oppor-tunity. Announce the title of the article and provide an critique form well in advance so that members can feel like a part of the group.
• Usereporttointroducethearticle;provideoneortwosentencesaboutthearticleandacritiqueform. Post the article in the lounge with extra copies of the form. Consider making a bulletin board specifically for EBP.
• Lookatwherepeoplecongregate—thescrubsinks,thelounge,andthedressingrooms—andpost abstracts to pique interest.
• Askastaffmembertopresentanarticleduringastaffmeeting.
• Usetheemployeee-mailsystemtosendoutarticlesandcritiqueforms.Somesystemswillsup-port a chat room or discussion-board type of format where staff can respond to each others’ comments.
The development of a tool to critique journal articles is key to the success of a Journal Club. It should be simple, quick and easy to fill out, and logically organized. Consider providing definitions for frequently encountered terms (e.g., independent/dependant variables, p values) as part of the form. A sample critique form is provided in Appendix 7-C.
The Discern instrument and handbook (Discern Online, 1997) is a free on-line tool that has been devel-oped to allow consumers to evaluate the quality of written treatment options; because it follows the format of critiquing an article, it is applicable for professionals in the clinical setting also, and may serve as a user-friendly evaluation tool for unit-based journal clubs. It may be used without permission as long as the in-structions are followed.
Dearholt,White,Newhouse,Pugh,&Poe(2008)suggestedanovelideaforinstitutinganursingfellowshipthat provides funding for nurses to work one or two days a week on an evidence-based practice project. For facilities that cannot support this time commitment, half-day time allotments may be more fiscally possible. For hospitals with a shared governance model, the nurse practice committee may be able to develop a schol-arship fund for which nurses interested in conducting a study can apply.
Learning Module 7 — creating a Culture of evidence-based practice30
Unit 5: Creating a Culture of Evidence-based Practice
Conclusion
The nurse educator serves as a mentor for implementing EBP in the clinical setting. As nurses become fa-miliar with concepts and accrue knowledge of EBP processes, confidence grows. A vital component of nurs-ing today is the inclusion of evidence-based practices. For the continued growth of the nursing profession, and for the provision of excellence in care for patients, research and evidence-based care must be embraced. Nurse educators can greatly influence present and future successes.
The primary role of the nurse educator in the research process is to promote and nurture a climate that em-braces change, as that frequently is the end result of an evidence-based activity. Staff must be supported and encouraged to ask questions, and then participate in finding the answers. Time to work on research projects needs to be factored into the staff nurses’ workload. The nurse educator may need to provide assistance in developing a clearly written report that supports the recommended guidelines; this is the most credible way of demonstrating the need for change. Serving as a champion for establishing a culture of inquiry and being familiar with available resources are the most useful skills a nurse educator can bring to the role.
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American Nurses Association (ANA). Safe staffing saves lives: National Database of Nursing Quality Indica-tors(NDNQI®).RetrievedDec.30,2009fromhttp://www.safestaffingsaveslives.org/WhatisSafeStaffing/OneMinuteEssays/NDNQI.aspx.
Association of periOperative Registered Nurses (AORN). (2009). PNDS History & Mission. Retrieved July 31, 2009 from www.aorn.org/PracticeResources/PNDSAndStandardizedPerioperativeRecord/PNDS.
Beck, C.T. (2009). Viewing the rich, diverse landscape of qualitative research. Perioperative Nursing Clinics, 4(3), 217-229.
The Cochrane Library. http://www.cochrane.org/docs/descrip.htm accessed July 19, 2009.
Dearholt,S.L.,White,K.M.,Newhouse,R.,Pugh,L.C.,&Poe,S.(2008).Educationalstrategiestode-velop evidence-based practice mentors. Journal for Nurses in Staff Development, 24(2), 53-59.
Discern Online. (1997). The Discern Instrument. Retrieved Dec. 28, 2009 from http://www.discern.org.uk/index.php.
Hoss,B.,&Hanson,D.(2008).Evaluatingtheevidence:Websites.AORN Journal 87(1)124-141.
Houser, J., & Bokovoy, J. (2006). Clinical research in practice; A guide for the bedside scientist. Boston, MA: Jones and Bartlett Publishers.
Institute of Medicine. (2001). Crossing the Quality Chasm: A new health system for the 21st century. Retrieved Sept. 23, 2009fromhttp://www.nap.edu/openbook.php?record_id=10027&page=62.
Lannon, S.L. (2005). Nursing Grand Rounds: Promoting excellence in nursing. Journal for Nurses in Staff Development, 21(5), 221-226.
Leufer, T., & Cleary-Holdforth, L. (2009). Evidence-based practice: Improving patient outcomes. Nursing Standard, 23(32), 35-39.
Levin, R.F. & Feldman, H.R. (2006). Teaching evidence-based practice in nursing.NewYork,NY:SpringerPublish-ing Co.
References
Learning Module 7 — creating a Culture of evidence-based practice34
References
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Additional Resources
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Learning Module 7 — creating a Culture of evidence-based practice36
References
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References
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Examples of Peer-Reviewed Evidence-based Research
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