Unlock document.
This document is partially blurred.
Unlock all pages and 1 million more documents.
Get Access
Finkelman, Leadership and Management for Nurses: Core Competencies for Quality
Care, 3rd edition.
1
Chapter 16: Evidence-Based Practice and Management
LEARNING OUTCOMES AND SUGGESTED CLASSROOM AND CLINICAL
ACTIVITIES
LEARNING OUTCOME 1
Critique the research process, including differences in basic and applied research.
Suggestions and Strategies for Classroom Experience
• General content on research should be a review for students depending on when
Suggestions and Strategies for Clinical Experience
• Ask students if there are any research studies going on in their clinical site. If so,
describe the study and role of nurses on the unit.
LEARNING OUTCOME 2
Discuss the importance of ethics, informed consent, and institutional review boards.
Suggestions and Strategies for Classroom Experience
LEARNING OUTCOME 3
Discuss the barriers and strategies related to research and implications for nurses.
Suggestions and Strategies for Classroom and Clinical Experience
• Review the barriers and strategies mentioned in the chapter with the students. Ask
them to identify other barriers and strategies, and to provide examples from
clinical.
LEARNING OUTCOME 4
Discuss the implications of research for nursing leaders and managers.
Suggestions and Strategies for Classroom Experience
Suggestions and Strategies for Clinical Experience
07/05/15
2
LEARNING OUTCOME 5
Critique the evidence-based practice process and the governmental initiatives addressing
EBP.
Suggestions and Strategies for Classroom Experience
• In classroom ask students to discuss the governmental initiatives mentioned in the
Suggestions and Strategies for Clinical Experience
• Are guidelines from the National Guideline Clearinghouse used in clinical site?
LEARNING OUTCOME 6
Critique the implications of evidence-based practice for nursing leaders and managers.
Suggestions and Strategies for Classroom Experience
• Ask teams of students to identify and critique examples of implications of EBP
Suggestions and Strategies for Clinical Experience
LEARNING OUTCOME 7
Critique the implications of using evidence-based management.
Suggestions and Strategies for Classroom Experience
Suggestions and Strategies for Clinical Experience
• Ask nurse manager to explain how he or she uses EBM in the manager position.
LEARNING OUTCOME 8
Compare and contrast research, evidence-based practice, evidence-based management,
and quality improvement.
Suggestions and Strategies for Classroom Experience
• Lead a debate to compare and contrast research, EBP, EBM, and QI. Students in
Suggestions and Strategies for Clinical Experience
• Ask a nurse leader to come to class to discuss how research, EBP, EBM, and QI
are used in the nurse’s healthcare organization. Ask students to prepare and
submit four questions.
KEY CHAPTER CONCEPTS
1. There are three types of nursing research; basic, applied, and outcome.
2. The main elements of the nursing research process are the research proposal, approval
3. Nurse leaders may advocate for a healthcare organization to have an active nursing
research program with nursing staff involvement and support from leadership.
4. Nurse managers need to be supportive and encourage staff that has an interest in
5. If research is conducted within the organization’s patient care areas, nurse leaders and
7. If patients are participating in clinical studies, then nurse managers must ensure that
patient rights are maintained at all times.
8. Evidence-based practice is defined as developing changes and improvements with a
9. In evidence-based practice, four types of evidence are used in shared clinical decision
10. The five steps of the EBP process are identifying a clinical issue or question,
11. An important aspect of the EBP process is evaluating the merit of research findings,
07/05/15
4
12. In order to meet evidence-based practice goals, nursing management needs to know
13. Nurse managers should be aware of barriers to EBP in order to plan for staff needs
when implementing the process. These barriers include lack of knowledge about EBP,
14. Nurse managers need to teach their staff how to critique a research study by
16. The nurse manager not only needs to ensure that documents describing care are
evidence-based but also ensure that they are applied.
17. EBM is important if it can provide evidence to support decisions; however, there is a
18. The evidence-based management process involves formulating the question,
20. Evidence can be obtained from experts, colleagues, personal experience, and
published literature.
21. Managers should assess the following aspects of the evidence; strength of the
22. When a manager presents evidence to support a decision, it should be timely, brief,
23. It is important for nursing leaders and managers to base their decisions on best
25. EBM is the systematic application of the best available evidence to the evaluation of
managerial strategies for improving the performance of health service organizations.
27. Unlike research, quality improvement has no theoretical underpinning, does not seek
to generate new knowledge or test interventions, and often does not require IRB approval
nor participant consent in the same manner.
APPLYING LEADERSHIP AND MANAGEMENT
BSN and Master’s Essentials: Application to Content
Chapter identifies which Essentials apply to the chapter content. This information is
primarily for the instructor, but students should understand the how these nursing
education standards apply to the chapter content and the nursing profession.
My Hospital Unit: An Evolving Case Experience
See the overview of the My Hospital Unit feature found in the front of the textbook.
Refer students to the specific My Hospital Unit scenario found in the chapter.
Applying AONE Competencies
The AONE competencies for nurse leaders are found in Appendix A. Ask students to
identify which of the AONE competencies apply to the content in the chapter.
Engaging in the Content: Critical Thinking and Clinical Reasoning and Judgment
See Discussion Questions and Application Exercises at the end of the chapter. Online
options are noted.
Chapter Features: Case Study and Applying Evidence-Based Practice
The Chapter Features: Case Study and Applying Evidence-Based Practice features may
be used in both classroom and online formats. The last two slides in the PPT slides
ADDITIONAL CASE
This case is not found in the textbook. It may be used for individual or team assignments:
written assignment and classroom or online team discussions. It may also be used as an
essay question for exams.
Case:
The intensive care unit has decided to integrate more EBP in the care provided. The
nursing staff held a meeting with the unit medical staff to discuss EBP. Following this
meeting, the nurse manager met with the nurses. Several questions came up that needed
addressing.
Questions:
1. Why don’t we do evidenced-based nursing?
2. One nurse said, “I don’t want to do research. I became a nurse to practice nursing.”
How should the nurse manager reply to this statement?
3. How might the unit design an initiative to focus on interprofessional EBP? What
professions other than nurses and physicians should be involved in this initiative on an
ICU?
