8 CHAPTER 2 / Evidence-Based Practice and Research in Nursing
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EARNING
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UTCOME
1
Explain the relationship between research and evidence-based practice nurs-
Concepts for Lecture
1. Current standards of professional performance for nurses include
using evidence and research findings in practice. Additionally, nurs-
es today are actively involved in generating and publishing evidence
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2
Apply the steps of change used in implementing evidence-based practice.
Concepts for Lecture
1. Cultivate a spirit of inquiry. Nurses need to be curious and willing to
investigate how various practices compare and which might be best
for a specific client.
4. Critically appraise the evidence. Several toolkits or schema are
5. Integrate the evidence with clinical expertise and client/family pref-
6.
Implement and evaluate the outcomes of the intervention. The nurse
gathers all relevant data that may indicate whether or not the intervention
C
HAPTER
2
EVIDENCE-BASED PRACTICE AND RESEARCH IN
NURSING
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UGGESTIONS FOR
C
LASSROOM
A
CTIVITIES
• Hold a discussion with students about clinical
nursing practice journal article that applies to
a clinical practice area of interest.
S
UGGESTIONS FOR
C
LASSROOM
A
CTIVITIES
• Lead the students through the steps for imple-
menting change using a concept they are familiar
with, which may be a nursing practice they have
performed in clinical or something they are fa-
miliar with from attending nursing school. For
example, they may opt to discuss the change in
practice model related to changing the testing
process in this class based on best evidence they
CHAPTER 2 / Evidence-Based Practice and Research in Nursing 9
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3
Describe limitations in relying on research as the primary source of evidence
for practice.
Concepts for Lecture
1. Some scholars describe that although evidence includes theories,
opinions of recognized experts, clinical expertise, clinical experienc-
2.
Other scholars express concerns about the emphasis on research as the
source of evidence because research is performed under controlled cir-
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UTCOME
4
Differentiate the quantitative approach from the qualitative approach in nurs-
ing research.
Concepts for Lecture
1. The two major approaches in nursing research to investigate diverse
phenomena are quantitative and qualitative research.
2. Quantitative research progresses through systematic, logical steps
3. Qualitative research is rooted in the philosophical perspective of
naturalism, which maintains that reality is relative or contextual and
constructed by individuals who are experiencing a phenomenon.
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5
Outline the steps of the research process.
1. The steps in quantitative research include stating a research question
S
UGGESTIONS FOR
C
LASSROOM
A
CTIVITIES
• Have the students find one example of a quanti-
tative and one example of a qualitative nursing
research study and write a paper comparing and
contrasting the type of research question, meth-
ods, and analysis used.
S
UGGESTIONS FOR
C
LINICAL
A
CTIVITIES
• Have the students make a list of appropriate
• Have the students find one quantitative and one
qualitative study in a nursing research journal
and identify the steps in the research process.
10 CHAPTER 2 / Evidence-Based Practice and Research in Nursing
ture; formulating the hypothesis and defining variables; selecting a
2.
Steps in qualitative research differ in many ways. For example, depend-
ent and independent variables are not used and variables are not manipu-
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EARNING
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6
Describe research-related roles and responsibilities for nurses.
Concepts for Lecture
2. As a research consumer nurses will locate research literature using
the PICO format:
• P—patient, population, or problem of interest
3.
As a research consumer, nurses will critique research reports, or critical-
ly read and evaluate research articles. A research critique enables the
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7
Describe the nurse’s role in protecting the rights of human participants in
research.
Concepts for Lecture
1. All clients must be informed of and understand the consequences of
consenting to participate in a research study. They must be able to
assess the risks and potential benefits to either themselves or to the
development of knowledge.
For years, adults have been the focus of medical research; how-
All nurses who practice in settings where research is conducted, or
who participate in research, share a role in safeguarding the following
rights: the right not to be harmed, the right to full disclosure, the right of
self-determination, and the right of privacy and confidentiality.
The risk of harm is exposure to the possibility of injury going
beyond everyday situations. These risks may be physical, emotional,
S
UGGESTIONS FOR
C
LINICAL
A
CTIVITIES
S
UGGESTIONS FOR
C
LASSROOM
A
CTIVITIES
• Provide students with a research report and cri-
tique the report in class discussion using the
PICO format. Ask students to decide if the re-
search report would influence them to change
their practice.
S
UGGESTIONS FOR
C
LASSROOM
A
CTIVITIES
• Invite a nurse researcher to discuss protection of
the rights of human subjects in the studies the re-
searcher has completed.
• Obtain copies of several consent forms used in
nursing research studies, and have the students
review these for inclusion of all of the rights of
research subjects.
CHAPTER 2 / Evidence-Based Practice and Research in Nursing 11
legal, financial, or social. The right to full disclosure is the act of
making clear the client’s role in a research situation; deception either