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Evidence-Based Practice, Quality Initiatives, and Research
Student’s Name
Institutional Affiliation
Course No. and Name
Instructor
Date
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Evidence-Based Practice, Quality Initiatives, and Research
Response to First Post
Indeed, evidence-based practice, quality initiatives, and research play a crucial role in the
healthcare community, particularly with clinical governance. However, as a university teacher of
bachelor-level nursing students, there are more ways you can contribute to the Evidence-Based
Practice culture at your workplace. Since most degree courses have a research component,
graduate recruits are more likely to be aware of how to evaluate experimental data than
undergraduate recruits (Horntvedt, Nordsteien, Fermann, & Severinsson, 2018). People who join
the nursing profession via vocational training, on the other hand, may not have any prior
knowledge or expertise with research methodologies and assessment. Many courses concentrate
on building the abilities essential for performing research but overlook the ability to read and
interpret research.
To promote evidence-based practice, all health care workers should be research-literate,
meaning they should effectively analyze and absorb study data. The need to shift unfavorable
attitudes about research in the healthcare community is equally critical. Research indicates a
fundamental and deep-seated hostility to research in primary health care teams and a lack of
awareness of what constitutes research (Horntvedt et al., 2018). Research culture in your
institution may be difficult to establish unless there is a shared awareness of the need for and
possible benefits of research among all stakeholders. Many strategies assist students in becoming
more aware of the importance of research, including employment of special courses, directing
students to relevant material, interdisciplinary discussions, and teaching students how to read
critically.
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Response to Second Post
You make an excellent point about the need to understand complex terminology used in
research publications in order to interpret the studies correctly. To add to this, I would like to
highlight other barriers encountered in employing and analyzing research studies. Several studies
have shown that health care workers do not have access to study results, do not possess the
requisite abilities to assess research, and do not possess the necessary computer-based search
skills (Leonard, De-Kock, & Bam, 2020). There are other issues such as a lack of time to read,
uncertainty about whether or not to trust study conclusions, and a lack of confidence in
evaluating the quality of research.
These barriers can be overcome by influencing attitudes towards research and scientific
inquiry among health workers and teaching critical appraisal skills in healthcare settings. The
critical appraisal of a research study considers its relevance to your research field, what new
evidence the study adds to your field, the type of research question and appropriate study design,
effective data appraisal, and the presence of a conflict of interest (Leonard et al., 2020). After the
evaluation process, you should have a greater understanding of the strength of the evidence and,
ultimately, whether or not you should apply it to your patients.
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References
Horntvedt, M. E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies For
Teaching Evidence-Based Practice in Nursing Education: A Thematic Literature Review.
BMC medical education, 18(1), 1-11. https://link.springer.com/article/10.1186/s12909-
018-1278-z
Leonard, E., De-Kock, I., & Bam, W. (2020). Barriers and Facilitators to Implementing
Evidence-Based Health Innovations in Low-and Middle-Income Countries: A Systematic
Literature Review. Evaluation and Program Planning, 82, 101832.
https://www.sciencedirect.com/science/article/abs/pii/S0149718920301361
