Introduction
Implementation of evidence-based practice guarantees that innovations in quality improvement are supported by the best available scientific data in the nursing field. The use of performance feedback, the employment of valuable directors, and the frequent collection of data are all examples of evidence-based practice (Miranda Neto et al., 2018). This paper aims to draw attention to a clinical issue in nursing practice and to express the author’s interest in this issue. Around three million nurses are working in the U.S. healthcare system (Miranda Neto et al., 2018). Evidence has backed the need to enhance the nursing profession by creating worldwide educational requirements and performance standards.
Static, fractured, and content-oriented curricula have a profound influence on health education across the globe. If the curriculum has flaws and issues with clinical placements, then alternate means of providing the students with experience should be examined. In order to get the necessary knowledge in a secure setting, two options are simulating patient contacts and doing Objective Structured Clinical Examinations (OSCE) (Michalak & Heidenreich, 2018). This paper aims to demonstrate how students may practice and be assessed in a safe and regulated clinical practice role via simulation. Additionally, students may deepen their knowledge of social responsibility, health equality, gender equity, and other human rights issues by engaging in this activity.
Area of Interest
Advanced clinical practice is the focus of this particular research. The nursing profession cannot function without the use of cutting-edge clinical techniques. Nurses, pharmacists, medics, and therapists, to name a few, may all contribute to the development of multidisciplinary teams by enhancing their skills and abilities. Such healthcare professionals accomplish their goals by putting in the time and effort, providing clinical leadership, and facilitating cross-team cooperation (Horntvedt et al., 2018). Clinical permanency may be increased, patient-centered care improved, a multi-professional team strengthened and safe, available, and high-quality treatment provided for their patients via advanced clinical practice. Advanced Care Practice practitioners may show their competence and professional judgment by applying evidence-based practice.
PICOT Question
Evidence-based medicine (EBM) necessitates that clinical experience, the most up-to-date research, and patient values and preferences be integrated into clinical decision-making. Following these processes in EBM is all about focusing on the patient, asking specific questions, seeking evidence that supports those questions, and then analyzing and implementing those findings to the patient’s treatment (Horntvedt et al., 2018). Access to clinical data and experience and understanding of resources are essential to keeping healthcare coverage and EBM practices in the 21st century. Therefore, is learning a foreign language (I) better than only speaking one language (C) when giving care to patients (P), preventing them from getting the wrong medicine (O)? Older people in the population learning a foreign language is an intervention. They used one language to compare O-Protect oneself from taking the wrong medicine.
Relation to the Medical Field
Quality nursing care is now a requirement based on nursing expertise. Clinical nursing competency refers to learning via academic evidence and practical experiences, leading to standards and safe treatment. Notably, communication breakdowns in the healthcare system may be fatal. Studies show that as the number of refugees and foreign-trained workers grows, the likelihood of communication errors between healthcare professionals and patients speaking a second language increases (Hopp, 2021). Language barriers between patients and physicians might hinder efficient and effective communication. Patients may not follow instructions or refuse potentially life-saving therapy if the details of the analysis or treatment are not communicated (Michalak & Heidenreich, 2018). With the rise of sentinel and hostile events due to ineffective communication, healthcare organizations must develop effective communication to improve patient safety and capabilities while increasing revenue (Sibiya, 2018). Nursing education aims to safeguard people’s health, which has increased focus on clinical certification and competence (Horntvedt et al., 2018). Nurses’ education, experience, professional growth, independence, personal qualities, motivation, and job happiness have all been linked to nursing competence. This research emphasized the need to practice technical skills.
Poor communication is still a significant contributor to healthcare errors. According to studies done between 2009 and 2019, 68 percent of all medical erroneousness stemmed from weak interaction in the healthcare context (Stevens, 2021). According to further polls conducted in the previous three decades, a physician’s capacity to educate, listen, and show compassion may have a significant impact on patient happiness and the quality of their treatment (Michalak & Heidenreich, 2018). As a result, healthcare facilities should focus on increasing staff commitment to better communication, which will enhance patient safety and satisfaction.
Impact of the Study on the Society
Patient safety and satisfaction are dependent on effective communication. The latter reduces the risk of carelessness and fosters relationships and empathy since most incidences of negligence are caused by poor communication rather than poor clinical treatment (Hopp, 2021). As the workplace becomes more ethnically and culturally diverse, impediments to efficient patient-clinician communication are sure to occur. According to research, many minority migrants in the U.S. utilize a foreign language during healthcare consultations (Hopp, 2021). These patients also rely on a translator’s accessibility and accuracy. The expanding number of people accessing the country’s healthcare system seldom share their first language with their doctors.
Significance of Evidence-Based Practice
Studies have shown that strengthening team and interpersonal communication in the hospital environment and teaching nurses more evidence-based practice may help prevent medication mistakes (Hopp, 2021). Employers and educators have realized a gap between what students learn in school and what they do on the job (Sibiya, 2018). The lack of resources to modernize the nursing curriculum and emphasis on teaching at academic health facilities were cited for the disparities between formal education and actual practice.
There is a direct correlation between nursing knowledge and practice. Nurses’ capacity to use their professional knowledge and abilities is hindered by contradictions in nursing knowledge and training and divergent organizational structures. Clinical experience and academic clinical nursing significantly impacted student nurses’ ability to perform their job duties. Evidence-based practice helps reduce the challenges in the treatment and care faced by nurses.
Implementation and Relevance of Evidence-Based Practice
In order to understand and use scientific findings in practice, graduate nursing students should be aware of this subject. This may be a valuable resource in light of the increased focus on EBP (Fuller et al., 2018). It also updates all past content and includes two new chapters on creating and stabilizing evidence-based practice and the environment and how a research question drives the choice of research design, assessment, and analysis.
The subject gives actual instructions for effectively utilizing and assessing clinical trials to convert evidence into practice for postgraduates, clinical supervisors and managers, DNP services, and education. Research ideas and the most current knowledge on how nurses grow as clinicians to create and attain EBP are presented in a conversational tone in this topic (Fuller et al., 2018). From single research to a meta-analysis, EBP concepts are patient-related and incorporated. As a result, students and faculty members are able to apply their knowledge of clinical practice in the real world via clinically relevant instances.
Dissemination
Broadcasting discoveries to targeted audiences is what we mean by dissemination. Efforts to disseminate information must be appropriately planned and implemented following a strategy that considers the audience’s demands. Knowledge users may help researchers develop messages and communicate discoveries (Stevens, 2021). Communities of practice, knowledge brokers, and networks have the potential to transform the way knowledge is shared and applied (Rodgers, 2021). Researchers and knowledge consumers need to collaborate actively and share information throughout the study process.
Background
Some organizations have proposed methodologies for conducting systematic literature studies of treatments’ efficacy. The year 1998 marked the beginning of the Effective Public Health Practice Project (EPHPP) (Stevens, 2021). The latter was aimed at educating nursing professionals on the importance of evidence-based practice. It is targeted to assist the Ministry of Health in California in establishing the basic standards for health services in the province, it is required to produce research evidence. In addition, the outcomes were intended to be disseminated throughout the country and beyond the world. Nursing students and practicing public health nurses have found many reviews helpful. This in turn, has played a part in restoring the image of the profession as patients’ treatment continues to get better.
Aims and Methodology
Some of the aims or objectives of this study include determining the systematic literature review approach, identifying a quality evaluation instrument and updating EPHPP findings. The technique used in this study is a questionnaire whereby specialists and individuals who work in the health care system are allowed to participate. Three hospitals were selected and the survey was conducted both physically and digitally. Participants were promised anonymity which encouraged honesty from them. Those submitting their responses through the online space were given an email address to send their filled-in document. This was essential as it reduced time consumption in the data collection.
Results
Most of the responses recovered from the participants showed that the healthcare system is currently not doing well. Much of the processes are done according to information acquired from books or superiors. This reveals that evidence-based is neglected which puts the lives of patients at risk. When people learn that they cannot obtain the best possible treatment from the hospitals, it paints a bad image of the medical field.
Conclusions
Nursing education in the United States is now at a crossroads. It has been a long and challenging journey for nurses to acquire public respect and acknowledgment for their job. Nurses are making their voices known in critical political discussions regarding radical reforms in the U.S. healthcare system. Addressing constraints, eliminating inconsistencies in educational options, assuming charge for mandates to keep up with quality initiatives, and providing excellent clinical activities for learners are just some of the challenges facing nursing educators today.
If nursing plays a significant role in a developing U.S. healthcare system, nurse teachers must transform these problems into possibilities. Using the most recent methodologies of systematic literature reviews, the EPHPP has been able to adapt to public health nursing-related topics. Additionally, the approach has formed a critical threshold of public health academics and practitioners capable of actively participating in the process. The development of a research program in this field is underway.
References
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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. Web.
Michalak, J., & Heidenreich, T. (2018). Dissemination before evidence? What are the driving forces behind the dissemination of mindfulness‐based interventions? Clinical psychology: Science and practice, 25(3), e12254. Web.
Miranda Neto, M. V. D., Rewa, T., Leonello, V. M., & Oliveira, M. A. D. C. (2018). Advanced practice nursing: A Possibility for primary health care? Revista Brasileira de Enfermagem, 71(suppl 1), 716–721. Web.
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Stevens, K. R. (2021). Literature reviews. Research for Advanced Practice Nurses. Web.