Evidence-Based Practice is a special professional standard of modern healthcare. The effectiveness of this practice is confirmed by scientific research based on focus group testing. The study by Singleton subdivides fifty medical student participants into five cohorts (2017). Group effects, which are an integral element of evidence-based practice, are manifested in research through close collaboration. In addition to the positive group effect of medical cooperation, the importance of methodological data in evidence-based practice is noted.
The collaboration model of Advanced Resources should be combined with the tools for the implementation of medical practice contained in a special manual. Its presence ensures the progress of nursing students and their progress in the curriculum. Evidence-based practice also has certain limitations, overcoming which improves medical skills. Practice turns out to be limited by the belief in its practical value, which can exist both at the individual level and at the scale of a medical organization (Singleton, 2017). Some medical institutions may not be morally and resourcefully prepared to practically apply the evidence base beyond the limits of traditional medical care. Awareness of the importance of this practice does not necessarily lead to its constant implementation. Therefore, it is necessary to constantly reinforce the faith in this practice and the possibility of its continuous implementation, which requires a specially appointed mentor.
Special attention should be paid to the concept behind the experiment. A key element of the learning model was the mentor, who assisted the nursing students in understanding and applying evidence-based practice. For training, a cognitive-behavioral model was used, which takes into account that the environment, social and private factors, faith and beliefs are translated into human behavior and practice. The workshops focused on improving practices and contained simulation projects driven by a model of improvement and practice called Plan-Do-Study-Act.
It should be noted that there is a significant difference between the belief in the effectiveness of this practice and the real ability to exercise it. According to the results of the study, students were able to match their practical results with the strength of their beliefs only after an impressive amount of time spent on improving practical skills. Each of the study cohorts of students significantly raised the arithmetic mean of their skills, with no significant difference between each of the cohorts.
Thus, this practice has shown itself to be a highly effective educational strategy for future leaders in nursing. Collaborative interactions are shown to be extremely useful in teaching these practices (Horntvedt et al., 2018). Through simulations and out-of-the-box tasks, students and mentors are approaching the important goal of making 90% of nursing practice directly evidence-based, leading to positive healthcare reform. Evidence-based practice is thus not only an important and challenging but also an achievable goal for the education and practice of healthcare professionals.
Further research is still required on this topic. It makes sense to pay attention to how Doctor Nursing Practitioners use their evidence-based skills in practice after completing the course of study. The development of a curriculum based on an evidence-based basis is also just a blueprint to be translated into reality. However, in general, it can be argued that this nursing approach is extremely promising and requires further elucidation for absolute proof of its effectiveness. Its systematic and creative use is capable of educating a whole new generation of medical professionals and diagnosticians with even more effective practice.
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, 172. Web.
Singleton, J. K. (2017). Evidence-based practice beliefs and implementation in doctor of nursing practice students. Worldviews on Evidence-Based Nursing, 14(5), 412-418.