Educating managers from an evidence based perspective

Nurse Leader Insider, Issue 1, January 9, Nurses made a strong showing in this year's HealthLeaders 20, our annual profile of individuals who

Educating managers from an evidence based perspective

Table 4 Levels of evidence and evaluation of resources Looking for empirical evidence is enhanced when the skills needed to effectively access and search the literature are introduced early in the nursing curriculum and are integrated into each nursing course.

Important resources to provide students include orientation to library services; contact information for the designated reference librarian for their college or school of nursing and medical center; introduction to commonly used online databases, such as PubMed; and strategies for effective literature searches.

Accessing and retrieving information to promote EBP is best accomplished when active, hands-on experiences that encourage critical appraisal are provided as part of the learning process. The program can be found online at the National Library of Medicine website.

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Critical appraisal involves assessing and interpreting evidence by systematically considering the validity truthfulness and usefulness clinical applicability of the evidence to a particular context. In a world where answers to questions are a few computer keystrokes away and online resources such as Google and Wikipedia provide instant information, evaluation of sources is important to ensure validity of the information used to guide nursing practice.

Examining these and other online resources for accuracy, authority, currentness, scope of coverage, and objectivity is imperative.

Educating managers from an evidence based perspective

Research articles and practice guidelines can be assigned as readings to augment classroom learning. The National Guideline Clearing-house 24 is an excellent online source for EBP guidelines, syntheses, and expert commentary.

The clinical instructor was able to use reference to this outdated practice as an opportunity for the students to discuss their clinical experiences and knowledge and review current evidence on the topic.

After the discussion, the student who brought up this topic was able to share his knowledge with the new staff member. Other strategies used by clinical faculty include asking students to identify hospital policies that could be updated to be consistent with current evidence-based guidelines or to compare standing order sets and protocols with current information by using EBP skills.

Collaborating with clinical managers to hold joint journal club meetings of students, faculty, and staff from several disciplines is a good way to discuss clinical experiences, practice-based articles, reports of research studies, and newly published clinical guidelines in a stimulating environment.

This interaction is especially important when supervising students at the beginning of their clinical rotations and when they are moving to new clinical areas and populations of patients. Did the intervention have the expected effect? Was the outcome consistent with results noted in previous clinical experiences and in the literature?

If not, what may account for the discrepancy? What changes, if any, need to be made to achieve the intended results? These questions will yield important information to share with the clinical faculty, preceptor, and peers.

In the classroom, problem-based learning strategies can be implemented to cultivate critical thinking and EBP. Problem-based learning strategies are useful for encouraging learning of complex critical care concepts that may initially seem overwhelming for nursing students.

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Faculty can collaborate with critical care nurses to develop case studies that encourage students to actively explore topics, including hemodynamic monitoring; mechanical ventilation; and nursing care of patients with acute lung injury, sepsis, myocardial infarction, and chest or head trauma.

The processes used in problem-based learning and EBP have many similarities, encouraging a smoother transition from classroom to practice. Barksdale and Nasir 28 described how this learning tool is integrated into the education of the students. Using references on current EBP, students describe the applicability of the evidence to the plan of care for each patient.

This assignment uses reflection to encourage deliberate application of theory into practice and allows faculty members an opportunity to evaluate and provide feedback, further ingraining the learning process.

Faculty members who teach these courses may want to progress from a lecture format to a format that requires students to participate in ongoing research and EBP projects.

Another example is to involve students in an ongoing quality improvement project being conducted at a local health care agency. In each instance, class time could include discussing these activities and problem solving real-world issues faced during implementation of the project.The St.

Joseph Hospital (Orange, California) Nursing Research Blog will communicate the nursing research activities at SJO to staff. Communications may include, but are not restricted to, announcements of Nursing Grand Rounds, Nursing Journal Clubs, Nursing EBN classes, ongoing nursing research and relevant medical library announcements and news.

When faced with vaccine hesitancy, public health authorities are looking for effective strategies to address this issue. In this paper, the findings of 15 published literature reviews or meta-analysis that have examined the effectiveness of different interventions to reduce vaccine hesitancy and/or to enhance vaccine acceptance are presented and discussed.

Design management is a complex and multi-faceted activity that goes right to the heart of what a company is or does [ ] it is not something susceptible to pat formulas, a few bullet points or a manual.

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