Additional Information
Book Details
Abstract
Using Evidence to Guide Nursing Practice 2e is an invaluable ‘how-to’ guide for students and experienced nurses alike. Emphasis is placed on how to develop an evidence-based culture in the workplace, support clinicians to make decisions using the best available evidence and translating this evidence into practice. This new edition is divided into five concise sections which guide readers from an examination of evidence, to developing a workplace culture that supports Evidence-Based Practice. It demonstrates how to locate and appraise evidence, how to evaluate practice and finally how to translate evidence into practice with a new applied case study included.
- includes two new chapters; ‘Locating and appraising the evidence’ and ‘ Evidence to inform nursing practice: An applied approach’
- highlights Evidence-based Practice (EBP) initiatives and demonstrates how to develop an evidence-based culture in the workplace
- includes Step-by-step guides to undertaking a systematic review, a clinical audit and a program evaluation
- each chapter will have contributions from experienced academics and clinicians across Australia so as to ensure health industry relevance and academic rigour are addressed
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover\r | Cover | ||
| USING EVIDENCE TO GUIDENURSING PRACTICE | iii | ||
| Copyright\r | iv | ||
| Contents | v | ||
| Preface | ix | ||
| Contributors | xi | ||
| Reviewers | xiii | ||
| PART ONE\rIntroduction | 1 | ||
| CHAPTER 1\rEvidence-based nursing practice | 3 | ||
| 1.1 Learning objectives | 3 | ||
| 1.2\r Introduction | 3 | ||
| 1.3\rWhat is ‘evidence-based practice’? | 3 | ||
| 1.4\rWhat are the benefits of evidence-based | 5 | ||
| 1.5 What are the alternatives to evidence-based practice?\r | 5 | ||
| 1.6 Why the rapid spread of evidence-based practice?\r | 6 | ||
| 1.7\rWhere is the evidence located? | 6 | ||
| 1.8\rMajor structures promoting evidence-bas | 8 | ||
| 1.9\rHow can evidence be incorporated into nursing practice? | 14 | ||
| 1.10\rWhat is the state of evidence? | 16 | ||
| 1.11\rWhat are the challenges for nursing edu | 17 | ||
| APPENDIX 1.1 National Institute of Clinical Studies (NICS): Resources available\r | 21 | ||
| APPENDIX 1.2\rJoanna Briggs Institute Collaboration | 23 | ||
| CHAPTER 2\rUsing the right type of evidence to answer clinical questions | 27 | ||
| 2.1 Learning objectives | 27 | ||
| 2.2 Introduction | 27 | ||
| 2.3 Quantitative research designs | 28 | ||
| 2.4 Qualitative research designs | 34 | ||
| 2.5 Triangulation and mixed-method studies | 35 | ||
| 2.7 Formulating the right question | 38 | ||
| 2.8 Conclusion | 39 | ||
| 2.9 DISCUSSION QUESTIONS | 39 | ||
| 2.10 References | 40 | ||
| PART TWO \rDeveloping anevidence-basedculture | 43 | ||
| CHAPTER 3\rDeveloping a culture of inquiry to sustain evidence-based practice | 45 | ||
| 3.1 Learning objectives | 45 | ||
| 3.2 Introduction | 45 | ||
| 3.3 Evidence-based practice in healthcare | 46 | ||
| 3.4 Culture and organisation in healthcare | 46 | ||
| 3.5 What is a culture of inquiry? | 47 | ||
| 3.6 Development towards a culture of inquiry | 48 | ||
| 3.7 Culture of inquiry ‘in action’ | 52 | ||
| 3.8 Conclusion | 54 | ||
| 3.9 DISCUSSION QUESTIONS | 55 | ||
| 3.10 References | 55 | ||
| CHAPTER 4\rDevelopment and useof clinical guidelines | 59 | ||
| 4.1 Learning objectives | 59 | ||
| 4.2 Introduction\r | 59 | ||
| 4.3 What are clinical guidelines? | 60 | ||
| 4.4 What are the characteristics of effective clinical guidelines? | 61 | ||
| 4.5 How should clinical guidelines be used in practice? | 64 | ||
| 4.6 How are guidelines developed? | 67 | ||
| 4.7 Conclusion | 71 | ||
| 4.8 DISCUSSION QUESTIONS | 71 | ||
| 4.9 References | 72 | ||
| PART THREE\rLocating theevidence | 75 | ||
| CHAPTER 5\rLocating and appraising the evidence | 77 | ||
| 5.1 Learning objectives | 77 | ||
| 5.2 Introduction | 77 | ||
| 5.3 Where should I look for evidence? | 79 | ||
| 5.4 Is all peer-reviewed research evidence of high quality? | 84 | ||
| 5.5 Examples of locating evidence | 88 | ||
| 5.6 Conclusion | 93 | ||
| 5.7 DISCUSSION QUESTIONS | 94 | ||
| 5.8 References | 94 | ||
| CHAPTER 6\rThe systematic review process | 97 | ||
| 6.1 Learning objectives | 97 | ||
| 6.2 Introduction | 97 | ||
| 6.3 The systematic review process | 98 | ||
| 6.3.4 Appraising the evidence | 103 | ||
| 6.4 The applicability of the evidence | 104 | ||
| 6.5 Software applications | 105 | ||
| 6.6 Conclusion | 109 | ||
| 6.7 DISCUSSION QUESTIONS | 109 | ||
| 6.8 References | 110 | ||
| PART FOUR\rHow to evaluateclinical practice | 111 | ||
| CHAPTER 7\rUndertaking a clinical audit | 113 | ||
| 7.1 Learning objectives\r | 113 | ||
| 7.2 Introduction\r | 113 | ||
| 7.3 What is a clinical audit? | 114 | ||
| 7.4 How does a clinical audit relate to the quality improvement movement? | 115 | ||
| 7.5 What do clinical audits measure? | 116 | ||
| 7.6 Audit or research? | 117 | ||
| 7.7 Why are clinical audits useful in practice development? | 117 | ||
| 7.8 The process of undertaking a clinical audit | 118 | ||
| 7.9 Example of a clinical audit | 120 | ||
| 7.10 Conclusion | 129 | ||
| 7.11 DISCUSSION QUESTIONS | 129 | ||
| 7.12 References | 130 | ||
| CHAPTER 8\rUndertaking a program evaluation | 133 | ||
| 8.1 Learning objectives | 133 | ||
| 8.2 Introduction\r | 133 | ||
| 8.3 Definitions | 133 | ||
| 8.4 Forms of program evaluation | 134 | ||
| 8.5 Conclusion | 145 | ||
| PART FIVE\rTranslatingevidence intopractice | 149 | ||
| CHAPTER 9\rEvidence to inform nursing practice:An appiled approach | 151 | ||
| 9.1 Learning objectives\r | 151 | ||
| 9.2 Introduction\r | 151 | ||
| 9.3 Care pathways and evidence for nursing practice | 152 | ||
| 9.4 Reflection and evidence-based practice | 153 | ||
| 9.5 Application to practice | 156 | ||
| 9.6 Conclusion | 164 | ||
| 9.7 Clinical application of evidence-based practice | 165 | ||
| 9.8 References | 166 | ||
| Index | 169 |