Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
25 Cards in this Set
- Front
- Back
|
What is research utilization?
|
The use of study findings in a practical application unrelated to the original research
|
|
|
What is evidence based practice?
|
basing clincial decisions on best possible evidence, typically high quality research
|
|
|
what is instrumental (direct) utilization?
|
. Instrumental utilization involves the extent to which the recommendations of each study were implemented. For example, study #1 (assessing the needs of the homeless) illustrates instrumental utilization with respect to the impact of the study on decision-making. The agency made considerable progress in implementing the recommendations as a result of hiring a new Homeless Coordinator who collaborated with the community and built a coalition of agencies to develop: (a) a year-round shelter
|
|
|
what is conceptual (indirect) utilization?
|
i dont know
|
|
|
What is persuasive utilization?
|
i dont know
|
|
|
What are the three types of research utilization?
|
instrumental (direct)
conceptual (indirect) persuasive |
|
|
Who is Archie Cochrane?
|
efforts led to development of the Cochrane Center in Oxford and the Cochrane Collaboration. He proposed an evidence hierarchy for weighing evidence
|
|
|
Who is David Sackett?
|
He is an evidence based practice pioneer at McMaster Medical School
|
|
|
What are evidence hierarchies?
|
they involve ranking evidence sources according to the strength of evidence they provide. Typically, hierarchies rank evidence relating to the effectiveness of health care interventions. Evidence hierarchies are not meaningful for certain types of questions (eg, about meaning and process)
|
|
|
What are the levels of evidence in evidence hierarchies?
|
1-7, 1 being strongest and 7 being the weakes. They rank from
1. Systematic reviews of RCTs to 7. Opinions of respected authorities and expert committees **rct= randomized clinical trial |
|
|
What are some barriers to research utilization and evidence based practice?
|
1. Research related barriers (such as scaricty of published replications)
2. Nurse-related barriers (inadequate skills in locating and appraising evidence) 3. Organizational barriers (eg lack of financial support and staff release time for EBP) |
|
|
What are key resources for RU/EBP?
|
1. systematic reviews that integrate evidence about a topic in a rigorous, systematic way
2. traditional narrative reviews are being replaced by meta-analyses and meta-syntheses 3. other preappraised evidence (clinical practice guidelines, synopses of studies in EBP journals), crtically appraised topics (CATs) 4. Models and theories for EBP or RU |
|
|
What are meta-analyses?
|
they integrate findngs accross quantitative studies statistically
|
|
|
What are meta-syntheses?
|
they integrate and amplify findings across qualitiative studies
|
|
|
How many models for evidence-based nursing practice exist?
|
dozens
|
|
|
What are the three widely-reference models for EBP?
|
The Stetler Model of RU to promote EBP, The Iowa Model of EBP to promote quality care, and Rogers' Diffusion of Innovations Theory
|
|
|
How does EBP play a role in individual nursing practice?
|
Nurses are called upon to make decisions or give advice daily. Many clincal scenarios provide opportunities for EBP. For example, is there a reliable assessment tool for early detection of foot complications in patients with end-stage renal disease? or Are there ways o reduce anxieties of children undergoing allergy scratch tests?
|
|
|
What are the five steps in individual EBP efforts?
|
1. Ask questions that are answerable with research evidence
2. search for and assemble evidence 3. Appraise and synthesize evidence 4. Integrate evidence with other sources 5. Assess effectiveness of decision or advice |
|
|
What are the components for asking well-worded clincial questions regarding quantitative evidence? (PICOT)
|
P- population
I- intervention (exposure, issue) C*- comparison O- outcome T*- Time * = not always specified |
|
|
What is knowledge-focused triggers?
|
they begin with an innovation or research finding (eg might emerge in a journal club)
|
|
|
What are problem-focused triggers?
|
they begin with a perplexing or troubling clinical situation
|
|
|
What are problem-focused triggers?
|
They begin with a perplexing or troubling clinical situation
|
|
|
What are the steps to using EBP in an organizational context?
|
1. select a topic or problem
2. assemble and evaluate evidence 3. assess the implementation potential 4. develop evidenced based practice protocols 5. implement and evaluate the innovation |
|
|
What are the two types of triggers you can use when selecting a problem to develop EBP in an organizational context?
|
Knowledge-focused
problem focused |
|
|
What are the strategies for nurses to play a role in RU/EBP?
|
1. Read widely and critically
2. Attend professional conferences 3. Learn to expect evidence that a procedure is effective 4. Become involved in a journal club 5. Pursue and participate in RU/EBP projects |
