Evidence-Based Practice (EBP), Quality Improvement (QI), and Research Essay
Discussion On EBP, QI, and Research: How do evidenced-based practice (EBP) projects, quality initiatives, and research studies differ? Why is it necessary to have a good working knowledge of research and be able to accurately evaluate the evidence in order to lead an EBP or quality project? What is the EBP culture at your current or former workplace? How can you contribute to improving Evidence-Based Practice (EBP), Quality Improvement (QI), and Research Essay
Discussion on EBP, QI, and Research
Discussion on EBP, QI, and Research
The importance of evidence-based practice (EBP), quality improvement (QI), and research cannot be overemphasized. EBP is the use of the best evidence available to make clinical decisions. QI is the use of data and evidence to improve the quality of care. Research is the process of systematically gathering information to answer a specific question. EBP, QI, and research are important because they help healthcare professionals to provide the best possible care to patients. EBP helps make decisions based on the best available evidence (O’Leary, 2020). QI helps identify and improve the quality of care provided by healthcare professionals. Research helps to answer questions about how best to care for patients. EBP, QI, and research are essential components of quality healthcare as they help ensure that the care provided in hospitals is of high quality, safe, and effective Evidence-Based Practice (EBP), Quality Improvement (QI), and Research Essay.
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How do evidenced-based practice (EBP) projects, quality initiatives, and research studies differ?
One key difference between EBP projects, quality initiatives, and research studies is the level of rigor involved in the design and execution of the project. EBP projects involve the use of the best available evidence to inform decision-making, whereas quality initiatives and research studies typically rely on consensus or expert opinion (O’Leary, 2020). Another key difference is the purpose of each type of project. EBP projects and quality initiatives improve the quality of care delivered to patients, whereas research studies purpose to directly to improve the quality of evidence to support practice. Collectively, they all improve patient safety. It is also important to note that EBP projects, quality initiatives, and research studies vary in terms of their funding sources. EBP projects typically receive funding from the organization in question. In contrast, quality initiatives and research studies may receive funding from various sources, including government agencies, private organizations, and philanthropic organizations (Thome et al., 2020). Another key difference is that research studies apply a methodological approach (quantitative or qualitative) to develop new ideas and knowledge, whereas quality initiatives and EBP projects may improve the quality of care delivered to patients.
Why is it necessary to have a good working knowledge of research and accurately evaluate the evidence to lead an EBP or quality project?
Research is the process of systematically gathering information to answer a question or inform decision-making. A good working knowledge of research and the ability to evaluate evidence is necessary for anyone leading an EBP or quality project. First, a good working knowledge of research is necessary to identify the relevant literature and understand the findings of different studies (Oermann et al., 2018) Evidence-Based Practice (EBP), Quality Improvement (QI), and Research Essay. This knowledge is also necessary to critically evaluate the evidence and determine whether the research supports a given conclusion. Secondly, an accurate evaluation of evidence is necessary to make informed decisions. This includes being able to identify knowledge gaps and determining which research to include in a project. It also includes being able to determine the relevance of different studies and the weight that should be given to each piece of evidence. Finally, having a good working knowledge of research and the ability to evaluate evidence accurately is essential for ensuring that researchers execute projects in a responsible and effective manner (Oermann et al., 2018). This includes being able to identify potential risks and complications associated with a project and taking steps to mitigate them.
What is the EBP culture at your current or former workplace?
An Evidence-Based Practice (EBP) culture is one in which clinicians use the best available evidence to inform their clinical decision-making. The goal of an EBP culture is to improve patient outcomes by providing clinicians with the best possible information on which to base their decisions (O’Leary, 2020). At the current workplace, there is a strong EBP culture. Clinicians are encouraged to use the best available evidence when making decisions about patients. This culture is evident in how the clinicians are trained, how evidence is used to guide the clinic’s practices, and how healthcare providers communicate with the patients. One example of how this culture influences patient care is that we require all clinicians to read and implement the Canadian Guidelines for Cardiovascular Health and Risk Reduction in Adults Evidence-Based Practice (EBP), Quality Improvement (QI), and Research Essay. This guideline is based on the best available evidence, and it helps clinicians make informed decisions about cardiovascular health.
The EBP culture at the current workplace has had a significant impact on patient care. By using the best available evidence, health professionals are able to provide the patients with quality care that meets their needs. The improved outcomes of the patients have been a testament to the strength of the EBP culture at the current workplace.
How do you contribute to Improving the Quality of Care and EBP Culture in your Workplace?
As an Advanced Practice Registered Nurse (APRN) who has been working in the clinic for the past two years, improving the quality of care and the culture of evidence-based practice (EBP) has been one of the major roles in the current workplace. The author has done this by:
Promoting and Teaching EBP Principles to my Colleagues
By being a strong advocate for EBP in the workplace, promoting the use of EBP principles to colleagues, and teaching them how to use EBP tools and techniques has been one of the driving forces in this profession as an APRN. Through this knowledge and assistance, they have developed their own personal EBP practices. This has led to an improvement in the quality of care delivered by the clinic.
Supporting my Colleagues in Implementing EBP Practices
The author has been a supporter of the colleagues when they had implemented EBP practices in their clinics by helping them find resources and support when they needed it and providing them with feedback on their implementation efforts. This has helped the co-workers to improve the quality of care they provide to the patients.
Challenging my Colleagues when they do not use EBP Practices Correctly
The author has been a critic of colleagues when they do not use EBP practices correctly. The author has challenged them on their assumptions, on the evidence that supports their practice, and on how best to deliver care to the patients. This has helped them to improve the quality of care they provide to the patients and members of their communities. Lastly, the author has been able to improve the quality of care and the culture of EBP in the current workplace by promoting and teaching EBP principles, supporting the colleagues when they implement EBP practices and challenging them when they do not use EBP practices correctly Evidence-Based Practice (EBP), Quality Improvement (QI), and Research Essay.
Conclusion
It is important to note that although EBP, AI, and research studies differ from each other, they are closely interrelated. This is because they are used together to enhance the quality of care as well as reduce medical errors leading to improved overall outcomes of the patients. It is for this reason that these terms should be used together to promote the quality of care in healthcare organizations.
References
Oermann, M. H., Christenbery, T., & Turner, K. M. (2018). Writing a publishable review, research, quality improvement, and evidence-based practice manuscripts. Nursing Economics, 36(6), 268. http://nursing.duke.edu/sites/default/files/oermann_christenbery_turner_writing_reviews_res_qi_ebp.pdf
O’Leary, C. (2020). Use of a Framework to Integrate Research, Evidence-Based Practice, and Quality Improvement (Doctoral dissertation, The Ohio State University). https://kb.osu.edu/handle/1811/91483
Thome, E. K., Loveall, S. J., & Henderson, D. E. (2020). A survey of speech-language pathologists’ understanding and reported use of the evidence-based practice. Perspectives of the ASHA Special Interest Groups, 5(4), 984-999. https://pubs.asha.org/doi/abs/10.1044/2020_PERSP-20-00008 Evidence-Based Practice (EBP), Quality Improvement (QI), and Research Essay