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How to Write an Evidence-Based Practice Paper in Nursing

How to Write Evidence-Based Papers in Nursing

Some call it an EBP paper while some evidence-based research paper, and it comes in many other forms as well, including EBP case reports, EBP capstone projects, EBP coursework, or EBP thesis. Regardless of the name, without explicit knowledge on how to write an evidence-based practice paper, you cannot wrap your mind around it. Evidence-based papers are written by students so that they can develop confidence, research interests, critical thinking, creativity, and decision-making skills that are applicable in real-world clinical settings.

Any nursing school student must write an evidence-based practice paper. In most cases, EBP papers can come in the form of change management papers where quality improvement processes are recommended. To avoid making blunders when writing, it is vital to grasp the entire writing process.

Unlike other nursing papers and essays, evidence-based practice papers require in-depth reasoning, research, and reading. We acknowledge that writing a great evidence-based paper that is gradable takes sweat and is very challenging.

We have compiled this guideline for writing an evidence-based nursing paper to ease the burden on your side. If you quite can't find it easy even after reading this article, we have experienced nursing paper writers who can always help you.

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What is Evidence-Based Practice?

Evidence-Based Practice in the field of nursing focuses on the premise that medical practice should focus on adapted and developed principles through a cycle of evidence, research, and analysis of theory. Evidence-based practice intends to address the changes in practice based on the nursing and non-nursing theories developed through proper research.

In nursing, the implementation of EBP comes in the form of a systematic review, where research is reviewed based on a particular guideline to determine its suitability for being used as a gold standard in practice.

The systematic review helps in sense-making from the mammoth of information available for effective change management, implementation, and institutionalization. 

The EBP process involves six significant steps:

  • Assessment of the need for change : This entails the formulation of a research question or hypothesis based on the gaps in current practice.
  • Location of the best evidence : Depending on the levels of nursing resources or evidence, the next step entails assessing the credibility, reliability, and relevance of the evidence or peer-reviewed articles.
  • Synthesis of evidence : This step involves the comparison and contrast of available sources of evidence to establish similarities and differences to determine the best course of approach.
  • Designing change : through the results of the synthesis of the available evidence, the next step is to create an effective change based on the evidence collected. It also involves drafting the change implementation plan within the clinical setting.
  • Implementing and Evaluating Change : After the design comes to the process of initiating the change through change advocates such as nurse leaders and nurses themselves, it is the phase where the new process is established into practice. Various change management theories can be followed to ensure the fruition of the change management plan.
  • Integration and Sustaining Change : Once the new evidence has been used to implement change, it is adopted through policy or guidelines within the clinical settings. It also entails the process of continuous improvement to achieve the best.

Steps of Writing an EBP Research Paper in Nursing

Once you have been assigned to write an evidence-based paper, you need to follow the steps below to write the best essay.

1. Choose a Topic for your Paper

There are many methods you can use when choosing an EBP topic. You can get ideas from your coursework, peer-reviewed sources, class assignments, and past evidence-based projects done. Thanks to the Internet, there are various evidence-based practice topic ideas. However, choose a topic that resonates well with your passion and interest in nursing practice. For instance, if you are looking forward to improving patient flow in the ED using technology, be sure that you are cognizant of such technology as EHR or HIT. Begin by exploring the assignment and make some notes; you should then settle for a tentative topic.

2. Consult with your Professor/Instructor

Nursing education, just like nursing practice, calls for collaboration and getting feedback. Therefore, once you have selected a creative, evidence-based practice topic , you must make an appointment with either the writing center or the professor/instructor for confirmation. In some instances, your professor/instructor will request for an evidence-based practice proposal. In the EBP proposal, you must state the nursing issue you intend to solve, the change management process, and the rationale for the change. If it is convincing enough, you will get a go-ahead. Otherwise, you will need to revise the EBP nursing proposal.

Tip: SELECT a good health indicator (disease, health conditions, working/living conditions) , DESCRIBE the population or sub-population of the target, find EVIDENCE of around 7-10 peer-reviewed sources that support your proposal, and DESCRIBE the intended outcomes and rationale of the change proposed in the clinical setting.

Some of the health indicators you can use for your EBP paper include socio-economic status; gender, education, environment, employment, genetic endowment, culture, child development, healthcare services, access, quality, cost of care, social support, coping skills, etc.

The EBP papers can include a change model, population health model, nursing theory, and nursing interventions and each must be justified using credible evidence.

3. Gathering Supporting Evidence - Research

The backbone of an evidence-based paper is evidence. Therefore, you need to extensively research both online and print sources to get facts to support your EBP paper thesis statement. Once you have developed the problem statement and outlined the thesis statement, you should critically evaluate the sources to determine those that support the thesis.

In some instances, the instructor might request you to write an annotated bibliography or critically analyze each of the articles or the main article that supports your evidence-based practice paper. A common approach is through using an evidence evaluation table. When selecting the sources, remember that there are both primary and secondary sources.

You can get primary and secondary sources from databases such as PubMed, EBSCO, UpToDate, TRIP Database, OVID, The Cochrane Collaboration, and CINAHL.  Besides, you can depend on .gov, .org, and .edu websites to get information. Professional and government organizations, as well as NGOs, can be a starting point of research. They are an excellent resource for statistics, epidemiology data, and further information. Excellent research means that the research question, hypothesis, and thesis statement will be supported and answered.

Related: How to write a great thesis statement for any paper.

Deciding on the Best Resources for EBP Papers

There are primary and secondary data sources when it comes to scientific writing. Instead of collecting and analyzing real data as students do for qualitative and quantitative or mixed methods thesis, dissertation, and research papers, an EBP paper is purely based on the published findings from primary research. It is imperative, therefore, that a nursing student only uses credible, valid, and reliable sources. Here are three criteria to select a good source for your EBP paper:

  • A research journal article is only reliable if published in a reliable database/journal and is peer-reviewed. It depends on the level of the evidence as well. Will the same test yield similar results if replicated?
  • A valid research study has followed the strict research protocols, is up to date, and is relevant to the chosen EBP paper topic selected. Does the study measure what it says it intends to measure?
  • Credible research that can be incorporated into an EBP paper must have verifiable findings, published in a reputable journal, and is scholarly. Is the research study from a reputable journal?
  • Is the research report, article, or journal primary research such as qualitative research, quantitative research, randomized controlled trial, controlled case studies, or quasi-experimental study?

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Related reading: How to title an article in an academic paper.

Outline of an Evidence-Based Practice Paper

A good evidence-based paper in nursing must have several parts, each of which are completed with precision, care, and wit. If you have researched online for evidence-based practice paper examples , you will agree with us that the format or structure is more or less as broken down below. It is the same structure you will see on an evidence-based practice paper template that you will likely receive from class.  Here is a critical breakdown of what to include in your nursing evidence-based practice paper:

1. Title of the EBP Paper

A good title will either attract and keep or turn off your audience, instructor/professor. Therefore, having an excellent title for your evidence-based practice case study, report, write-up, or research paper is paramount. The title aims to set the scope of the EBP paper and provide a hint about the hypothesis or thesis statement. It is, therefore, imperative that it is concise, clear, and fine-tuned. If you decide to write the title as a question, you could paraphrase the PICOT statement, for example. Otherwise, it can also take forms such as statements or facts opposing the status quo. Whichever direction you choose to align to, the aim remains constant to give more insight to the reader from the onset.

2. Thesis Statement

While the PICOT statement can already tell what your entire EBP paper is all about, you need to develop a great thesis statement. A thesis statement, usually the last sentence or two, is like a blueprint of the entire paper. It is the foundation upon which the whole paper is built. Take note that a thesis is not a hypothesis, which is an idea that you either want to prove or refute based on a set of available evidence. An evidence-based practice paper with a thesis ultimately earns the best grade without leaving the reader to look for it the entire paper.

The thesis statement must be specific, manageable, and enjoyable. A sample EBP thesis statement can be: According to new developments in genomics and biotechnology, stem cells have reportedly been used in breast cancer treatment with higher chances of remission in the patients. Novel approaches to pain management dictate that a nurse must obtain three kinds of knowledge to respond effectively to patients' pain: knowledge of self, knowledge of standards of care, and knowledge of pain.

A thesis can also be an implied argument, which makes it descriptive. However, not so many professors like such. This paper discusses

3. Introduction

The introduction of evidence-based practice must reflect certain elements. First, you must present a background to the research question or nursing issue. It would help if you also painted a clear picture of the problem through a thorough and brief problem statement and at the same time, provide the rationale. You can organize your intro into a PICO:

Patient/Problem : What problems does the patient group have? What needs to be solved?

Intervention : What intervention is being considered or evaluated? Cite appropriate literature.

Comparison : What other interventions are possible? Cite appropriate literature.

Outcome : What is the intended outcome of the research question?

The thesis statement we have discussed above then comes in as either a sentence or two in the last part of the introduction. The research problem should help generate the research question or hypothesis for the entire EBP paper.

4. Methodology

As indicated before, an EBP research paper does not focus on research; instead, it focuses on a body of knowledge or evidence. For that matter, when writing an EBP paper, you only collect data from literature produced on your chosen topic. A confusing bit when researching evidence to use is deciding on what level of evidence to use. There are systematic reviews, literature reviews, white papers, opinion papers, practice papers, peer-reviewed journals, critically appraised topics, RCTs, Case-controlled studies, or cohort studies, you name it. You must decide which level of evidence is appropriate. It trickles down to the scholarly source's validity, reliability, and credibility. Your methodology should include:

  • The databases you searched, the search terms, the total articles yielded per search, the inclusion and selection criteria, the exclusion criteria.
  • You should indicate the inclusion and exclusion criteria for the articles and the number of articles you finally end up with.

You can further choose to use knowledge as evidence based on authority, a priori, theory, and tenacity, as advised by Fawcett and Garity in their book Evaluating research for evidence-based nursing practice.

5. EBP Literature Review

In the literature review section, you aim to explore the associations of the evidence chosen given your topic. It aims at either finding the gap in those studies or using the knowledge to build on the topic. For instance, if you are to come up with a new management approach for pressure ulcers in palliative care, choose credible evidence on the topic. Find the effectiveness of your proposed approach in other environments, what works well, and what precautions should be taken. It is more of comparing and contrasting the sources. You also ought to be critical as it is the only way you can develop the best EBP paper. It is here that you report your findings from the literature. You can do it in the form of a table outlining the aspects of each study including demographics, samples, methodology, and level of evidence, results, and limitations.

6. Discussion

Like any other professional research setting, the discussion section often discusses the changed practice, implementation approach, and evaluation strategies. This can be your approach as well in your EBP paper. However, go further to explore how the findings led to a given change in practice, the efficiency after that, and suggest the best strategy for implementing the change in your chosen organization. Make comparisons if necessary.

7. Conclusion

In your conclusion, you should wind up the paper, summarize the EBP paper, and leave the readers satisfied. Your revamped thesis statement can feature in the conclusion. Make your conclusion count.

Finally, your EBP paper must have references, works cited, or a bibliography section. You realize that most EBP papers are written in either APA formatting or Harvard formatting .

Furthermore, it would be best if you wrote your abstract section last, which is about 150-250 words. It aims to offer a highlight of the entire evidence-based paper.

Here is a graphic/visual representation of the entire EBP writing process for students.

How to write an evidence based paper

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In this article, we have answered the question: what is EBP? What is an EBP research paper? and how to write an APA evidence-based research paper in nursing.

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Subject Guide

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About This Guide

Photograph of a doctor explaining results to a patient from a laptop.

The purpose of this guide is to define the subject of Evidence-Based Practice and to inform students, faculty, and our community of the many types of resources available to explore this topic.

While the concepts of evidence-based practice (EBP) are now commonly embraced in fields such as education, law and management, much of it emerged in medicine. Accordingly, most of the examples and resources suggested in this guide are based on clinical research.

Use the tabs to learn more about the five-step Evidence-Based Practice cycle and navigate to further reading.

"Evidence based practice (EBP) is the integration of clinical expertise, patient values, and the best evidence into the decision making process for patient care."

Sackett, D.L., et al. (2000). Evidence-based medicine: How to practice and teach EBM (2nd ed.). Edinburgh: Churchill Livingstone.

In contrast with a reliance on history or traditional solutions, EBP is the combination of existing clinical knowledge, consideration of the patient's needs and choices, and the most up-to-date and credible scientific research available. In an evidence-based approach, the clinician will begin by forming answerable questions about diagnosis, treatment, harm / etiology, prognosis or prevention with the patient's specific needs factored in. A research path is then chosen depending on the question type. The clinician (and often, a medical librarian) will gather information from the appropriate types of studies based on the strength and precision of their research methodology (more on the next page). The research is appraised for quality and relevance and then implemented based on each unique scenario. EBP also includes evaluation of the efficacy of the implemented clinical decision.

A Venn diagram with three circles. Best Research Evidence, Clinical Expertise, Patient Values. EBP is where these circles intersect.

Adoption of evidence-based practices can be found across many disciplines in the sciences, medicine and academia. Here are just a few of the statements you'll find among professional associations:

  • The National Council of State Boards of Nursing's Evidence-based Regulation of Nursing Education page and position statement .
  • The American Speech-Language-Hearing Association's Evidence-Based Practice in Communication Disorders [Position Statement]
  • The American Psychological Association's Policy Statement on Evidence-Based Practice in Psychology

The EBP Cycle

There are 5 steps in the EBP cycle:

Construct an answerable clinical question derived from the patient dilemma

Systematically retrieve the best available research

Critically appraise the validity and applicability of the evidence

Integrate evidence with clinical expertise and patient preferences and apply to practice

Evaluate the performance and success of the change in practice. Ask new questions...

This guide focuses on the first three steps in the cycle: developing a searchable question, finding the evidence and appraising the quality of the evidence.

Acknowledgements

Portions of this guide's content were reused with kind permission from Curtin University Library.

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Evidence-Based Practice

What is evidence-based practice, the process of evidence-based practice.

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Evidence-Based Practice (or Evidence-Based Medicine) is, "the conscientious, explicit and judicious use of current best evidence in making decisions about the care of the individual patient. It means integrating individual clinical expertise with the best available external clinical evidence from systematic research."  (Sackett et al., 1996)

EBP Model

"Evidence-Based Practice (EBP) isn’t about developing new knowledge or validating existing knowledge. It’s about translating the evidence and applying it to clinical decision-making. The purpose of EBP is to use the best evidence available to make patient-care decisions. Most of the best evidence stems from research. But EBP goes beyond research use and includes clinical expertise as well as patient preferences and values. The use of EBP takes into consideration that sometimes the best evidence is that of opinion leaders and experts, even though no definitive knowledge from research results exists."  (Conner, 2014)

The Evidence-Based Practice process has five steps. The process begins with the patient's situation and proceeds to asking an answerable question, finding and getting the evidence, evaluating the evidence and then applying the information to the patient's situation. Lastly, perform a reflective review of the process and consider areas for improvement.

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Evidence-based practice beliefs and implementations: a cross-sectional study among undergraduate nursing students

  • Nesrin N. Abu-Baker   ORCID: orcid.org/0000-0001-9971-1328 1 ,
  • Salwa AbuAlrub 2 ,
  • Rana F. Obeidat 3 &
  • Kholoud Assmairan 4  

BMC Nursing volume  20 , Article number:  13 ( 2021 ) Cite this article

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Integrating evidence-based practice (EBP) into the daily practice of healthcare professionals has the potential to improve the practice environment as well as patient outcomes. It is essential for nurses to build their body of knowledge, standardize practice, and improve patient outcomes. This study aims to explore nursing students’ beliefs and implementations of EBP, to examine the differences in students’ beliefs and implementations by prior training of EBP, and to examine the relationship between the same.

A cross-sectional survey design was used with a convenience sample of 241 nursing students from two public universities. Students were asked to answer the questions in the Evidence-Based Practice Belief and Implementation scales.

This study revealed that the students reported a mean total belief score of 54.32 out of 80 ( SD  = 13.63). However, they reported a much lower implementation score of 25.34 out of 72 ( SD  = 12.37). Students who received EBP training reported significantly higher total belief and implementation scores than those who did not. Finally, there was no significant relationship between belief and implementation scores ( p  > .05).

To advance nursing science, enhance practice for future nurses, and improve patient outcomes, it is critical to teach nursing students not only the value of evidence-based knowledge, but also how to access this knowledge, appraise it, and apply it correctly as needed.

Peer Review reports

Evidence-based practice (EBP) integrates the clinical expertise, the latest and best available research evidence, as well as the patient’s unique values and circumstances [ 1 ]. This form of practice is essential for nurses as well as the nursing profession as it offers a wide variety of benefits: It helps nurses to build their own body of knowledge, minimize the gap between nursing education, research, and practice, standardize nursing practices [ 2 ], improve clinical patient outcomes, improve the quality of healthcare, and decrease healthcare costs [ 3 ]. Thus, clinical decision-making by nurses should be based on the best and most up-to-date, available research evidence [ 4 ].

Earlier studies of EBP implementation by nurses in their everyday clinical practice have shown that it is suboptimal [ 5 , 6 , 7 ]. Implementation of EBP is defined as its application in clinical practice [ 8 ]. Findings from previous studies indicate that nurses’ implementation of EBP can be promoted by improving their belief about EBP. Belief is the perception of the value and benefits of EBP and the perceived self-confidence in one’s knowledge and skills of EBP [ 8 ]. Nurses with a strong belief in EBP implement it more than nurses with a weak belief in the same [ 7 , 9 ].

Preparing nurses for practice and ensuring that they have met a set of minimum core competencies at the point of graduation is achieved through their undergraduate education [ 10 ]. Several formal entities such as the Institute of Medicine (IOM) [ 4 ] and the Accreditation Commission for Education in Nursing (ACEN) [ 11 ] consider EBP as one of the core competencies that should be included in health care clinicians’ education. However, this does not necessarily guarantee the actual implementation of EBP in everyday clinical practice [ 12 ]. It is essential to educate undergraduate nursing students on EBP to improve their knowledge about it, to strengthen their belief regarding its benefits to patients and nurses, and to enhance their self-efficacy in implementing EBP. In order to effect this change, it is crucial to improve the education process and to focus more on the knowledge and implementation of EBP.

There is consistent evidence showing that while undergraduate nursing students hold positive beliefs about EBP and its value in patient care, they also report many challenges regarding its actual implementation in clinical practice. For instance, a mixed-methods study indicated that 118 American undergraduate nursing students found it difficult to distinguish between EBP and research. Students were able to search for evidence, but were less able to integrate evidence to plan EBP changes or disseminate best practices [ 13 ]. Additionally, a correlational study was conducted in Jordan using a sample of 612 senior nursing students. The study reported that students held positive attitudes towards research and 75% of them agreed on using nursing research in clinical practice. Students strongly believed in the usefulness of research. However, they did not believe strongly in their ability to conduct research [ 14 ]. A cross-sectional study was conducted among 188 Saudi undergraduate nursing students. Students reported positive beliefs about EBP; however, they reported a low mean score in EBP implementation (22.57 out of 72). Several significant factors have been reported as influencing EBP implementation, such as age, gender, awareness, and training on EBP [ 15 ]. A comparative survey comprised of 1383 nursing students from India, Saudi Arabia, Nigeria, and Oman. The study reported that having no authority in changing patient care policies, the slow publication of evidence, and the lack of time in the clinical area to implement the evidence were major barriers in implementing EBP according to the participating students [ 16 ].

In Jordan, evidence-based knowledge with critical thinking is one of the seven standards for the professional practice of registered nurses that were released by the Jordan Nursing Council [ 17 ]. Despite the plethora of studies on undergraduate nursing students’ beliefs about EBP and its implementation in everyday clinical practice, this topic has not been fully addressed among Jordanian undergraduate nursing students. Thus, the purpose of this study is to explore the self-reported beliefs and implementations of EBP among undergraduate nursing students in Jordan. The specific aims of this study were to (1) explore nursing students’ beliefs and implementations of EBP, (2) examine the differences in students’ beliefs and implementations by prior training of EBP, and (3) examine the relationship between nursing students’ beliefs and implementations of EBP.

Design and setting

A cross-sectional, correlational research survey design was used to meet the study aims. Recruitment of study participants was undertaken at two governmental universities in the northern part of Jordan. The two universities offer a four-year undergraduate nursing program aimed at graduating competent general nurses with baccalaureate degrees. The nursing research course is included as a compulsory course in the undergraduate nursing curricula in both universities.

Population and sample

The target population of this study was the undergraduate nursing students in Jordan. The accessible population was undergraduate nursing students who are currently enrolled in the four-year BSN program in two governmental universities in the northern region of Jordan. We calculated the sample size using the G*Power software (2014). Using a conventional power estimate of 0.8, with alpha set at 0.05, and medium effect size, it was estimated that for a Pearson Correlation test, a total of 100 participants would need to be recruited to examine the relationship between the beliefs and implementations of EBP. To counteract anticipated non-response and to enhance the power of the study, 300 students were approached. The inclusion criteria of the study participants were as follows: a) senior nursing students who are in the 3 rd or 4th-year level, b) students who are currently taking a clinical course with training in a clinical setting/hospital, c) and students who have successfully passed the nursing research course.

Measurement

A structured questionnaire composed of two parts was used for data collection. The first part aimed to gather the demographic data of the participants: gender, age, study year level, university, and any previous EBP training received in the nursing research course. The second part contained the EBP Belief Scale and EBP Implementation scale developed by Melnyk et al. (2008) [ 18 ]. Both scales had previous satisfactory psychometric properties with a Cronbach’s alpha of more than 0.9 and good construct validity. The Evidence-Based Practice Belief Scale (EBPB) consists of 16 statements that describe the respondent’s beliefs of EBP. Students were asked to report on a five-point Likert scale their agreement or disagreement with each of the 16 statements in the scale. Response options on this scale ranged from strongly disagree (1 point) to strongly agree (5 points). All statements were positive except for two statements (statements 11 and 13), which were reversed before calculating the total and mean scores. Total scores on the EBPB ranged from 16 to 80, with a higher total score indicating a more positive belief toward EBP. In the current study, the scale showed satisfactory internal consistency reliability with a Cronbach’s Alpha of .92 for the total scale.

The Evidence-Based Practice Implementation Scale (EBPI) consists of 18 statements related to the respondent’s actual implementation of EBP in the clinical setting. Students were asked to report the frequency of the application of these statements over the past 8 weeks. The answers were ranked on a Likert scale that ranged from 0 to 4 points (0 = 0 times, 1 = 1–3 times, 2 = 4–5 times, 3 = 6–8, and 4 ≥ 8 times). The total score ranged from 0 to 72, with the higher total score indicating a more frequent utilization of EBP.

Both scales were introduced to the participating students in their original language of English because English is the official language of teaching and instruction in all schools of nursing in Jordan.

Ethical considerations

The Institutional Review Board (IRB) at the first author’s university granted ethical approval for this study (Reference #19/122/2019). The code of ethics was addressed in the cover letter of the questionnaire. The principal investigator met the potential eligible students, provided them with an explanation about the study purpose and procedures, and gave them 5 min to read the questionnaires and to decide whether to participate in the study or not. Students who agreed to participate in the study were assured of voluntary participation and the right to withdraw from the study at any time. Questionnaires were collected anonymously without any identifying information from the participating students. The principal investigator explained to participating students that the return of completed questionnaires is an implicit consent to participate in the study. Permission to use the EBP belief scale and the EBP implementation scale for the purpose of this study was obtained from the authors of the instrument.

Data collection procedure

After ethical approval was granted to conduct the study, data was collected during the second semester of the academic year 2018/2019 (i.e., January through June 2019). The questionnaires were distributed to the nursing students during the classroom lectures after taking permission from the lecturer. The researchers explained the purpose, the significance of the study, the inclusion criteria, and the right of the students to refuse participation in the study. Students were screened for eligibility to participate. Students who met the eligibility criteria and agreed to participate were provided with the study package that included a cover letter and the study questionnaire. Students were given 20 min to complete the questionnaire and return it to the principal investigator who was available to answer students’ questions during the data collection process.

Data analysis

Descriptive statistics (e.g., means, standard deviations, frequencies, and percentages) were performed to describe the demographic characteristics of the participating students and the main study variables. For the belief scale, the two agreement categories (4 = agree, 5 = strongly agree) were collapsed to one category to indicate a positive belief. For the implementation scale, the three categories (2 = 4–5 times, 3 = 6–8, and 4 ≥ 8 times in the past 8 weeks) were collapsed to one category as (≥ 4 times) to indicate frequent implementation. Pearson’s correlation test was used to determine the relationship between the total scores of the EBP belief and implementation scales. A chi-square test was used to examine the difference between trained and untrained students in terms of agreement toward each EBP belief (disagreement vs. agreement) and in terms of frequency of each EBP implementation (less than 4 times vs. 4 times or more in the past 8 weeks). Finally, an independent samples t -test was used to examine the difference between trained and untrained students in terms of the total mean scores of EBP beliefs. The Statistical Package for Social Sciences (SPSS) software (version 22) was used for data analysis.

Among the 300 approached students, 35 students did not meet the inclusion criteria and 24 students refused to participate. Thus, a total of 241 undergraduate nursing students from both universities completed the study questionnaire for a response rate of 91%. The mean age of the participants was 22.09 years ( SD  = 1.55). The majority of the participants were females (73.4%) and in the fourth year of the undergraduate nursing program (85.1%). Further, more than half of the participants (67.6%) stated that they received EBP training before (Table  1 ).

The total mean score of the EBP belief scale was 54.32 out of 80 ( SD  = 13.63). Overall, between 50.5 and 73.4% of students agreed or strongly agreed on the 16 statements on the EBP belief scale, which indicates positive beliefs. However, students held a more positive belief regarding the importance and the usefulness of EBP in quality patient care than in their ability to implement EBP. For example, while the majority of students believed that “EBP results in the best clinical care for patients” and that “evidence-based guidelines can improve clinical care” (73.4 and 72.2%, respectively), only about 54% of them cited that they “knew how to implement EBP sufficiently enough to make practice changes” or were “confident about their ability to implement EBP where they worked”. Students who received previous training on EBP reported more agreements (i.e., more positive beliefs) toward all items of EBP compared to those who did not receive training; however, the difference between the two groups was not always significant. For example, 60.7% of trained students believed that “they are sure that they can implement EBP” compared to 41% of untrained students χ 2 (1, n  = 241) = 8.26, p  = .004. Furthermore, 58.3% of trained students were “clear about the steps of EBP” compared to 41% of untrained students χ 2 (1, n  = 241) = 6.30, p  = .021 (Table  2 ).

In contrast, students reported a much lower total score on the EBP implementation scale: 25.34 out of 72 ( SD  = 12.37). Less than half the students reported implementing all the listed EBPs four times or more in the last 8 weeks. For example, only about one-third of all students reported that they “used evidence to change their clinical practice”, “generated a PICO question about clinical practice”, “read and critically appraised a clinical research study”, and “accessed the database for EBP four times or more in the past eight weeks” (32.4, 33.6, 31.9, and 31.6%, respectively). The only EBP that was implemented by more than half of the students (54.8%) four times or more in the past 8 weeks was “collecting data on a patient problem”. Students who had previous training on EBP reported more frequent implementations of all listed EBPs compared to those who did not receive training; however, the difference between the two groups was not always significant. For example, 50.9% of trained students reported that they “shared an EBP guideline with a colleague” four times or more in the past 8 weeks compared to 30.8% of untrained students χ 2 (1, n  = 241) = 8.68, p  = .003. Almost 50 % of the trained students “shared evidence from a research study with a patient/family member” four times or more in the past 8 weeks, compared to 28.2% of the untrained students χ 2 (1, n  = 241) = 9.95, p  = .002 (Table  3 ).

There was a significant difference between students’ total scores on the EBP belief scale with respect to previous training on EBP. Students who received previous training on EBP had a significantly higher mean score on the EBP belief scale compared to students who did not receive previous training on EBP ( t (239) = 2.04, p  = .042). In addition, there was a significant difference in the total score of EBP implementation by previous training on EBP. Students who received previous training on EBP had a significantly higher mean score on the EBP implementation scale compared to students who did not receive previous training on EBP ( t (239) = 3.08, p  = .002) (Table  4 ).

Finally, results of the Pearson correlation test revealed that there was no significant association between the total score of the EBP belief scale and the total score of the EBP implementation scale ( r  = 0.106, p  = 0.101).

This study aimed to explore the self-reported beliefs regarding and implementation of EBP among undergraduate nursing students in Jordan. It is observed that Jordanian undergraduate nursing students valued EBP and its importance in delivering quality patient care as over 70% of them believed that EBP results in the best clinical care for patients and that evidence-based guidelines can improve clinical care. However, a lower percentage of students believed in their ability to implement EBP where they worked and an even lower percentage of them actually implemented EBP frequently in their everyday clinical practice. For illustration, only one-third of the students accessed a database for EBP, have read and critically appraised a clinical research study, or used evidence to change their clinical practice four times or more in the last 8 weeks. Our results are consistent with previous studies among Jordanian nursing students which also showed students had positive attitudes towards research and its usefulness to providing quality patient care but had insufficient ability to utilize research evidence in clinical practice [ 14 ]. Further, a recent study has shown that nursing students in Jordan had low knowledge about EBP regardless of their admitting university [ 19 ]. These results indicate that there could be a gap in the education process of undergraduate nursing students in Jordan about EBP. Thus, schools of nursing in Jordan have to critically review their current educational strategies on EBP and improve it to enhance students’ knowledge of EBP as well as their abilities to implement evidence in clinical practice.

The results of the current study revealed that despite the positive beliefs of the nursing students, their implementation of EBP was very low. There was no significant relationship between the total score of EBP belief and the total score of EBP implementation. Our results are consistent with those reported among Saudi as well as American nursing students who also had positive beliefs about EBP but implemented it less frequently in their everyday clinical practice [ 13 , 15 ]. Moreover, in line with previous studies which showed that training on EBP was one of the significant predictors of beliefs and implementation [ 15 ], students who previously received EBP training had significantly higher total belief and implementation scores than those who did not, in this study. This finding is expected as EBP training has been shown to improve knowledge, self-efficacy in implementation, and by extension, implementation practices among nurses and nursing students [ 20 , 21 , 22 ]. On the other hand, in this study, we asked students whether they have received training on EBP during the nursing research course taught at their universities. More than one-third of participating students in our study cited that they had not received previous training on EBP even though all of them have successfully passed the nursing research course offered at their universities. One possible explanation for this finding could be that there is an inconsistency in the way the nursing research course is taught. It seems that EBP practice is not always included in the content taught in this course. Thus, nursing schools in Jordan have to revise their curricula to ensure that EBP is included and is taught to all students before graduation.

The results of the current study have several international implications that involve academic education and nursing curricula. There is a pressing need to enhance the education process and to focus more on the knowledge and skills of EBP. Incorporating EBP into the nursing curricula, especially the undergraduate program is critical as it is the first step to prepare the students for their professional roles as registered nurses. Sin and Bliquez (2017) stated that creative and enjoyable strategies are fundamental in order to encourage students’ commitment to and learning about EBP [ 23 ]. One of these effective strategies is teaching the EBP process by asking a clinical question, acquiring and searching for evidence, appraising then applying this evidence, and finally evaluating the effectiveness of its application in clinical practice [ 8 ]. A thematic review study demonstrated that various interactive teaching strategies and clinically integrated teaching strategies have been emphasized to enhance EBP knowledge and skills [ 24 ].

Gaining knowledge about undergraduate nursing students’ beliefs and their ability to implement EBP in a clinical setting is essential for nursing educators at the national and the international level. This knowledge might help them to evaluate and improve the current strategies utilized to educate undergraduate students about EBP. Furthermore, academic administrators and teachers should design their courses to apply EBP concepts. They should promote EBP training courses, workshops, and seminars. For example, the research course should focus more on this topic and should include clinical scenarios that involve the application of EBP. In addition, clinical courses should include assignments for the purpose of integrating EBP within their clinical cases. The scale used in this study could be implemented in clinical courses to evaluate students’ practical skills concerning EBP. Finally, nursing instructors, leaders, and practitioners should always update their EBP knowledge and skills through continuous education and workshops. Since they are the role models and instructors, they should be competent enough to teach and evaluate their students. They should also cooperate to facilitate the implementation of EBP in clinical settings to overcome any barrier.

Study limitations and recommendations

This study sheds light on the existing gap between the belief in and the implementation of EBP among nursing students. However, convenience sampling, using two universities only, and self-report bias are all limitations of this study. In addition, the researchers did not investigate the type of EBP training that was received by the students in this study. More studies are needed in Jordan and the Middle Eastern region about EBP using larger random samples in different settings. It is also recommended to investigate the barriers that prevent nursing students from implementing EBP other than not receiving training on it. Furthermore, conducting qualitative studies might help examine and understand students’ perceptions as well as provide suggestions to bridge the gap between education and practice. Finally, future experimental studies are needed to test the effect of certain interventions on enhancing the implementation of EBP among nursing students.

Evidence-based practice is essential for nursing students worldwide. However, having strong beliefs about EBP and its benefits does not necessarily mean that it is frequently implemented. On the other hand, providing training courses on EBP is an essential step in the enhancement of EBP implementation. This means that in order to advance nursing science and enhance nursing care for future nurses, it is vital to incorporate EBP within the nursing curricula. It is also critical to teach nursing students the value of evidence-based knowledge as well as how to access this knowledge, appraise it, and apply it correctly as needed. This can be achieved through rigorous cooperation between nursing administrators, clinicians, teachers, and students to enhance the implementation process.

Availability of data and materials

Data are available from the corresponding author upon reasonable request and with permission of Jordan University of Science and Technology.

Abbreviations

Evidence-Based Practice

Institute of Medicine

Accreditation Commission for Education in Nursing

Evidence-Based Practice Belief Scale

Evidence-Based Practice Implementation Scale

The Statistical Package for Social Sciences

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This study was funded by Jordan University of Science and Technology Grant # (20190141). The funding source had no role in the design of the study and collection, analysis, and interpretation of data or in writing the manuscript.

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Abu-Baker, N.N., AbuAlrub, S., Obeidat, R.F. et al. Evidence-based practice beliefs and implementations: a cross-sectional study among undergraduate nursing students. BMC Nurs 20 , 13 (2021). https://doi.org/10.1186/s12912-020-00522-x

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Evidence-informed practice: simplifying and applying the concept for nursing students and academics

Elizabeth Adjoa Kumah

Nurse Researcher, Faculty of Health and Social Care, University of Chester, Chester

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Robert McSherry

Professor of Nursing and Practice Development, Faculty of Health and Social Care, University of Chester, Chester

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Josette Bettany-Saltikov

Senior Lecturer, School of Health and Social Care, Teesside University, Middlesbrough

Paul van Schaik

Professor of Research, School of Social Sciences, Humanities and Law, Teesside University, Middlesbrough

evidence based practice essay introduction

Background:

Nurses' ability to apply evidence effectively in practice is a critical factor in delivering high-quality patient care. Evidence-based practice (EBP) is recognised as the gold standard for the delivery of safe and effective person-centred care. However, decades following its inception, nurses continue to encounter difficulties in implementing EBP and, although models for its implementation offer stepwise approaches, factors, such as the context of care and its mechanistic nature, act as barriers to effective and consistent implementation. It is, therefore, imperative to find a solution to the way evidence is applied in practice. Evidence-informed practice (EIP) has been mooted as an alternative to EBP, prompting debate as to which approach better enables the transfer of evidence into practice. Although there are several EBP models and educational interventions, research on the concept of EIP is limited. This article seeks to clarify the concept of EIP and provide an integrated systems-based model of EIP for the application of evidence in clinical nursing practice, by presenting the systems and processes of the EIP model. Two scenarios are used to demonstrate the factors and elements of the EIP model and define how it facilitates the application of evidence to practice. The EIP model provides a framework to deliver clinically effective care, and the ability to justify the processes used and the service provided by referring to reliable evidence.

Evidence-based practice (EBP) was first mentioned in the literature by Muir-Gray, who defined EBP as ‘an approach to decision-making in which the clinician uses the best available evidence in consultation with the patient to decide upon the option which suits the patient best’ (1997:97). Since this initial definition was set out in 1997, EBP has gained prominence as the gold standard for the delivery of safe and effective health care.

There are several models for implementing EBP. Examples include:

  • Rosswurm and Larrabee's (1999) model
  • The Iowa model ( Titler et al, 2001 )
  • Collaborative research utilisation model ( Dufault, 2004 ); DiCenso et al's (2005) model
  • Greenhalgh et al's (2005) model
  • Johns Hopkins Nursing model ( Newhouse et al, 2005 )
  • Melnyk et al's (2010) model.

Although a comprehensive review of these models is beyond the scope of this article, a brief assessment reveals some commonalities among them. These include a) asking or selecting a practice question, b) searching for the best evidence, c) critically appraising and applying the evidence, d) evaluating the outcome(s) of patient care delivery, and e) disseminating the outcome(s).

Regardless of the benefits of EBP, and the existence of multiple EBP models intended to facilitate the application of evidence into practice, health professionals, including nurses, continue to struggle to implement it effectively ( Ubbink et al, 2013 ). Critics of EBP have questioned its validity ( Rubin, 2007 ; Nevo and Slonim-Nevo, 2011 ); the best practice and setting to support its use ( Nutley et al, 2009 ); its failure to address the complexity of health and health care, as well as the patient's context ( Muir-Gray, 1997 ; Reed et al, 2019 ), and its mechanistic approach ( Epstein, 2009 ; Jerkert, 2015 ). Some of these criticisms are outlined below.

For example, previous studies have reported the barriers health professionals face to successfully implement EBP. Ubbink et al (2013) conducted a systematic review to determine nurses' and doctors' views on knowledge, attitudes, skills, barriers, and behaviour required to implement EBP. The review included 31 studies from 17 countries: eight from North America and 11 from Europe. The results revealed that organisational and individual barriers prevent uptake of EBP among nurses and doctors. These barriers included the lack of material and human resources, and lack of support from managers and leaders; individual barriers included knowledge deficit regarding EBP, time and workload ( Ubbink et al, 2013 ). Researchers such as Hitch and Nicola-Richmond (2017) and Warren et al (2016) found similar barriers to implementing EBP reported by health professionals.

Effective and consistent implementation of EBP in healthcare settings depends on complex interdependent factors, such as the characteristics of an organisation (eg the internal and external healthcare environment, and organisational structures and values); the EBP intervention (eg reduction of hospital-acquired infections); and the attitudes of the individual practitioner towards EBP ( Titler and Everett, 2001 ; Cullen and Adams, 2012 ). Yet, existing approaches of EBP have been ineffective in facilitating its implementation ( Greenhalgh et al, 2014 ).

Consequently, authors such as Cullen and Adams (2012) and Greenhalgh et al (2014) have called for a resurgence of the concept, especially concerning the components of EBP associated with involving patients in decision-making, and with expert judgement and experience. Greenhalgh et al (2014:3) consider it is time to return to implementing ‘real EBP’, where person-centred care is the priority, and health professionals and their patients ‘are free to make appropriate care decisions that may not match what best evidence seems to suggest’. Nonetheless, researchers including McSherry et al (2002) , Epstein (2009) and Nevo and Slonim-Nevo (2011) have proposed an alternative, holistic approach to the application of evidence into practice, termed evidence-informed practice (EIP).

Journey towards evidence-informed practice

The problems with the uptake and effective implementation of EBP led to the emergence of the EIP concept. This concept is based on the premise that healthcare practice should, as a matter of principle, be informed by, rather than based on, evidence ( Nevo and Slonim-Nevo, 2011 ). This implies that other forms of evidence (for example, patient experiences, the nurse's expertise and experiences), not just the ‘research evidence’, should be considered in applying evidence in practice.

McSherry et al (2002) defined EIP as the assimilation of professional judgment and research evidence regarding the efficiency of interventions. This definition was further elaborated as an approach to patient care where:

‘Practitioners are encouraged to be knowledgeable about findings coming from all types of studies and to use them in an integrative manner, taking into consideration clinical experience and judgment, clients' preferences and values, and context of the interventions.’

Nevo and Slonim-Nevo (2011:18)

It has been over two decades since EIP emerged in the literature, however, primary research on the concept has been limited. Hence, although the term EIP has gained momentum in recent times, the methods needed to implement it effectively are not widely known ( McSherry, 2007 ; Woodbury and Kuhnke, 2014 ). While some proponents of EIP (eg Epstein 2011 ; Webber and Carr 2015 ) have identified significant differences between EBP and EIP, most researchers (eg Ciliska, 2012 ; Shlonsky and Mildon, 2014 ) have used the terms interchangeably.

Ciliska (2012) , for instance, developed an evidence-informed decision making (EIDM) module, but referred to the steps of EBP (ie Ask, Acquire, Appraise, Integrate, Adapt, Apply, Analyse) as the processes to be followed in implementing EIDM. Ciliska (2012) explained that the term EIDM was adopted to signify that other types of evidence are useful in clinical decision-making and to attempt to get beyond the criticisms of EBP. This notwithstanding, the author maintained the existing process for implementing EBP. Similarly, Shlonsky and Mildon (2014) used the terms EBP and EIP interchangeably, as they consistently referred to an EBP approach as EIP. Examples include referring to the steps of EBP as ‘the steps of EIP’ ( Shlonsky and Mildon, 2014:3 ) and referring to Haynes et al's (2002) expanded EBP model as a ‘revised EIP model’ ( Shlonsky and Mildon, 2014:2 ).

Another term that is often used interchangeably with EIP is ‘knowledge translation’. This term has been explored extensively. For example, the Canadian Institute of Health Research (CIHR) has adopted knowledge translation to signify the use of high-quality research evidence to make informed decisions ( Straus et al, 2009 ). The CIHR ( Graham et al, 2006 ) developed a ‘knowledge to action’ model intended to integrate the creation and application of knowledge. The model acknowledges the non-linear process of applying evidence in practice, where each stage is influenced by the next, as well as the preceding, stage. In a typical clinical setting, the actual process of applying evidence in practice is not linear, as acknowledged by the proponents of EBP, but cyclical and interdependent. Ciliska (2012) linked Graham et al's (2006) model to the components of evidence-informed decision-making. According to Ciliska (2012:7) , the knowledge-to-action model ‘fits with the steps of evidence-informed decision-making’. However, like EBP, the term ‘knowledge translation’, differs significantly from the EIP concept because it focuses on the ‘research evidence’ in decision-making.

The apparent confusion surrounding EIP is due to inadequate information about its components and the methods involved in implementing the concept. To foster a culture of EIP among health professionals, they must first be made aware of the actual components of the concept and the strategies involved in its successful implementation. The following section uses case scenarios to provide a description of the factors and elements of the EIP model and defines how it facilitates the application of evidence into clinical nursing practice.

Systems thinking

The clinical setting within which nurses work is a complex system made up of several interdependent and inter-related parts. Problems with healthcare delivery and management must therefore be perceived as a consequence of the exchanges between elements of the systems, instead of an outcome or the malfunctioning of a particular element. This, McSherry and Warr (2010) , have referred to as ‘systems thinking’.

Effective implementation of EIP demands an understanding of the various parts of the system that come together to aid the application of evidence in practice.

The evidence-informed practice model

The original model.

The earliest version of the evidence-informed practice model is depicted in Figure 1 . This was developed specifically for nurses and was originally named ‘the evidence-informed nursing model’. The model presented in Figure 1 was developed through PhD research conducted by Robert McSherry (2007) , with the aim to explore, through a mixed-methods study design, why the use of research as evidence in support of clinical nursing practice remains problematic. Study participants were registered nurses practising in a hospital trust located in north-east England.

evidence based practice essay introduction

The results of McSherry's (2007) study showed that, to effectively apply evidence in clinical nursing practice, nurses needed to be informed of, and be able to interact with, several key elements. The evidence-informed nursing model was developed as an alternative framework for facilitating the application of evidence in clinical nursing practice and was grounded in the principles and practices of systems thinking. This is because, primarily, the model provided an integrated process to applying evidence into practice, consisting of:

  • A clearly defined input; to encourage nurses to use evidence in practice
  • Throughput; facilitation of the processes associated with the elements
  • Output; improved standards of professional practice

The revised model

The evidence-informed nursing model has been adapted to the evidence-informed practice model. The new model ( Figure 2 ) is adapted in several ways. First, it has been modified to be all-inclusive, so it could be applied to any health profession. Second, the model has been simplified to show the interconnectedness of the various factors and elements that enable a professional to use evidence in support of their clinical decision-making. Third, the model demonstrates the ongoing complexity that health professionals find themselves working in, in the quest to apply evidence to clinical practice. Last, the EIP model incorporates the principles and components of EBP, which is particularly evident in the EIP cycle (the throughput phase of the model).

evidence based practice essay introduction

The factors and elements of the EIP model ( Figure 2 ) are explored in more detail below with reference to two scenarios, which are used to apply the EIP model to clinical nursing practice within both a scientific and the wider context within which nursing care takes place.

The first factor of the EIP model is ‘Factor 1. Drivers for evidence-informed practice’ ( Figure 2 ). In order for nurses to enhance patient care and experiences, along with improving their knowledge and skills of the patient's condition and associated signs and symptoms, they need to be aware of what EIP is, what it involves, and the principles required to make it happen. Applying the scenarios, it is essential that the nurse understands and can identify the key elements that drive successful implementation of the EIP concept. This is referred to as the drivers for EIP, which are illustrated in Figure 3 and discussed below.

evidence based practice essay introduction

Drivers for EIP

Staff selection.

Recruiting, interviewing and redeploying existing staff or hiring new staff are part of the staff selection process ( Dill and Shera, 2012 ). The importance of this driver is to identify personnel who qualify to implement the EIP programme or model. Additionally, it aims at selecting individuals within the organisation (for example coaches, supervisors, and trainers), who will ensure that the required organisational changes to support nurses in the effective implementation of EIP are done.

In-service training or pre-service

Training on EIP programmes involves activities that are related to offering instruction, providing specialist information or skills development in a structured manner to nurses and other key healthcare staff involved in the EIP programme. Nurses, as well as other members of staff, must learn when, how, where, and with whom to use new approaches and skills in applying evidence to practice ( Metz et al, 2007 ).

Coaching, supervision and mentoring

The coaching and mentoring approach enables new skills to be introduced to nurses on the ward with the support of a coach. The duty of a coach is to offer expert information and support, together with encouragement, opportunities and advice to practise and apply skills that are specific to the EIP programme. Effective implementation of human service interventions (such as EIP) requires changes in behaviour at administrative, supervisory and practitioner levels ( Dill and Shera, 2012 ). Coaching and mentoring are the main ways to bring about a change in behaviour for staff who have been successfully involved in the beginning stage of the implementation process and throughout the life of the EIP programme.

Systems-level partnership

This refers to the improvement of partnerships with the broader and immediate systems to ensure access to required funds, and institutional and human resources necessary to support nurses' work. The immediate systems-level partnership refers to working with individuals or organisations that directly influence healthcare delivery (for example, nurses and doctors).

Partnerships within the broader system, on the other hand, refer to policymakers, funders or other organisations that may support the EIP programme, but are not directly involved in delivering health care. A variety of activities may be conducted as part of the development of systems-level partnerships to aid the implementation of EIP. These may include fundraising activities to support the implementation of EIP programmes, as well as the use of external coaches and consultants to assist with mentoring, technical assistance and training on an ongoing basis.

Internal management support

This involves activities that are associated with establishing processes and structures within an EIP programme to enhance effective implementation of the programme. This is necessary in order to inform healthcare decision-making as well as keep staff organised and focussed on desired care outcomes ( Fixsen et al, 2005 ). Instances of internal management support include the formation of institutional structures and processes, the allocation of resources to support selection of suitable staff, and administrative support for efficient training.

Staff performance and programme evaluation

This involves evaluation of staff performance and the overall EIP programme to determine whether the objectives of the programme have been achieved. To do this effectively, it is important to evaluate the outcomes of the above-defined drivers, in particular, staff selection, in-service training, as well as coaching and mentoring. This will offer managers and stakeholders insight about the effectiveness of staff selection, training, and mentoring in facilitating the application of evidence into clinical practice ( Dill and Shera, 2012 ).

Elements of the EIP model

The first element of the EIP model is professional accountability, depicted as an ‘input’ in Figure 2 . This is an essential part of a nurse's roles and responsibilities and is reaffirmed in the nursing Code ( Nursing and Midwifery Council, 2018 ) of professional practice, the contract of employment and job description. In both case scenarios involving Mitchell and Yvonne ( Box 1 ), professional accountability is evident on several fronts: the nurse must establish a caring, compassionate and therapeutic relationship with the patients by involving and engaging them in shared decision-making regarding all aspects of their care, treatments, and interventions; the nurse is accountable and answerable to the patient and his or her professional colleagues throughout the patient's journey.

Box 1.Patient scenariosScenario 1Yvonne, aged 31, is admitted to the emergency medical unit following a visit to her GP for a non-healing wound to her right big toe. The GP also reported that Yvonne has had a recurring sore throat, extreme tiredness and a low white blood cell count.The GP requested an urgent investigation of these symptoms. Yvonne was placed in a side room for precaution.Scenario 2Mitchell, aged 58, arrives in the emergency department complaining of severe chest pain. He is diaphoretic (sweating excessively) and says his pain is radiating down his left arm and up into his jaw, and he adds that he feels nauseated. A few minutes after admission, he suffers a cardiac arrest.He is resuscitated and transferred to the intensive care unit. He is intubated, is placed on a ventilator and has a central line catheter in place.

Throughput: the evidence-informed practice cycle

The EIP cycle (located in the ‘throughput’ of Figure 2 ) involves the processes or methods through which nurses apply evidence in support of their decision-making in clinical nursing practice. This often occurs in a clinical nursing environment that is complex, constantly changing, and involves numerous members of the multidisciplinary team, patients and their family. Effective communication (verbal and written) is essential for ensuring that the various elements are interchanging, interconnecting and communicating between, and with, each other. For example, the case of Yvonne in scenario 1 ( Box 1 ) can be used as an example to underline the importance of good communication. It is important to explain to the patient and her family the reason for nursing her in a side room rather than the main ward. In this situation, avoiding and preventing cross-infection is essential to safeguard Yvonne from harm.

To ensure the EIP cycle proceeds effectively requires that the nurse (the health professional) acts as the conduit for the interplay between the different elements of the model (ie Element 2: informed decision-making; Element 3: research awareness; Element 4: application of knowledge; and Element 5: evaluation). These elements will be further explored.

Element 2. Informed decision-making

This involves two-way communication between the nurse and the patient(s), and is critical in ensuring there is a robust relationship (honesty, openness, transparency) founded on the principles of person-centred care ( McSherry and Warr, 2010 ). It reaffirms the ethical principle of a patient's right to make an informed decision about what is suitable for them, and takes into account their beliefs, values, priorities and personal circumstances. In case scenario 2, applying the EIP model, the critical care nurse will be expected to involve Mitchell's (the patient's) relatives, medical staff and other members of the healthcare team in making decisions about, for example, ventilator management and care of the central line catheter. However, decision-making in an intensive care unit can be complex, and some of the decisions may involve the nurse only. Similarly, applying the EIP model in case scenario 1, the nurse will be expected to communicate with the patient (Yvonne), carers and colleagues about the importance of hand hygiene, wound care and the importance of using precautions to avoid hospital-acquired infections when caring for the patient.

In both case scenarios, the nurse must endeavour to involve the patient/family members in the process of decision-making by providing them with timely, appropriate and relevant information needed to make often complex and life-changing decisions.

Element 3. Research awareness

This element refers to motivating practitioners to acquire skills and knowledge, as well as to conceptualise what research and evidence involves and the significance they have in improving standards of healthcare practice ( McSherry et al, 2006 ). Research awareness is reliant on the nurse's attitudes towards research, the acquisition of knowledge and confidence about the value of research to practice, and on having supportive managers and colleagues.

This element of the EIP cycle, contained within the model, incorporates three of the steps (Research awareness) of EBP: ask a clinical question, search the literature for research evidence to answer the question, and critically appraise the evidence obtained). Although the nurse is not required to be a researcher to implement the EIP model effectively, they must be knowledgeable about relevant databases and search engines (such as Medline and Google), as well as critical appraisal tools, in order to be able to include high-quality research evidence when making patient care decisions.

However, the EIP model acknowledges the fact that research evidence may not always be readily available, and nurses may not have the necessary hardware and software in the care environment to enable them to search for research evidence. Hence, recommendations by Greenhalgh et al (2014) led to inclusion, within the EIP model, of nurses as critical thinkers and doers which, therefore, allows them to make appropriate care decisions based on patient preferences and actions, the clinical state, clinical setting and circumstances, and advocates that nurses apply their own knowledge, expertise and clinical experiences in clinical decision-making, which may not necessarily match what the research evidence seems to suggest.

With reference to scenario 2 (and similarly for scenario 1), to adhere to the EIP model the nurse would take the following steps:

  • Update his/her knowledge about Mitchell's clinical presentation
  • Search Medline for research evidence on ‘chest pain’, and ‘cardiac arrest’ and its associated symptoms. Based on the number of articles obtained, the nurse reads the titles and abstracts, and then, the full text of selected articles to exclude irrelevant articles. The remaining articles are then critically appraised to include the best research evidence in patient care decisions.

In situations where the above steps are not possible, the model advocates that the nurse endeavours to make the best care decisions possible based on patient preferences, clinical state, context and circumstances, and the nurse's own expertise and experience, as well as the experience of the patient and family members where possible.

Element 4. Application of knowledge

This is a complex element that requires the gathering and assimilation of various sources of information, evidence, quality and standards, and policy and guidance, to support the nurse's decision-making in clinical practice. In relation to both scenarios, the nurse would need to:

  • Apply knowledge acquired from the patients (Mitchell and Yvonne), along with information from their relatives
  • Apply evidence from reviewing the findings from research
  • Take into account information gleaned from engaging with the multidisciplinary team
  • Ensure they follow recommended local and national guidance and policy on the management of each patient's condition.

It is imperative that the nurse is experienced, knowledgeable, and competent in order to make the most appropriate care decisions together with the patient, the family and the wider multidisciplinary team. To do this effectively, the nurse requires certain personal attributes, it is also important for the organisation within which the nurse works to have specific institutional characteristics. Institutional features include culture, education and training, and workload/skill mix, whereas personal characteristics include improved confidence, attitude, understanding and behaviour towards the application of evidence into practice.

Element 5. Evaluation

This element of the EIP cycle within the model measures the effects of decision-making and actions of the nurse on care outcomes and in creating an optimal care environment. In both scenarios, the nurse would need to periodically evaluate specific processes and outcomes of care. For example, with regards to scenario 2, this would include:

  • Monitoring how Mitchell is performing on the ventilator
  • Taking the necessary infection prevention precautions to avoid the development of infections related to the insertion of a central line and transmission of hospital-acquired infection
  • Monitoring improvement in Mitchell's general wellbeing.

Depending on the outcome of the evaluation, Mitchell's care plan would be either revised or continued.

Element 6. Conditions affecting research utilisation

Research utilisation involves critically appraising research findings, disseminating, and using the knowledge obtained from research to cause changes in an existing healthcare practice ( Titler et al, 1994 ). The conditions that affect research utilisation are grouped into five domains ( Wang et al, 2013 ):

  • The process involved in utilising research findings
  • Accessibility to research
  • The quality of research
  • The knowledge and attitudes of the nurse (health professional) regarding the use of research findings
  • The organisation within which the findings of research are to be implemented.

In the two scenarios ( Box 1 ), the nurse needs to be aware of the potential barriers to research utilisation and identify ways to overcome these in order to effectively apply evidence to healthcare practice. In addition, the clinical environment within which nurses work must provide sufficient support in order to enhance the effective and consistent application of evidence to practice. Nurses must be supported to acquire the necessary knowledge, skills, and understanding needed to practise safely (ie competently and confidently). In addition, the resources necessary to obtain research evidence, such as IT (computers and internet), must be readily available in the clinical setting for easy access to information.

Factor 2 (Output). Critical thinker and doer, the professional nurse

To ensure that nurses inform their decisions with the best available evidence, it is imperative that they have a sound understanding and knowledge of what constitutes the EIP model ( Figure 2 ). Successfully engaging with the various factors and elements of this model will lead to the desired outcome—that of a professional who is a critical thinker and doer, a professional nurse who, as argued by Brechin (2000:44) , is ‘knowledgeable and skilled, yet welcomes alternative ideas and belief systems, appreciating and respecting alternative views’. In this context, it is about creating a caring and compassionate environment in which excellence in nursing practice occurs. This can only be exemplified by ensuring that decisions and actions are based on the best available evidence.

The benefits of the EIP model for the nurse, patient and family are that it simplifies a highly complex series of systems and processes pertaining to how evidence is used to support decisions made in clinical practice. The EIP model simply illustrates the why, the how and the sequencing of getting evidence into clinical practice. It also complements the evidence-based movement by offering a holistic systems-based approach to facilitating the application of evidence into clinical practice.

EIP is a holistic integrated approach to applying evidence into practice, which incorporates the steps of EBP within its system and processes. In other words, EBP is a subset of the EIP model, made explicit within the EIP cycle. Thus, EIP is neither an alternative to, nor a replacement for, EBP. The EIP model provides a framework for nurses (indeed all health practitioners) to deliver clinically effective care and enable them to justify the processes used and the service provided by referring to reliable evidence. Using two scenarios, this article demonstrated how the EIP model can be applied to clinical nursing practice. Future initiatives should focus on developing EIP educational interventions and determining the effects of such interventions on healthcare students' knowledge of, and attitudes towards, the application of evidence to practice.

  • Two main concepts have been associated with the application of evidence into practice: evidence-based practice (EBP) and evidence-informed practice (EIP)
  • The main feature that distinguishes EIP from EBP is the processes used in implementing the concepts
  • EIP provides the mechanisms or processes to follow in implementing EBP
  • EIP is not a substitute or replacement for EBP. EIP is an integrated approach to applying evidence to practice, which incorporates the steps of EBP in its processes

CPD reflective questions

  • Make a list of the challenges you encounter in implementing EBP
  • Use the same list and indicate how these challenges prevent you from using evidence to support your nursing clinical decisions and actions in practice
  • How does viewing health and healthcare delivery as a complex system impact on your patient care?
  • Make a list of the drivers that are encouraging you to support your clinical nursing decisions and actions with evidence
  • Using your own experience to date and the information presented in the text, make a list of why and how you think evidence-informed practice forms part of your professional accountability and professional registration

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Help with writing assignments

You can improve your skills at writing assignments for your subject area in a number of ways: 

  • Read the guidance or view the online tutorial on this page.  They both go through the TIME model (Targeted, In-depth, Measured, Evidence-based) to explain what's required in academic writing.
  • Attend one of our Succeed@Tees workshops. We run a workshop on academic writing, as well as on other types of writing (including critical writing, reflective writing, report writing).  See Succeed@Tees workshops  for more information, including a list of dates and times.
  • Book a one-to-one tutorial with our learning and development team . We can provide guidance on your structure and writing style.

Guidance on academic writing

Evidence-based.

  • Bringing it all together
  • Finally ...

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  • Writing an assignment takes time, more time than you may expect.  Just because you find yourself spending many weeks on an assignment doesn’t mean that you’re approaching it in the wrong way.
  • It also takes time to develop the skills to write well, so don’t be discouraged if your early marks aren’t what you’d hoped for.  Use the feedback from your previous assignments to improve.
  • Different types of assignments require different styles, so be prepared for the need to continue to develop your skills.

We’ve broken down TIME into 4 key elements of academic writing: Targeted, In-depth, Measured and Evidence-based.

time togos

  • What is an academic piece of work

Target logo

Your assignment needs to be targeted .  It should:

  • Be focused on the questions and criteria
  • Make a decision
  • Follow an argument
  • How to be targeted
  • Academic keywords or clue words

in-depth logo

Your assignment needs to be in-depth .  You should consider your questions and criteria thoroughly, thinking about all possible aspects, and including the argument both for and against different viewpoints.

You should:

  • Identify topic areas
  • Plan your assignment
  • Think about your introduction and conclusion
  • How to be in-depth
  • How to read quickly

measured logo

An academic writing style is measured. By this, we mean that it’s:

  • Emotionally neutral
  • Formal – written in the third person and in full sentences
  • How to be measured

evidence-based logo

Your assignment needs to be evidence-based . You should:

  • Reference all the ideas in your work
  • Paraphrase your evidence
  • Apply critical thinking to your evidence
  • How to be evidence-based
  • How to paraphrase

Once you’ve found all your evidence, and have decided what to say in each section, you need to write it up as paragraphs.  Each paragraph should be on a single topic, making a single point.  A paragraph is usually around a third of a page. 

We find Godwin’s (2014) WEED model very helpful for constructing paragraphs.

W is for What

You should begin your paragraph with the topic or point that you’re making, so that it’s clear to your lecturer.  Everything in the paragraph should fit in with this opening sentence.

E is for Evidence  

The middle of your paragraph should be full of evidence – this is where all your references should be incorporated.  Make sure that your evidence fits in with your topic.

E is for Examples

Sometimes it’s useful to expand on your evidence.  If you’re talking about a case study, the example might be how your point relates to the particular scenario being discussed.

D is for Do

You should conclude your paragraph with the implications of your discussion.  This gives you the opportunity to add your commentary, which is very important in assignments which require you to use critical analysis. 

So, in effect, each paragraph is like a mini-essay, with an introduction, main body and conclusion.

Allow yourself some TIME to proofread your assignment.  You’ll probably want to proofread it several times. 

You should read it through at least once for sense and structure, to see if your paragraphs flow.  Check that your introduction matches the content of your assignment.  You’ll also want to make sure that you’ve been concise in your writing style. 

You’ll then need to read it again to check for grammatical errors, typos and that your references are correct.

It’s best if you can create some distance from your assignment by coming back to it after a few days. It’s also often easier to pick out mistakes if you read your work aloud.

  • How to proofread

Online support for academic writing

We have a skills guide dedicated to academic writing , with an online tutorial and an  Adobe visual guide  to support you.

School Guidelines for Academic Writing and Presentation of Assessed Written Work

  • School of Health & Life Sciences Student Guidance for the Presentation of Assessed Written Work (2021)

Tutorials for academic writing and study skills support

For help with writing or academic skills, book a tutorial with one of our learning development team: Yvonne or Sue. We can offer support face to face at our Middlesbrough campus, via email or Teams. 

Please book a time via the link below. Please indicate on the form what type of appointment you would like.  If you want email support, you don't need to be free at that time, but we will use that time to read through your work and then send feedback for you to review. Please send your work before the time slot.

If you want Teams or face-to-face support, please send the work the day before, so we can read through it and then we will use the appointment time chatting to you about the work.

Book a tutorial at  https://tees.libcal.com/appointments?lid=11&g=156

Appointment are released 2 weeks in advance, so please check daily for new appointments or cancellations

Yvonne Cotton

If there are no convenient times available please contact: [email protected] or [email protected].

Booking tutorial appointments

Appointments become available two weeks in advance.

We recommend making an appointment as soon as possible, as demand is always very high.  If no appointments are available, you can be added to the waiting list for email-only tutorials.  Requests will be prioritised based on need, so if you want to access this support, please email [email protected] with the following information:

⦁          Your hand-in date or last date when feedback would be useful

⦁          Reasons why your tutorial is necessary

⦁          Your draft work and criteria (attached)

Please note, that if you are on the waiting list, we cannot guarantee that we will be able to read your work.

We have online support available via the skills guides in the Learning Hub section of the library website: https://libguides.tees.ac.uk/LearningHub?b=s&group_id=6925

 that may help. Please let us know whether you have already looked at this guidance.

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An introduction to evidence-based practice: Introduction

An introduction to evidence-based practice, introduction.

  • What is evidence-based practice?
  • Ask the question
  • Access the information
  • Appraise the evidence
  • Apply the information
  • Audit the impact

Watch this short video which explains why evidence-based practice is important.

A little background...

evidence based practice essay introduction

With its foundations in medicine, evidence-based practice has been around in some form or other for a long time. However, it wasn't until the mid to late 1990s that it became an officially recognised interdisciplinary approach to clinical practice in a range of settings, including nursing.

Today it is regarded as integral to the provision of high quality patient care.

Understanding what research is and how it fits into evidence-based practice

The purpose of conducting research is to generate new knowledge or to validate existing knowledge based on a theory.  Research studies involve systematic, scientific inquiry to answer specific research questions or test hypotheses using disciplined, rigorous methods.

For research results to be considered reliable and valid, researchers must use the scientific method in orderly, sequential steps that can easily be replicated by other researchers.

The results of clinical research carried out in this way are published in scholarly journals.  Such published studies contribute to the body of evidence that ultimately informs clinical practice via a process known as Evidence-based Practice.

  • Next: What is evidence-based practice? >>
  • Last Updated: Oct 9, 2023 10:28 AM
  • URL: https://deakin.libguides.com/ebp-module

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Introduction to Evidence-Based Practice

How to use this tutorial.

This tutorial is organized into a number of chapters. Each chapter has accompanying case studies and activities to check your knowledge. We suggest following the pages in order until you arrive at a Case Studies page, and then follow your appropriate Case Study link.

To navigate, you can either:

Example screenshot of bottom navigation buttons used in this tutorial.

Evidence-Based Practice Copyright © by Various Authors - See Each Chapter Attribution is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

What is Evidence-Based Practice in Nursing? (With Examples, Benefits, & Challenges)

evidence based practice essay introduction

Are you a nurse looking for ways to increase patient satisfaction, improve patient outcomes, and impact the profession? Have you found yourself caught between traditional nursing approaches and new patient care practices? Although evidence-based practices have been used for years, this concept is the focus of patient care today more than ever. Perhaps you are wondering, “What is evidence-based practice in nursing?” In this article, I will share information to help you begin understanding evidence-based practice in nursing + 10 examples about how to implement EBP.

What Is Evidence-Based Practice In Nursing?

When was evidence-based practice first introduced in nursing, who introduced evidence-based practice in nursing, what is the difference between evidence-based practice in nursing and research in nursing, what are the benefits of evidence-based practice in nursing, top 5 benefits to the patient, top 5 benefits to the nurse, top 5 benefits to the healthcare organization, 10 strategies nursing schools employ to teach evidence-based practices, 1. assigning case studies:, 2. journal clubs:, 3. clinical presentations:, 4. quizzes:, 5. on-campus laboratory intensives:, 6. creating small work groups:, 7. interactive lectures:, 8. teaching research methods:, 9. requiring collaboration with a clinical preceptor:, 10. research papers:, what are the 5 main skills required for evidence-based practice in nursing, 1. critical thinking:, 2. scientific mindset:, 3. effective written and verbal communication:, 4. ability to identify knowledge gaps:, 5. ability to integrate findings into practice relevant to the patient’s problem:, what are 5 main components of evidence-based practice in nursing, 1. clinical expertise:, 2. management of patient values, circumstances, and wants when deciding to utilize evidence for patient care:, 3. practice management:, 4. decision-making:, 5. integration of best available evidence:, what are some examples of evidence-based practice in nursing, 1. elevating the head of a patient’s bed between 30 and 45 degrees, 2. implementing measures to reduce impaired skin integrity, 3. implementing techniques to improve infection control practices, 4. administering oxygen to a client with chronic obstructive pulmonary disease (copd), 5. avoiding frequently scheduled ventilator circuit changes, 6. updating methods for bathing inpatient bedbound clients, 7. performing appropriate patient assessments before and after administering medication, 8. restricting the use of urinary catheterizations, when possible, 9. encouraging well-balanced diets as soon as possible for children with gastrointestinal symptoms, 10. implementing and educating patients about safety measures at home and in healthcare facilities, how to use evidence-based knowledge in nursing practice, step #1: assessing the patient and developing clinical questions:, step #2: finding relevant evidence to answer the clinical question:, step #3: acquire evidence and validate its relevance to the patient’s specific situation:, step #4: appraise the quality of evidence and decide whether to apply the evidence:, step #5: apply the evidence to patient care:, step #6: evaluating effectiveness of the plan:, 10 major challenges nurses face in the implementation of evidence-based practice, 1. not understanding the importance of the impact of evidence-based practice in nursing:, 2. fear of not being accepted:, 3. negative attitudes about research and evidence-based practice in nursing and its impact on patient outcomes:, 4. lack of knowledge on how to carry out research:, 5. resource constraints within a healthcare organization:, 6. work overload:, 7. inaccurate or incomplete research findings:, 8. patient demands do not align with evidence-based practices in nursing:, 9. lack of internet access while in the clinical setting:, 10. some nursing supervisors/managers may not support the concept of evidence-based nursing practices:, 12 ways nurse leaders can promote evidence-based practice in nursing, 1. be open-minded when nurses on your teams make suggestions., 2. mentor other nurses., 3. support and promote opportunities for educational growth., 4. ask for increased resources., 5. be research-oriented., 6. think of ways to make your work environment research-friendly., 7. promote ebp competency by offering strategy sessions with staff., 8. stay up-to-date about healthcare issues and research., 9. actively use information to demonstrate ebp within your team., 10. create opportunities to reinforce skills., 11. develop templates or other written tools that support evidence-based decision-making., 12. review evidence for its relevance to your organization., bonus 8 top suggestions from a nurse to improve your evidence-based practices in nursing, 1. subscribe to nursing journals., 2. offer to be involved with research studies., 3. be intentional about learning., 4. find a mentor., 5. ask questions, 6. attend nursing workshops and conferences., 7. join professional nursing organizations., 8. be honest with yourself about your ability to independently implement evidence-based practice in nursing., useful resources to stay up to date with evidence-based practices in nursing, professional organizations & associations, blogs/websites, youtube videos, my final thoughts, frequently asked questions answered by our expert, 1. what did nurses do before evidence-based practice, 2. how did florence nightingale use evidence-based practice, 3. what is the main limitation of evidence-based practice in nursing, 4. what are the common misconceptions about evidence-based practice in nursing, 5. are all types of nurses required to use evidence-based knowledge in their nursing practice, 6. will lack of evidence-based knowledge impact my nursing career, 7. i do not have access to research databases, how do i improve my evidence-based practice in nursing, 7. are there different levels of evidence-based practices in nursing.

• Level One: Meta-analysis of random clinical trials and experimental studies • Level Two: Quasi-experimental studies- These are focused studies used to evaluate interventions. • Level Three: Non-experimental or qualitative studies. • Level Four: Opinions of nationally recognized experts based on research. • Level Five: Opinions of individual experts based on non-research evidence such as literature reviews, case studies, organizational experiences, and personal experiences.

8. How Can I Assess My Evidence-Based Knowledge In Nursing Practice?

evidence based practice essay introduction

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  • How to write an essay introduction | 4 steps & examples

How to Write an Essay Introduction | 4 Steps & Examples

Published on February 4, 2019 by Shona McCombes . Revised on July 23, 2023.

A good introduction paragraph is an essential part of any academic essay . It sets up your argument and tells the reader what to expect.

The main goals of an introduction are to:

  • Catch your reader’s attention.
  • Give background on your topic.
  • Present your thesis statement —the central point of your essay.

This introduction example is taken from our interactive essay example on the history of Braille.

The invention of Braille was a major turning point in the history of disability. The writing system of raised dots used by visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

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Table of contents

Step 1: hook your reader, step 2: give background information, step 3: present your thesis statement, step 4: map your essay’s structure, step 5: check and revise, more examples of essay introductions, other interesting articles, frequently asked questions about the essay introduction.

Your first sentence sets the tone for the whole essay, so spend some time on writing an effective hook.

Avoid long, dense sentences—start with something clear, concise and catchy that will spark your reader’s curiosity.

The hook should lead the reader into your essay, giving a sense of the topic you’re writing about and why it’s interesting. Avoid overly broad claims or plain statements of fact.

Examples: Writing a good hook

Take a look at these examples of weak hooks and learn how to improve them.

  • Braille was an extremely important invention.
  • The invention of Braille was a major turning point in the history of disability.

The first sentence is a dry fact; the second sentence is more interesting, making a bold claim about exactly  why the topic is important.

  • The internet is defined as “a global computer network providing a variety of information and communication facilities.”
  • The spread of the internet has had a world-changing effect, not least on the world of education.

Avoid using a dictionary definition as your hook, especially if it’s an obvious term that everyone knows. The improved example here is still broad, but it gives us a much clearer sense of what the essay will be about.

  • Mary Shelley’s  Frankenstein is a famous book from the nineteenth century.
  • Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement.

Instead of just stating a fact that the reader already knows, the improved hook here tells us about the mainstream interpretation of the book, implying that this essay will offer a different interpretation.

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Next, give your reader the context they need to understand your topic and argument. Depending on the subject of your essay, this might include:

  • Historical, geographical, or social context
  • An outline of the debate you’re addressing
  • A summary of relevant theories or research about the topic
  • Definitions of key terms

The information here should be broad but clearly focused and relevant to your argument. Don’t give too much detail—you can mention points that you will return to later, but save your evidence and interpretation for the main body of the essay.

How much space you need for background depends on your topic and the scope of your essay. In our Braille example, we take a few sentences to introduce the topic and sketch the social context that the essay will address:

Now it’s time to narrow your focus and show exactly what you want to say about the topic. This is your thesis statement —a sentence or two that sums up your overall argument.

This is the most important part of your introduction. A  good thesis isn’t just a statement of fact, but a claim that requires evidence and explanation.

The goal is to clearly convey your own position in a debate or your central point about a topic.

Particularly in longer essays, it’s helpful to end the introduction by signposting what will be covered in each part. Keep it concise and give your reader a clear sense of the direction your argument will take.

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evidence based practice essay introduction

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As you research and write, your argument might change focus or direction as you learn more.

For this reason, it’s often a good idea to wait until later in the writing process before you write the introduction paragraph—it can even be the very last thing you write.

When you’ve finished writing the essay body and conclusion , you should return to the introduction and check that it matches the content of the essay.

It’s especially important to make sure your thesis statement accurately represents what you do in the essay. If your argument has gone in a different direction than planned, tweak your thesis statement to match what you actually say.

To polish your writing, you can use something like a paraphrasing tool .

You can use the checklist below to make sure your introduction does everything it’s supposed to.

Checklist: Essay introduction

My first sentence is engaging and relevant.

I have introduced the topic with necessary background information.

I have defined any important terms.

My thesis statement clearly presents my main point or argument.

Everything in the introduction is relevant to the main body of the essay.

You have a strong introduction - now make sure the rest of your essay is just as good.

  • Argumentative
  • Literary analysis

This introduction to an argumentative essay sets up the debate about the internet and education, and then clearly states the position the essay will argue for.

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts is on the rise, and its role in learning is hotly debated. For many teachers who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its critical benefits for students and educators—as a uniquely comprehensive and accessible information source; a means of exposure to and engagement with different perspectives; and a highly flexible learning environment.

This introduction to a short expository essay leads into the topic (the invention of the printing press) and states the main point the essay will explain (the effect of this invention on European society).

In many ways, the invention of the printing press marked the end of the Middle Ages. The medieval period in Europe is often remembered as a time of intellectual and political stagnation. Prior to the Renaissance, the average person had very limited access to books and was unlikely to be literate. The invention of the printing press in the 15th century allowed for much less restricted circulation of information in Europe, paving the way for the Reformation.

This introduction to a literary analysis essay , about Mary Shelley’s Frankenstein , starts by describing a simplistic popular view of the story, and then states how the author will give a more complex analysis of the text’s literary devices.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale. Arguably the first science fiction novel, its plot can be read as a warning about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, and in popular culture representations of the character as a “mad scientist”, Victor Frankenstein represents the callous, arrogant ambition of modern science. However, far from providing a stable image of the character, Shelley uses shifting narrative perspectives to gradually transform our impression of Frankenstein, portraying him in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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Your essay introduction should include three main things, in this order:

  • An opening hook to catch the reader’s attention.
  • Relevant background information that the reader needs to know.
  • A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

The “hook” is the first sentence of your essay introduction . It should lead the reader into your essay, giving a sense of why it’s interesting.

To write a good hook, avoid overly broad statements or long, dense sentences. Try to start with something clear, concise and catchy that will spark your reader’s curiosity.

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

  • It gives your writing direction and focus.
  • It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

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McCombes, S. (2023, July 23). How to Write an Essay Introduction | 4 Steps & Examples. Scribbr. Retrieved February 14, 2024, from https://www.scribbr.com/academic-essay/introduction/

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Essay on Evidence-Based Practice

Since its official introduction in 1992, Evidence-based practice (EBP) has gained lots of ground. It is the process of assembling, processing, and applying research results to improve clinical practice, the work setting, and patient outcomes. The clinical practice’s approach is currently used in other fields such as nursing, education, and psychology. This paper aims to discuss evidence-based practice, identify two of its trails, and analyze how they influence care delivery.

The measuring of blood pressure noninvasively in children is a good initiative for the prevention of hypertension. High blood pressure in children and adolescents has emerged as a public health issue, primarily driven by obesity’s widespread in the current population. (Stergiou, 2017). The main approaches for measuring blood pressure noninvasively are the auscultatory method using an aneroid device and the automated process using oscillometric devices. Auscultatory BP measurement confirms elevated BP after detection via an electrical BP monitor. The auscultatory BP measurement encounters several complications in children, majorly due to anatomic and bodily features of the undeveloped persons.

In contrast, Automated BP measurement in children has been disputed by researchers. An experiment done by Jaime Miranda in Peru on children suggested that blood measured by the oscillometric device was poorly connected; hence the use of automated blood pressure devices was concluded to have limitations and not recommended. (Miranda, 2009). Therefore, using the auscultatory method and eventually comparing the measurement against obtained data with the oscillometric form is a proper initiative to providing better care than using the processes separately.

Valuing the role of family members is also a beneficial initiative to the well-being of patients. It is estimated that 50% of healthy patients aged 65 or older have family involvement in their health care. Family members can play several roles, determined by factors such as the patient’s disease and healthcare decisions to be well-thought-out. In a study on patients with lung cancer, Siminoff discovered that their families counselled 17% of the patients to change doctors during treatment of the ailment, mainly because they were unhappy with their specialist’s style of communication (Siminoff, 2013).

Clinicians should contemplate the part family and friends play and their impact on the patient’s treatment choice. By recognizing family members input, care may be more effective and efficient. They may have a superior influence on how patients present their illnesses to doctors and the type of treatment they pursue or accept excluding those reinforced by evidence-based research. Hence, considering these influences will aid nurses to apply evidence-based research to its maximum potential.

In conclusion, Evidence-based practice is undoubtedly an operative practical approach to handling treatment. By reviewing and assessing the most recent, uppermost quality research, practitioners in healthcare deliver the best of care to patients. Based on research, using Auscultatory BP measurement to confirm elevated BP after detection by an electronic BP monitor is an operative initiative for treating hypertension in children. In addition, acknowledging the role of family members on patients results in care delivery be that of extreme quality. Studying and understanding this practice is thus vital for healthcare practitioners.

Siminoff, L. (December 2013). Incorporating Patient and Family Preferences into Evidence-based Medicine. Philadelphia, PA, United States:  https://www.researchgate.net/publication/260377781_Incorporating_patient_and_family_preferences_into_evidence-based_medicine

Miranda, J.J., Stanojevic, S., Bernabe-Ortiz, A., Gilman, H., R., Smeeth, L., (2009).  Performance of Oscillometric Blood Pressure Devices in Children in Resource-poor settings . Eur J Cardiovasc Prev Rehabil.  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2685878/

Stergiou, S., G., Boubouchairopoulou, N., Kollias, A. (2017)  Accuracy of Automated Blood Pressure Measurement in Children.  https://www.ahajournals.org/doi/full/10.1161/HYPERTENSIONAHA.116.08553

Hawai’i State Centre for Nursing. (2020).  Evidence-Based Practice (EBP) Initiatives  https://www.hawaiicenterfornursing.org/programs/evidence-based-practice-initiative/#:~:text=EBP%20refers%20to%20a%20problem,as%20well%20as%20clinician%20expertise.

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Evidence-Based Practice in Nursing Essay

Introduction, methods of communication, challenges of delivering primary health care, the dilemma of providing care to vulnerable populations, portrayal in media, people in the waiting room.

Evidence-based practice (EBP) is firmly established as an essential component of nursing practice. Despite being present in some form in all nursing roles, its presence is arguably more prominent in professional nursing settings (RN). The RN’s responsibilities include planning patients’ care, analyzing their medical history, and administering medications (Ericksen, 2015). In addition, several managerial tasks and the duty of communicating with clinicians increase the scope of responsibilities. Most of these tasks directly determine patient outcomes depending on the quality of the made decisions. While it would be an understatement to say that practical nurses do not rely on evidence-based practices, in most cases, the outcomes of the patients are only indirectly dependent on EBP, which is the most obvious differentiation between PN and RN.

Two of the most evident methods of communication used in nursing practice are verbal and written communication. The former is used for everyday interaction with the patients, thus fulfilling their basic needs and providing counseling, education, and support necessary for improving long-term results. In both instances, the clarity and accessibility of the presented information determine the quality of care received by the patient. The written communication is responsible for providing clear instructions on treatment and healthy behaviors, thus facilitating the safety and trust of the patients. Therefore, non-native-English-speaking healthcare providers are obliged to provide oral and written translations of important documents, offer competent interpreter services, and notify the stakeholders of their right to use the services (VonBriesen, n.d.).

An environment designed for emergency medicine poses two major challenges to delivering primary health care. First, it does not offer any feasible means of continuity of care, such as access to a detailed medical history or a scheduled follow-up visit, which leads to frequent admissions for avoidable conditions. Second, the inadequately long wait times often lead to complications caused by the escalation of initially simple conditions such as high blood pressure (Leydon, 2012).

One of the challenges of patient-centered care is the disruption of balance in addressing the needs of patients with different needs. While it may seem logical to allocate more time to patients with more pressing needs and demanding conditions, it contributes to the mistreatment of populations with less apparent health risks. This eventually creates a situation where the latter have greater chances of developing adverse health conditions. Unfortunately, I cannot think of any meaningful solution to the problem aside from introducing additional regulations that ensure adequate time for both groups, although I acknowledge that such an approach may result in complications.

In order to attract viewers, the popular media often deliberately introduces inconsistencies to the portrayal of emergency rooms. First, the technical details of many procedures are commonly misrepresented, mostly to make them apparent to the viewer, with defibrillators being the most common example (MedicalBag, 2014). Second, the formal side is often diminished or neglected in favor of action scenes that resonate with the viewer, such as rushing through the corridor with the patient in an unstable condition. Third, the ethical side of the profession can be inaccurately portrayed in order to attract viewers interested in on-screen romance.

The people who enter the waiting room are characterized by the presence of an apparent health risk as well as a possibility of further complication determined by the timely delivery of care. Therefore, it would be appropriate to describe them as stressed and vulnerable.

Ericksen, K. (2015). P ractical nursing vs. professional nursing: Understanding the differences. Web.

Leydon, J. (2012). Emergency situation: The Waiting Room examines health care — and the lack of it — in America . Web.

MedicalBag. (2014). Fact or fiction: Do doctor dramas accurately portray real life in the ER? . Web.

VonBriesen. (n.d.). Health care provider’s obligations to non-English speaking patients . Web.

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  • Essay on Medicine

Example Of Essay On Evidence Based Practice

Type of paper: Essay

Topic: Medicine , Nursing , Education , Patient , Belief , Customers , Training , Evidence

Published: 12/02/2019

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Evidence Based Practice

Evidence Based Practice (EBP), involves the use of current research data or findings from day to day life in making decisions concerning patient care (Brown & Schmidt, 2011, p. 9). It is an integration of knowledge gained from the clinical field, patient values, and the most reliable scientific information to come up with a comprehensive decision making process concerning patient welfare. Barriers to practice or positive customer outcomes are common and can be identified through observing clinical practice in action, running a focus group, through brainstorming, talking to key individuals and by using questionnaires. One major barrier to practice or positive customer outcomes is acceptance and beliefs. Acceptance and beliefs are the beliefs and attitudes of individuals which have significance on the way people behave and carry out their duties. Many healthcare practitioners have a hard time accepting and applying new policies and research recommendations if there is a discrepancy between these policies and recommendations with other existing ones issued by professional bodies or the opinion of an influential colleague. Some professionals believe that recommendations don’t reflect the evidence and as such will not achieve better patient outcomes (Ladwig & Ackley, 2010, p. 518). An individual’s attitude towards change and belief in their own ability to adopt a new behavior also has an impact. The barriers to practice or positive customer outcomes can be addressed through various ways that support evidence based practice. These approaches include; educational meetings, clinical audit and feedback, educational materials, patient-mediated strategies, opinion leaders, educational outreach visits and reminder systems (Townsend, 2011, p. 75). There is no one way of overcoming barriers and so use of different methods can be used by different people in varied situations. The combination of different approaches to overcoming barriers has proven to have positive results and a huge impact within a shorter length of time. Patient involvement in coming up with strategies to improve patient care is very important in EBP as past patient experience and their expectations have a huge significance in formulating best practices when integrated with clinical expertise and best research evidence.

Brown, J. & Schmidt, N. (2011). Evidence-Based Practice for Nurses: Appraisal and Application Research. Burlington, MA. Townsend, M. (2011). Psychiatric Mental Health Nursing: Concepts of Care in Evidence-Based Practice. Philadelphia, PA: F. A. Davis Company Ladwig, G. & Ackley, B. (2010). Nursing Diagnosis Handbook: An Evidence-Based Guide to Planning Care. Philadelphia, PA: Mosby Publishing

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Introduction to Evidence-Based Practice

Florence Nightingale is the forerunner of modern nursing. She was the first nursing theorist where she develop the environmental theory in nursing that focuses on healing, leadership, and global action. (Peres et al., 2021)At the time, the population considered nursing a low-class job, but she changed all this since she was from an upper-class family. More so, she focused on the holistic approach to nursing care where the patient was at the center, not the condition that afflicted the patient. She also applied statistics and mathematical principles to measure the impact of patient care. (Peres et al., 2021) In a sense, she introduced research to nursing. However, this field has undergone various changes over the years.

During Florence Nightingale’s era, research in nursing stalled as the field was seen mostly as an apprenticeship. The study was nonexistent then, while most nurses acquired their skills from hospital-based settings. However, in the 1950s, nursing theorists started to define nursing and the development of nursing theories. There were still nursing researchers, and nursing education was confined to hospital-based settings (Peres et al., 2021). In the 1970s, nurses started seeking higher education elsewhere, thus, beginning the era of nurse physiologists and anthropologists. These nurses were astute in research, but they did not research specifically in the field of nursing(Glasper, 2020). At the turn of the decade, there was a change in nursing education where it shifted from hospital-based settings to university settings. In so doing, nursing models and research into the nursing field crept up in a bid to develop a standardized curriculum. In the 1990s, there was a revolution in nursing research as more nurses sought to redefine problems in their practice and delineate gaps in the knowledge (Glasper, 2020). More so, using qualitative and quantitative methods, nurses started using their findings to educate and create awareness among their patients and the public. They use research findings as the basis for treatment and patient care, a concept termed evidence-based practice (Dios-Aguado et al., 2021).

Research is the process used to generate new knowledge or validate existing knowledge. It involves systematic scientific inquiry to answer specific research questions or test hypotheses using disciplined, rigorous methods (Horntvedt et al., 2018). The research follows a series of steps. It begins with identifying compelling questions about a particular phenomenon and identifying a gap in the knowledge base. Subsequently, a literature review is carried out that will then define the study method and study design to be employed. A researcher then conducts the study and obtains data they will analyze and report. The process of research is complete when the researcher publishes his findings.

Evidence-based practice is the process of translating existing evidence and applying it to clinical decision-making. The purpose is to utilize the best evidence available to make patient care decisions. Evidence-based practice not only relies on research but also includes clinical expertise, patient preferences, and values (Horntvedt et al., 2018). Evidence-based practice involves innovation in terms of finding and translating the best evidence into clinical practice

One historical breach of research conduct is the Tuskegee Syphilis Study, where from 1932 to 1972, researchers in the US studied the progression of syphilis in African American men without their informed consent or treatment, even when effective treatment became available. This unethical study led to long-term health consequences for participants and contributed to mistrust of medical research among African American communities (Barrow et al., 2022).

To ensure the care of study participants, a researcher could apply the ethical principle of informed consent. This means ensuring that participants fully understand the nature of the study, its risks and benefits and that they can choose whether or not to participate freely. By obtaining informed consent, researchers can respect the autonomy and dignity of participants and prevent exploitation and harm (Barrow et al., 2022)

Barrow, J. M., Brannan, G. D., & Khandhar, P. B. (2022). Research Ethics. In  StatPearls . StatPearls Publishing. http://www.ncbi.nlm.nih.gov/books/NBK459281/

Dios-Aguado, M. de L. M. de, Gómez-Cantarino, S., Queirós, P. J. P., & Peres, M. A. de A. (2021). The light of Florence Nightingale in the care for COVID-19 patients in primary health care.  Revista Gaucha De Enfermagem ,  42 (spe), e20200303. https://doi.org/10.1590/1983-1447.2021.20200303

Glasper, A. (2020). Recognising Florence Nightingale’s contribution to nursing.  British Journal of Nursing (Mark Allen Publishing) ,  29 (14), 832–833. https://doi.org/10.12968/bjon.2020.29.14.832

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 (1), 172. https://doi.org/10.1186/s12909-018-1278-z

Peres, M. A. de A., Aperibense, P. G. G. de S., Dios-Aguado, M. de las M. de, Gómez-Cantarino, S., & Queirós, P. J. P. (2021). The Florence Nightingale’s nursing theoretical model: A transmission of knowledge.  Revista Gaúcha de Enfermagem ,  42 . https://doi.org/10.1590/1983-1447.2021.20200228

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COMMENTS

  1. The A-Z Guide for Writing an Evidence-Based Paper

    1. Choose a Topic for your Paper There are many methods you can use when choosing an EBP topic. You can get ideas from your coursework, peer-reviewed sources, class assignments, and past evidence-based projects done. Thanks to the Internet, there are various evidence-based practice topic ideas.

  2. Evidence Based Practice in Nursing Essay

    Evidence based practice is a complex experience that requires synthesizing study findings to establish the best research evidence and correlate ideas to form a body of empirical knowledge (Burns & Grove 2007). There are many definitions but the most commonly used is Sackett et al (1996).

  3. LibGuides: Evidence-Based Practice (EBP): Introduction

    "Evidence based practice (EBP) is the integration of clinical expertise, patient values, and the best evidence into the decision making process for patient care." Sackett, D.L., et al. (2000). Evidence-based medicine: How to practice and teach EBM (2nd ed.). Edinburgh: Churchill Livingstone.

  4. PDF EVIDENCE-BASED PRACTICE

    As changes in practice prompt further research, the theories developed from that research serve as evidence to produce more changes in practice. The implementation of Evidence-Based Practice in nursing, also called Systematic Review, requires the review of such research with the intention of targeting and improving inadequate practice.

  5. LibGuides: Evidence-Based Practice: Introduction to EBP

    Evidence-Based Practice (or Evidence-Based Medicine) is, "the conscientious, explicit and judicious use of current best evidence in making decisions about the care of the individual patient. It means integrating individual clinical expertise with the best available external clinical evidence from systematic research." (Sackett et al., 1996)

  6. Evidence-based practice beliefs and implementations: a cross-sectional

    Evidence-based practice (EBP) integrates the clinical expertise, the latest and best available research evidence, as well as the patient's unique values and circumstances [].This form of practice is essential for nurses as well as the nursing profession as it offers a wide variety of benefits: It helps nurses to build their own body of knowledge, minimize the gap between nursing education ...

  7. PDF Critical Thinking and Writing for Nursing Students

    Table 1: Developing evidence‐based practice guidelines and a nursing illustration (adapted from Proctor and Rosen, 2004) Step Illustration Step 1: Locate evidence‐based interventions relevant to the outcomes of interest. The nurse is interested in helping patients to manage their asthma better. Three

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    Evidence-based practice (EBP) was first mentioned in the literature by Muir-Gray, who defined EBP as 'an approach to decision-making in which the clinician uses the best available evidence in consultation with the patient to decide upon the option which suits the patient best' (1997:97).

  9. Evidence Based Practice/Research Methods (Health)

    E is for Evidence . The middle of your paragraph should be full of evidence - this is where all your references should be incorporated. Make sure that your evidence fits in with your topic. E is for Examples. Sometimes it's useful to expand on your evidence.

  10. Introduction

    Understanding what research is and how it fits into evidence-based practice. The purpose of conducting research is to generate new knowledge or to validate existing knowledge based on a theory. Research studies involve systematic, scientific inquiry to answer specific research questions or test hypotheses using disciplined, rigorous methods.

  11. Introduction to Evidence-Based Practice

    Introduction to Evidence-Based Practice How to use this tutorial. This tutorial is organized into a number of chapters. Each chapter has accompanying case studies and activities to check your knowledge. We suggest following the pages in order until you arrive at a Case Studies page, and then follow your appropriate Case Study link. ...

  12. What is Evidence-Based Practice in Nursing? (With Examples, Benefits

    Top 5 Benefits To The Nurse. 1. Evidence-based practice in nursing provides nurses with scientifically supported research to help them make well-educated decisions. 2. EBP in nursing helps nurses stay up-to-date about new nursing interventions and protocols used in patient care. 3.

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    Evidence based practice nursing skills. Introduction. This essay assesses a peer reviewed paper written by McCaughan et al (2018) and published in the International Journal of Nursing Studies. The full citation precedes this introduction.

  14. How to Write an Essay Introduction

    Step 1: Hook your reader Step 2: Give background information Step 3: Present your thesis statement Step 4: Map your essay's structure Step 5: Check and revise More examples of essay introductions Other interesting articles Frequently asked questions about the essay introduction Step 1: Hook your reader

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    Essay on Evidence-Based Practice. Since its official introduction in 1992, Evidence-based practice (EBP) has gained lots of ground. It is the process of assembling, processing, and applying research results to improve clinical practice, the work setting, and patient outcomes. The clinical practice's approach is currently used in other fields ...

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    Evidence Based Practice Impact Of Nurses Nursing Essay. Evidence-based practice (EBP) is widely recognised within the role of nursing. Its implementation and purpose in the delivery of care is seen as an important driver for nursing practice and clinical outcomes (Cullen & Adams 2010). It has been defined as the:

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    Evidence-based practice is an approach in the decision making of using the best evidence about the care of a patient.it is an integration of clinical expertise, patient values and the available evidence from ongoing research .taking into consideration internal and external influences, it promotes critical thinking in the application of the evide...

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    Introduction Evidence-Based Practice (EBP) is a deliberate and thoughtful integration of the best available evidence with clinical expertise, enabling healthcare practitioners to make informed and high-quality decisions. This approach empowers practitioners to address healthcare questions with a qualitative and evaluative perspective.

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    Introduction Evidence-based practice aims to apply the best research evidence to inform clinical decisions and enhance patient care and outcomes. The PICO (T) framework provides a structured approach for developing focused clinical questions to guide evidence searches.

  21. Evidence Based Practice Essay Topics and Examples

    Evidence Based Practice Evidence Based Practice (EBP), involves the use of current research data or findings from day to day life in making decisions concerning patient care (Brown & Schmidt, 2011, p. 9).

  22. Evidence based practice

    Evidence based practice is important in health and social care. Throughout this assignment I will be exploring in detail what is evidence based practice and how it is implementing in health and social care settings addition, to advantages of using it in health care setting as well as the barriers and limitation this approach may have in meeting the needs of the patient.

  23. Introduction to Evidence-Based Practice

    Evidence-based practice is the process of translating existing evidence and applying it to clinical decision-making. The purpose is to utilize the best evidence available to make patient care decisions. Evidence-based practice not only relies on research but also includes clinical expertise, patient preferences, and values (Horntvedt et al., 2018).