Reflection On Evidence Based Practice

The Evidence-Based Practice (EBP) course has shown me how to translate the evidence and apply it to clinical decision-making. I have learned how to find the most current evidence based articles and appraise the strength and level the article. The highest level of evidence typically comes from a meta-analysis, systemic review, or an evidence-based clinical practice. While other level of evidence come from quantitative studies, randomized controlled trials, and expert opinion and analyses. In addition, the sample size, the design, and statistics of the study is looked at to determine the quality of the article. Many aspects influence an EBP article but the class has taught me how understand the information and use it in my practice furthermore

I learned the difference between research and quality improvement. To clarify the purpose of research is to generate new information or validate existing knowledge based on a theory with a beginning and end timeframe, which uses disciplined, and rigorous methods. Quality improvement is a systemic and continuous action that leads to measurable improvements in healthcare services, which the primary focus is on improved patient outcomes. An example of quality improvement would be hourly rounding to reduce the number of falls on the unit. A literature review on hourly rounding, falls, and fall prevention would be completed with primary research being the best articles as they have highest level and strength of evidence, but secondary systemic review articles can be used based on the level and quality. Once hourly rounding is put into place on the unit it can be changed and improved as needed to meet the needs of the patients and the unit.