The Iowa Model Of Evidence-Based Practice

Iowa Model of Evidence-Based Practice
Research in nursing is an important concept in which information is gained to increase the efficiency and effectiveness of nursing practice (Bjørk et al., 2013). One way in which research can be deciphered and utilized is through the application of research translation models. These models are frameworks for the development and application of evidence-based practice in various health-care settings (Polit & Beck, 2012). Numerous models are in existence and they all offer a variety of methods in which to translate topics of interest and issues into research-based evidence for the use in clinical practice (Polit & Beck, 2012). One such model is the Iowa model of evidence-based practice to promote quality

care. The purpose of this paper is to gain insight into the Iowa model of evidence-based practice and to describe how this particular framework has been utilized in decreasing patient falls in a population at an increased risk for falling.
The Iowa model of evidence-based practice was developed in 1994 and has been utilized in various settings (Doody & Doody, 2011). The concept of the model has been featured in multiple nursing periodicals and has also been applied in numerous programs of research. The idea of this particular design is to encourage nurses to inquire about current practices and to alter delivery of care for improvement based on current research development (Doody & Doody, 2011). Different resources provide different numbers of stages included in the Iowa model of evidence-based practice. According to Doody & Doody (2011), the Iowa model contains multiple clearly described steps as follows: generation of a question either from the occurrence of a problem or for the development of new knowledge; determination of priority of the topic; formation of a team to analyze information; retrieval of evidence from reliable sources; grading of the evidence in regards to rigor; development of the evidence-based practice guideline; implementation of the evidence-based practice; and assessment of the outcome of implementation.
White & Spruce (2015) elaborate on the first step of the Iowa model, which constitutes the act of generating a topic. A topic can be produced by a stimulus that spawns a problem such as a clinical dilemma. Topic choice can also be a result of an ambition to gain knowledge in a specific area of interest (White & Spruce, 2015).
According to Brown (2014), the second step is to decide whether or not the topic that has been chosen is of high priority. It is important to note that subject matters should be placed in a ranking of most significant to lowest priority. For example, if the resolution of a problem meant a greater revenue for a facility, this topic would be chosen first (Brown, 2014).
The third stage in the framework of the Iowa model is to arrange a team for assessing the topic and executing evidence-based practice (Brown, 2014). Individuals that should be chosen for this task include those that are directly impacted by the task at hand (White & Spruce, 2015). It is imperative that the team be made up of versatile individuals who have an interest in the matter being addressed due to the reason that this intensifies the use of evidence-based research use in the practice setting (White & Spruce, 2015).
The next phase is for the research team to hold a meeting to discuss possible resources that can be used to generate information on the topic (White & Spruce, 2015). The team should then collect and analyze the data that they perceive as applicable to the focus (Brown, 2014). White and Spruce (2015) make it a point to mention the importance of choosing clinical practice recommendations in this step of the model to guide the team in making decisions based on paramount evidence that has been reviewed by integrative members who have made proposals for the change in the literature based on evidence.
The fifth stage of the Iowa model involves the research team assessing whether or not they have enough information from their research findings to implement a change in practice (Brown, 2014).

If they decide that there is ample material on the specific topic at hand, the team moves on to the next phase of the Iowa model. If sufficient amounts of research do not exist on the subject, a research study may need to be carried out (Brown, 2014). This stage also consists of the research team evaluating the rigor of the research that they have collected (Doody & Doody, 2011). It is important to have an analysis procedure in place for all members of the research team to follow when evaluating research studies to ensure consistency in the appraisal of the quality and precision of each research study found (Doody & Doody, 2011). According to Doody & Doody (2011), “effectiveness, appropriateness, and feasibility” (p. 663) are three of the grading standards that researchers can use in evaluating research studies.
The next stage is for the team to jointly develop an evidence-based practice standard based on the information compiled during the research process (Doody & Doody, 2011). An important concept of evidence-based practice as pointed out by Doody & Doody (2011) is the involvement of the patient in the development of new standards. The developed standard should apply to the research topic that is being addressed, however; it should also be modified from person to person based on morals and values for the standard to truly be evidence-based (Doody & Doody,

2011).
The seventh phase of the Iowa model is for the evidence-based practice to be implemented within the organization (Doody & Doody, 2011). Brown (2014) mentions the importance of trialing the chosen practice change in only one or a few areas of an organization