| Sunday, November 4, 2007: 10:30 AM-11:45 AM | |||
| Theory, Translational Research, and Evidence-Based Practice | |||
| Learning Objective #1: Describe current advances in and importance of developing a theory to guide translational and EBP research in nursing. | |||
| Learning Objective #2: Discuss completed research to define and measure EBP workforce competencies in nursing. | |||
| A far-reaching healthcare movement to assure safety and quality has catalyzed calls for significant healthcare reforms. Through reports of errors (IOM, 2000), recommended principles of redesign (IOM, 2001), mandates for adequate preparation of healthcare providers (IOM, 2003), and identification of priority health conditions (IOM, 2003), policy makers have set in motion sweeping changes across all aspects of healthcare—changes that call for crossing the quality chasm between what we know to be best healthcare and what is actually provided. Each report identifies evidence-based practice (EBP) as key in closing the quality chasm. Theory and research are fundamental to the success of this movement. Expectations for evidence-based quality improvement generate the need to create a scientific foundation through translational research. Translational science is relatively new and nurse scientists must respond to public demand for EBP (IOM, 2001) and translational science advanced in the NIH RoadMap (NIH, 2004). As we turn to EBP as a standard for healthcare, there is an attendant need to create theories and a body of scientific research to guide clinicians, leaders, and organizations in employing EBP. In response to this national movement, nurse scientists are developing theoretical foundations and conducting translational research. Of note, nurse theorist, Imogene King, has undertaken revision of King’s General Systems Framework and Theory of Goal Attainment to feature EBP. In tandem, nurse scientists developed the ACE Star Model of Knowledge Transformation (Stevens, 2004), used it in establishing national consensus on competencies for EBP in nursing (Stevens, 2005), and tested approaches to measuring EBP readiness via translational research methods. This symposium describes these efforts. Presentations include discussion of findings of systematic approaches to 1) evolve EBP theories and models; 2) establish national consensus on core competencies for EBP in nursing; and 3) verify measures of EBP readiness. | |||
| Symposium Organizer: | Kathleen R. Stevens, RN, MS, EdD, FAAN | ||
| Symposium Presenters: | Imogene M. King, EdD, RN, FAAN Vicki Byers, RN, PhD Kathleen R. Stevens, RN, MS, EdD, FAAN | ||
| 276 | FRAMEWORKS TO GUIDE EBP RESEARCH: UNITING KING'S THEORY AND THE ACE STAR MODEL Imogene M. King, EdD, RN, FAAN | ||
| 277 | MEASURING EBP COMPETENCIES: THE ONLINE ACE-ERI Vicki Byers, RN, PhD | ||
| 278 | NATIONAL CONSENSUS ON ESSENTIAL EBP COMPETENCIES FOR NURSING Kathleen R. Stevens, RN, MS, EdD, FAAN | ||