Paper: Practica Basada en Evidencia: A Didactic Approach for Disseminating the EBP Process in Mexico (19th International Nursing Research Congress Focusing on Evidence-Based Practice)

Thursday, 10 July 2008: 3:35 PM

Carol M. Baldwin, PhD, RN, AHN-BC , College of Nursing & Healthcare Innovation; Southwest Borderlands; Director, Office of International Health, Scientific & Educat, Arizona State University, Phoenix, AZ

Luxana Reynaga-Ornelas, MN, RN , Facultad de Enfermería y Obstetricia de León, Universidad de Guanajuato, Leon. Guanajuato, Mexico

Sergio Marquez-Gamino, MD, PhD , Research Institute on Human Work, University of Guanajuato, Leon, Guanajuato, Mexico

Cipriana Caudillo-Cisneros, MS, RN , Research Institute on Human Work, University of Guanajuato, Leon, Guanajuato, Mexico

Alyce A. Schultz, PhD, RN, FAAN , College of Nursing and Healthcare Innovation, Arizona State University, Phoenix, AZ

Learning Objective 1: identify the five steps of the EBP process utilizing a clinical scenario relevant to nursing practice in Mexico

Learning Objective 2: examine the implications of disseminating this didactic approach to EBP in the clinical and educational settings in Mexico

Nursing publications in Mexico have described and defined evidence-based practice (EBP) as a philosophical or theoretical concept for use in promoting current best practices in nursing. No articles have been identified, however, that apply principles of EBP to explicate ways in which nurses can utilize EBP across practice settings in Mexico. This bilingual (English/Spanish) study will utilize a clinical scenario in which the nurse wants to determine if there are non-pharmacologic approaches to reduce the dyspnea experienced by patients with chronic obstructive pulmonary disease. A model of EBP that promotes the use of research findings within the context of an evidence-based decision-making framework will be used to assist the nurse in the clinical scenario to determine the best evidence for making a practice change. The steps include: 1) formulating the clinical question; 2) searching databases using key terms and controlled vocabulary; 3) performing a rapid critical appraisal of the evidence; 4) adapting the change to the clinical setting; and 5) evaluating the change based on the clinical question. The EBP tenets of integrating evidence, clinician expertise and patient values within the context of the clinical scenario, as well as determining levels of evidence will also be addressed. This descriptive, evaluative approach can be applied in teaching and clinical settings, and provides a framework for moving EBP from a concept to pragmatic application for improving learning and clinical outcomes for nurses in Mexico.

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