![[ Visit Client Website ]](images/banner.gif)
Thursday, 15 July 2010: 11:10 AM
Learning Objective 1: describe how evidence-based practice can be implemented into clinical practice through a clinical practice change.
Learning Objective 2: define the role of an Evidence-Based Practice Mentor.
In an effort to increase knowledge and support for evidence-based practice (EBP), an educational initiative was created at a community-based hospital to connect caregivers with evidence-based practices that improve outcomes for patients. Liaison for Information Needed to Communicate and Support (LINCS) began with a series of lectures to provide education to staff regarding best practices for the management of patients with early signs and symptoms that can lead to sepsis.
Earlier, a registered nurse from the Intensive Care Unit (ICU) had requested help with communication and education to nursing as well as the medical staff regarding sepsis bundles that she had heard about at a National Conference. Armed with personal knowledge that critically ill patients were being admitted to the ICU with sepsis had ignited a passion to change practices. With the help of an EBP Mentor, searches of the literature lead to a plethora of evidence. An article that discussed evidence that supports the care of a patient with sepsis was chosen for a journal club. The article was submitted and shared with the nurses of ICU as well as the Emergency Department. During discussions, two respiratory therapists stepped forward and requested to be involved since they are a valuable part of the patient care team. LINCS was formed as a way to unite all of the care-givers to improve patient outcomes through the implementation of evidence-based care.
To encourage participation for all disciplines, the EBP Mentor provides Continuing Education Credits for all disciplines to attend LINCS activities including nurses, respiratory therapists and radiology technologists. Through this learning and sharing of information, a team has now been formed to appraise the evidence to support a clinical practice change for the assessment and care of patients with signs and symptoms that could lead to sepsis.
Earlier, a registered nurse from the Intensive Care Unit (ICU) had requested help with communication and education to nursing as well as the medical staff regarding sepsis bundles that she had heard about at a National Conference. Armed with personal knowledge that critically ill patients were being admitted to the ICU with sepsis had ignited a passion to change practices. With the help of an EBP Mentor, searches of the literature lead to a plethora of evidence. An article that discussed evidence that supports the care of a patient with sepsis was chosen for a journal club. The article was submitted and shared with the nurses of ICU as well as the Emergency Department. During discussions, two respiratory therapists stepped forward and requested to be involved since they are a valuable part of the patient care team. LINCS was formed as a way to unite all of the care-givers to improve patient outcomes through the implementation of evidence-based care.
To encourage participation for all disciplines, the EBP Mentor provides Continuing Education Credits for all disciplines to attend LINCS activities including nurses, respiratory therapists and radiology technologists. Through this learning and sharing of information, a team has now been formed to appraise the evidence to support a clinical practice change for the assessment and care of patients with signs and symptoms that could lead to sepsis.