Paper
Wednesday, July 21, 2004
This presentation is part of : Leadership
One Magnet Organization’s Evolution to Evidence-Based Practice
Robin Purdy Newhouse, RN, PhD1, Stephanie S. Poe, MScN, RN2, Sandra L. Dearholt, RN, MS2, Kathleen M. White, PhD, RN, CNAA, CMAC3, and Linda C. Pugh, PhD, RNC, FAAN3. (1) Nursing Administration, The Johns Hopkins Hospital/University School of Nursing, Baltimore, MD, USA, (2) Department of Nursing Administration, The Johns Hopkins Hospital, Baltimore, MD, USA, (3) School of Nursing, Johns Hopkins University, Baltimore, MD, USA
Learning Objective #1: Discuss three essential elements for implementing an evidence-based practice (EBP) model
Learning Objective #2: Describe the steps in conducting an evidence-based practice project from problem identification through dissemination
Objective: To create and test the implementation of an evidence-based practice (EBP) model and guidelines for nurses in an academic medical center.

Design: An EBP model and guidelines were developed then evaluated for their clarity, utility, and feasibility using two different methods for two practice questions.

Population, Sample, Setting, Years; Model and guideline development by three nurse administrators and two academic faculty with consultation from the Research and Standard of Care Committees. In 2003, the model and guidelines were evaluated by fifteen Post Anesthesia Care Nurses (Group 1), and nineteen nurse leaders (Group 2).

Concept or Variables Studied Together or Intervention and Outcome Variable(s). Clarity, feasibility, utility, adequacy of the EBP model and guidelines and satisfaction with process and outcome of using the EBP model and guidelines.

Methods: Training methods included five sessions of two hour each (Group 1) and a two-day session of eight hour each to answer (Group 2). An investigator developed six item four-point quantitative and qualitative evaluation was used.

Findings: Both groups rated the model as clear, useful, adequate, and feasible and were satisfied with the process and outcome of the project decisions. There were no significant differences between groups.

Conclusions: The EBP model and guidelines are of utility for nurse leaders and practicing nurses. Both methods of training were effective in providing the skills needed to conduct the project.

Implications: With the appropriate organizational infrastructure, leadership support, and time allocation, nurses can conduct evidence-based practice projects. The infrastructure needs to include metrics to monitor successful implementation of recommendations based on evidence-based projects.

Back to Leadership
Back to Evidence-Based Nursing: Strategies for Improving Practice
Sigma Theta Tau International
July 21, 2004