Decision-making procedures are critical in nursing practice for providing high-quality, evidence-based care. Three techniques that guide nursing decision-making include the research process, evidence-based practice (EBP), and nursing process. While these procedures have certain commonalities, they vary significantly in their focus and application. This paper examines the similarities and differences between the research, EBP, and nursing processes. It provides an example from a nursing practice setting to demonstrate how a decision to change a procedure or practice was made, including the steps taken, the evidence considered, and the effectiveness of the change.
Similarities and differences: The research, EBP, and nursing processes all strive to improve patient outcomes and provide evidence-based care. They differ, however, in terms of focus and application. The research process is a systematic inquiry into a specific question or problem, usually led by a research technique. It seeks to develop new information and add to the available data. To guide decision-making, the EBP method, on the other hand, blends the best available research data with clinical expertise and patient values. The utilization of current, high-quality information to inform practice and enhance patient outcomes is emphasized in EBP. Assessment, diagnosis, planning, implementation, and evaluation comprise the nursing process, a systematic framework for providing patient-centered care. While research and EBP are important components of the nursing process, the nursing process involves a broader range of activities, including direct patient care.
Example from Nursing Practice: I decided to change the protocol for medication delivery at a long-term care facility in my nursing practice setting. The decision-making process followed the steps of the nursing process, plus research and EBP considerations. An issue was initially recognized through continuing review and assessment of patient outcomes. It was discovered that some individuals reported negative side effects after getting drugs orally. The healthcare team realized the need to investigate alternative administration techniques to increase patient safety and prevent adverse events.
Several steps were engaged in the decision-making process. First, a thorough literature analysis was carried out to uncover current evidence on various routes of medicine administration in the long-term care population. We consulted high-quality research articles, systematic reviews, and clinical guidelines. According to the data, sublingual administration of some medications may provide a safer and more effective alternative for individuals who have trouble swallowing or have encountered bad effects from oral prescriptions.
During team meetings and discussions, the acquired evidence was presented to the interdisciplinary team, which included physicians, pharmacists, and nursing staff. The evidence underlined the potential benefits of sublingual delivery and its compatibility with the care demands of the residents. The team worked to create a procedure for adopting sublingual medicine administration in appropriate circumstances, considering pharmaceutical compatibility, patient preferences, and staff training needs. The approach was then tested with a small group of residents to see if it was feasible and effective.
The procedure change proved to be beneficial. Monitoring and documenting the residents’ responses to sublingual medicine administration was part of the nursing process’s evaluation phase. The results were positive, with fewer side effects and greater medication adherence. Furthermore, staff feedback suggested that the new approach was simpler to apply and reduced the likelihood of drug errors.
Conclusion: The research, EBP, and nursing processes are all intertwined, and all contribute to informed decision-making in nursing practice. While research develops new information, EBP incorporates the best available data, and nursing provides a systematic framework for patient-centered care. The combination of these approaches improves the delivery of evidence-based, high-quality care. The example shows how these processes might be used in a real-world nursing practice context to support a choice to change a procedure, involving evidence consideration, interdisciplinary collaboration, and outcome evaluation.
What do you see as similarities and differences between the research process, the Evidence-Based Practice process, and nursing process? Include rationale to support your response.
Share an example from your nursing practice setting of how a decision was made to change a procedure or practice.
What steps were used in the decision-making process?
What evidence was considered for decision-making?
Throughout the decision-making process, what research did you reference and present in order to support the proposed change?
Was the change effective? Provide rationale.
500 words, formatted, and cited in the current APA style with support from at least two academic sources