Dissemination of Evidence‐Based Practice Projects: Key Strategies for Successful Poster Presentations

2021 ◽  
Author(s):  
Cynthia D. Beckett ◽  
Julie Powell
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Poster Presentations ◽  
Practice Projects

Disseminating Evidence-Based Practice Projects: Poster Design and Evaluation

2010 ◽  
Vol 3 (1) ◽  
pp. 14-21 ◽  
Author(s):  
Diane McNally Forsyth ◽  
Tracy L. Wright ◽  
Cindy A. Scherb ◽  
Phyllis M. Gaspar
Keyword(s):  
Literature Review ◽  
Nursing Practice ◽  
Evidence Based Practice ◽  
Quality Care ◽  
Evidence Based ◽  
Essential Information ◽  
Doctor Of Nursing Practice ◽  
Traditional Research ◽  
Poster Presentations ◽  
Practice Projects

The international emphasis on evidence-based practice (EBP) as a basis for quality care has elevated the importance of EBP dissemination. The doctor of nursing practice (DNP) degree has created opportunities for nurses to implement EBP projects in collaboration with academic and clinical teams. Findings from such innovative efforts ought to be widely distributed, yet such projects have unique dissemination needs that are not readily met by traditional research-based presentation venues. Current literature focuses on presentation approaches for research-based poster content and evaluation rather than EBP posters. To facilitate timely and quality dissemination of EBP projects, there is a need for clear criteria identifying the essential information to be shared, how to share it effectively, and how to evaluate the end product. Thus far, the challenge to better accommodate EBP poster presentations has been unmet. The purposes of this article are to provide suggestions for EBP poster creation and to describe the process of developing a Poster Evaluation Rubric for Evidence-Based Practice (PER-EBP). The PER-EBP tool, developed by the authors, provides a guide for EBP poster creation and criteria for EBP poster evaluation by self and others. Examples of an EBP literature review and a DNP student poster are provided.

Evidence-Based Practice Projects in Pediatric Oncology Nursing

2014 ◽  
Vol 31 (4) ◽  
pp. 182-184 ◽  
Author(s):  
Cheryl Rodgers ◽  
Janice S. Withycombe ◽  
Marilyn J. Hockenberry
Keyword(s):  
Pediatric Oncology ◽  
Evidence Based Practice ◽  
Oncology Nursing ◽  
Evidence Based ◽  
Practice Projects

scholarly journals COVID-19: Military Nurses Leading Innovation Through Research, Clinical Care, Education, and Collaboration

2021 ◽  
Vol 186 (Supplement_2) ◽  
pp. 1-3
Author(s):  
Heather C King ◽  
Laura A Talbot
Keyword(s):  
Clinical Practice ◽  
Evidence Based Practice ◽  
Clinical Care ◽  
Armed Forces ◽  
Evidence Based ◽  
Leadership Roles ◽  
Military Nurses ◽  
Care Education ◽  
Military Nursing ◽  
Practice Projects

ABSTRACT Military nurses have been placed in the forefront of clinical and leadership roles during the COVID-19 pandemic. Serving in critical roles, military nurses have spearheaded innovations in clinical practice, conducted research, and implemented evidence-based practice projects that have advanced the capabilities of the Armed Forces Nurse Corps. This collection captures and highlights many of these military nursing contributions combating the COVID-19 pandemic.

Navigating Evidence-Based Practice Projects: The Faculty Role

2015 ◽  
Vol 36 (2) ◽  
pp. 128-130 ◽  
Author(s):  
Susan D. Moch ◽  
Lisa Quinn-Lee ◽  
Cara Gallegos ◽  
Charlotte K. Sortedahl
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Faculty Role ◽  
Practice Projects

Achieving Quality Patient-Ventilator Management: Advancing Evidence-Based Nursing Care

2011 ◽  
Vol 31 (6) ◽  
pp. 46-50 ◽  
Author(s):  
Linda Chlan ◽  
Mary F. Tracy ◽  
Irene Grossbach
Keyword(s):  
Communication Skills ◽  
Nursing Care ◽  
Evidence Based Practice ◽  
Ventilatory Support ◽  
Evidence Based ◽  
Mechanical Ventilatory Support ◽  
Ventilator Management ◽  
Evidence Based Nursing ◽  
Practice Projects ◽  
Research Studies

This article presents suggestions for nurses to gain skill, competence, and comfort in caring for critically ill patients receiving mechanical ventilatory support, with a specific focus on education strategies and building communication skills with these challenging nonverbal patients. Engaging in evidence-based practice projects at the unit level and participating in or leading research studies are key ways nurses can contribute to improving outcomes for patients receiving mechanical ventilation. Suggestions are offered for evidence-based practice projects and possible research studies to improve outcomes and advance the science in an effort to achieve quality patient-ventilator management in intensive care units.

Strategies from Bedside Nurse Perspectives in Conducting Evidence-based Practice Projects to Improve Care

2013 ◽  
Vol 48 (2) ◽  
pp. 353-361 ◽  
Author(s):  
Susan T. Shaffer ◽  
Colleen D. Zarnowsky ◽  
Renee C. Green ◽  
Mei-Lin Chen Lim ◽  
Brenda M. Holtzer ◽  
...  
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Bedside Nurse ◽  
Practice Projects

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe
Keyword(s):  
Clinical Education ◽  
Real World ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
University Faculty ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Basic Principles ◽  
The Real ◽  
Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

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