EVIDENCE BASED PRACTICE

Evidence Based Practice

Evidence Based Practice

Introduction

Nursing knowledge is acquired through several means; tradition, authority, borrowing, trial and error, personal experience, role-modeling and mentorship, intuition, reasoning, and research (Burns & Grove, 2003, 89-95). Many nurses base their practice according to ritual and tradition without questioning the validity of what they do. Nurses would agree that providing the best quality care to patient's results in positive outcomes.

Nursing research is not separate from nursing practice, it is a process that is interconnected with, is influenced by and influences other nursing components. These are philosophy, knowledge, science, theory, research, abstract thought processes, and nursing practice (D'Antonio, 1997, 105-110).

Theory Development

Nursing practice in recent decades is struggling to form a body of knowledge capital that could be an independent work of medical practice, which will be achieved, as Castrillon (2001), with the articulation of general theories, research and evidence-based practice.

Research in Nursing values ??both quantitative and qualitative research. Whittemore (2005) believes that the quasi-experimental research, descriptive and qualitative are important for science and nursing practice. Rada et al. (2004) added that quantitative research adequately address questions about cause, prognosis, diagnosis, prevention, treatment and health care costs and qualitative research answers questions arising from the meaning of the illness experience and understanding of the patient's feelings about the effects of interventions delivered. Thus, the findings of qualitative and quantitative research are complementary and should be used according to the research topic.

Evidence Based Practice

The 1950's, 1960's, and early 1970 saw the emergence of nurse researchers who sought to answer the questions pertaining to the role of the nurse and patient - nurse interaction. During this period, nurses developed nursing theories derived from the fields of sociology, and education. Prominent figures were Hildegarde Peplau, who was concerned about developing interpersonal interaction between patient ...