Research is typically conducted to explore and discover new knowledge or to validate existing information about a specific subject. Specifically, nursing research is form of scientific investigation meant to explore and explain a variety of clinical experiences, outcomes, and phenomena that is vital to the scientific and professional foundation of nursing (Baker, 2016). The goal of nursing research is to drive the practice to meet a high level of patient care outcomes (Baker, 2016). Nursing research also sets out to identify the links or gaps between published research and current clinical practice (Baker, 2016). Research is based on collected opinions, but it is also built upon a framework of scientific inquiry to avoid bias as much as possible (Baker, 2016).
In contrast, evidence-based practice (EBP) is founded on collected scientific and medical research, but it is also an expert opinion built on professional, clinical, and patient experiences. The goal of EBP is to translate or utilize current knowledge, research, and other pertinent medical data into everyday clinical practice to provide the best care possible for patients. FNPs and other nurses who utilize this approach should study recent healthcare research to determine the best course of patient care and treatment (Baker, 2016).
Evidence-based practice and research take different approaches to identifying quality nursing data and expert/clinical opinions. The difference between EBP and research is that FNPs can use evidence-based practice to make connections between conducted research and clinical experiences (Echevarria, Teegarden, & Kling, 2017). Evidence-based practice is not focused on research first but about employing traditional or alternative care and treatment methods then sharing that information in a published format (Echevarria et al., 2017). EBP urges nurses to consider the “why” and “how” behind existing nursing methods and applications in an effort to improve clinical outcomes (Echevarria et al., 2017). Lastly, EBP seeks to challenge and add to the traditional body of nursing knowledge.
The contribution of EBP to professional nursing is vast. Since its professional inception, nursing has evolved the way nurses provide optimal patient care and the way in which they are educated. Over the past decade, EBP has been garnering more attention from nursing professionals and has slowly emerged as an excellent standard by which to provide clinical care (Mick, 2017). Evidence-based practice has transitioned to the classroom setting, influencing undergraduate and graduate nursing programs (Mick, 2017). EBP nursing coursework increases nursing students’ overall knowledge base as it teaches them the importance of professional accountability and fosters critical thinking skills (Stevens, 2013). EBP also makes an invaluable contribution to the field of nursing because it considers the nurses role in nurturing interpersonal relationships between patients and nurses (Stevens, 2013). EBP shows the relevance of respecting and seeking better understanding of how patients’ clinical, cultural, religious and socioeconomic backgrounds relate to scientific research and suggested treatments (Mick, 2017).
Incorporating EBP nursing concepts and findings throughout a nurse’s education and clinical experiences develops decision-making skills as nurses are better able to adapt to situations, utilize informatics, and work together in collaborative teams (Stevens, 2013). When EBP narratives are shared in the classroom, utilized to create health and nursing legislation, and accepted by nursing organizations and theorists, nurses gain a greater sense of confidence and pride in their work. Furthermore, EBP has led nurses to become more interested and invested in nursing research (Stevens, 2013). Additionally, when relevant EBP is used in a clinical setting, nurses have a working approach to managing complications associated with illness or disease. This patient centered approach helps lower costs of care as it eliminates unnecessary costs associated with testing and treatment plans (Stevens, 2013).
MSN Program Specialty Track and Practice Focus
My MSN specialty track is FNP, and my practice focus is reducing falls in long term care. I am interested in this topic to assess the current level of involvement of FNPs in activities related to preventing falls and managing fractures in long-term care (LTC) setting. EBP promotes change in an LTC setting because it has problem-solving approach (Echevarria, Teegarden, & Kling, 2017). Published evidence-based pra
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