What process will Melissa use as the standard to investigate evidence-based care to include in her client’s care plan?

Nursing student Melissa is working on her client care plan for this week’s clinical experience. Melissa remembers being told in class that when considering client outcomes, the nurse must consider evidence-based practices to serve as the basis of nursing care and that the nurse’s level of education and practice will reflect in different interventions (Learning Objective 2).

1. What process will Melissa use as the standard to investigate evidence-based care to include in her client’s care plan?
2. What examples can Melissa provide to demonstrate how BSN, MSN, and doctorate-prepared nurses utilize evidence-based practice interventions differently?

ANSWER

 Exploring Evidence-Based Care and the Role of Nurse Education Levels in Client Interventions

Introduction

 In nursing practice, evidence-based care plays a pivotal role in ensuring high-quality patient outcomes. Nurses, as key members of the healthcare team, must base their interventions on the best available evidence. Additionally, the level of education and practice of nurses can significantly influence the utilization of evidence-based practice (EBP) interventions. This essay aims to discuss the process of investigating evidence-based care as a standard for client care plans and explore how nurses at different education levels, such as Bachelor of Science in Nursing (BSN), Master of Science in Nursing (MSN), and doctorate-prepared nurses, implement EBP interventions differently.

Process of Investigating Evidence-Based Care

 To incorporate evidence-based care into a client’s care plan, nurses must follow a systematic process to gather, appraise, and apply the best available evidence (Titler, 2008). The following steps serve as a standard for investigating evidence-based care:

Ask Clinical Questions: The nurse identifies relevant clinical questions based on the client’s condition, taking into account factors such as diagnosis, symptoms, and desired outcomes.

Search for Evidence: Utilizing databases and credible sources, the nurse conducts a comprehensive literature search to find relevant studies and research articles that address the identified clinical questions.

Appraise the Evidence: The nurse critically evaluates the quality and validity of the identified evidence, considering factors such as study design, sample size, methodology, and applicability to the client’s situation.

Integrate Evidence into Practice: Based on the appraisal, the nurse synthesizes the evidence and determines its applicability to the client’s care. This step involves integrating the evidence with clinical expertise, the client’s preferences, and the available resources.

Evaluate Outcomes: The nurse implements the evidence-based interventions and evaluates their effectiveness in achieving the desired client outcomes. If necessary, adjustments are made to the care plan based on ongoing evaluation and feedback.

BSN, MSN, and Doctorate-Prepared Nurses in Utilizing EBP Interventions: Nurses’ education and practice level influences their ability to understand, implement, and contribute to evidence-based practice (Li et al., 2019). 

Here are some examples of how BSN, MSN, and doctorate-prepared nurses differ in their utilization of EBP interventions:

BSN-Prepared Nurses: BSN-prepared nurses have a solid foundation in evidence-based practice, as their education emphasizes research utilization and critical appraisal skills. These nurses can effectively integrate evidence into their care plans and advocate for EBP within the healthcare team. For instance, a BSN-prepared nurse caring for a postoperative patient can utilize evidence-based protocols for pain management, ensuring optimal pain control while minimizing side effects.

MSN-Prepared Nurses: MSN-prepared nurses have advanced knowledge in a specialized area of nursing and are often involved in direct patient care, education, leadership, or research. These nurses play a crucial role in bridging the gap between research and practice. For example, an MSN-prepared nurse working in a community health setting may develop and implement evidence-based health promotion programs for specific populations, such as smoking cessation initiatives based on the latest research findings.

Doctorate-Prepared Nurses: Doctorate-prepared nurses, such as Doctor of Nursing Practice (DNP) or Doctor of Philosophy (Ph.D.) holders, are highly skilled in research utilization, evidence synthesis, and policy development. These nurses often lead and influence practice changes based on the best available evidence (Ketefian & Redman, 2015). A doctorate-prepared nurse may conduct original research to contribute to the existing knowledge base or develop clinical guidelines based on rigorous evidence appraisal. For instance, a doctorate-prepared nurse specializing in gerontology may develop evidence-based care protocols for managing chronic conditions in older adults.

Conclusion

In conclusion, evidence-based care serves as the foundation for nursing interventions and contributes to improved patient outcomes. Nurses at different education levels have varying levels of proficiency in utilizing evidence-based practice interventions. BSN-prepared nurses integrate evidence into their care plans, MSN-prepared nurses bridge the gap between research and practice, and doctorate-prepared nurses contribute to the advancement of nursing knowledge through research and policy development. By understanding the process of investigating evidence-based care and the role of education levels, nursing student Melissa can develop a comprehensive client care plan that aligns with the best available evidence and reflects her evolving professional competence.

References

Ketefian, S., & Redman, R. W. (2015). A critical examination of developments in nursing doctoral education in the United States. Revista Latino-americana De Enfermagem, 23(3), 363–371. https://doi.org/10.1590/0104-1169.0797.2566 

Li, S., Cao, M., & Zhu, X. (2019). Evidence-based practice. Medicine, 98(39), e17209. https://doi.org/10.1097/md.0000000000017209 

Titler, M. G. (2008, April 1). The Evidence for Evidence-Based Practice Implementation. Patient Safety and Quality – NCBI Bookshelf. https://www.ncbi.nlm.nih.gov/books/NBK2659/