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Evidence-Based Practice in a Clinical Setting

Introduction

Implementation science has emerged as a powerful framework for introducing new concepts and procedures in healthcare and maximizing patient outcomes. Integrating evidence-based practice (EBP) in a clinical setting can result in superior procedures and strategies for delivering high-quality services to different individuals. The consideration of emerging concepts and evaluative ideas will ensure that the EBP model is successful. This paper gives a detailed analysis of an effective action plan for implementing EBP, potential barriers that might arise, and strategies for overcoming them.

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Integrating Evidence-Based Practice

Eight Steps

EBP has become a powerful tool for solving problems in clinical environments and supporting the delivery of high-quality care. Practitioners and physicians who integrate emerging concepts from past studies will focus on patient values and preferences. Proper knowledge of the best ways to implement EBP can make it possible for many professionals to achieve their potential (Mackey & Bassendowski, 2016).

Medical practitioners can consider eight unique steps to make EBP a reality and transform the health experiences of the greatest number of patients. The first one is that of cultivating or creating a spirit of inquiry. All participants will consider existing health problems and how EBP can address them. The second phase is asking clinical questions in accordance with the PICOT format. This model makes it possible for clinicians to gather adequate evidence from electronic databases.

The third stage is to search for the most appropriate evidence using the developed question. During the fourth step, caregivers will appraise the collected data and information and understand the most appropriate concepts and theories for meeting the needs of the identified population. The fifth step is integrating the collected evidence with the desired patient values and preferences. Nurses and caregivers can focus on their expertise and identify areas that require improvement.

Stage six is the evaluation of the recorded outcomes and monitoring the presence of any changes. Emerging flaws and challenges should be identified and addressed (Reid, Briggs, Carlisle, Scott, & Lewis, 2017). During the seventh stage, clinicians will disseminate the acquired EBP results. Participants and caregivers can be informed or educated about the most appropriate strategy to make EBP a reality in their clinical settings. The eighth step is that of continuous improvement, whereby emerging ideas will be introduced to meet the needs of more patients.

Barriers to Implementation

The implementation of EBP to deal with various health challenges can meet the needs of many people. The selected research topic for Module 1 focused on the problem of obesity in adolescents and young children. The introduction of EBP to address this health problem can attract several challenges and barriers. Firstly, the idea might be unwelcome since many parents taking their children to various clinics might not want them to be identified as “obese” (Fitzpatrick et al., 2016). This means that such beneficiaries will remain unsupportive and make the introduced EBP ineffective. Secondly, some clinicians and practitioners might become resistant to the proposed change. Such professionals will fail to support the implementation process and make it impossible for the targeted patients to record positive results.

Thirdly, any successful change requires continuous planning, training, and empowerment of healthcare practitioners. The ineffectiveness or absence of a proper educational approach will affect the implementation process. Fourthly, the absence of resources and effective organizational culture might make it impossible for nurses and physicians to embrace the proposed EBP concepts, thereby being unable to address the problem of obesity (Mackey & Bassendowski, 2016). Fifthly, many obese children and those who are at risk of this condition might not be in need of hospitalization. Consequently, the implementation of EBP in clinical settings might not address their medical needs.

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Strategies for Increasing Success and Overcoming Barriers

The most important objective is ensuring that the introduced EBP is capable of meeting the needs of many obese adolescents and children. The identified individuals will benefit from various EBP concepts, such as engaging in exercises, having balanced diets, and monitoring their body mass indexes (BMIs). Overcoming the above barriers and proposing superior strategies for increasing success can make it possible for more people to record positive outcomes (Mackey & Bassendowski, 2016). The first initiative is educating practitioners and community members about the dangers of obesity and encouraging them to consider various EBP methods that can mitigate it.

The second approach for promoting success is introducing the right materials and resources throughout the implementation process. The third one is encouraging health professionals and beneficiaries to consider various apps and ethnological systems for understanding and addressing the problems associated with obesity. The fourth strategy is that of using a powerful change model to make EBP a common practice in the targeted setting. A good example is that of Kurt Lewin’s theory (Reid et al., 2017). Finally, a better organizational culture and involvement of all stakeholders will overcome most of the outlined barriers and increase the success rate.

Sources of Internal Evidence

Health settings and units that implement EBP successfully expect to record improved patient outcomes. For example, an initiative aimed at fulfilling the health needs of young persons with obesity will make it easier for them to manage weight and overcome various conditions associated with it, such as cardiovascular disease, hypertension, and stroke (Academy of Nutrition and Dietetics, 2016). Stakeholders or practitioners can consider different sources of internal evidence to acquire data that demonstrates improvement in outcomes. The first one the information collected from individual patients. This source will indicate whether every beneficiary has recorded positive results. Negative outcomes will mean that the implementation of the model is ineffective.

The second source is that of participants’ experiences and observations. These professionals will understand when desirable improvements have occurred or not. The third one is that of existing hospital protocols and policies. The successful implementation of EBP means a change of procedures and practices. The improvement in such strategies will indicate that positive results have been recorded (Fitzpatrick et al., 2016). The fourth source is the information gained from clinicians, caregivers, and nurses. These experts will offer their insights, ideas success areas and locate emerging issues. The fifth internal source of evidence is that of physicians. Those in charge can discuss with physicians to get the relevant information regarding the improvement in outcomes. Finally, health managers and leaders can offer quality data for examining the effectiveness of the implemented EBP.

Conclusion

The above discussion has supported the use of EBP to solve most of the changes many patients encounter, including obesity. The application of the outlined eight steps can ensure that any facility or unit implements EBP successfully. The presented suggestions can make it possible for caregivers to identify and overcome barriers to EBP and eventually transform the health experiences of more patients. Each of the discussed sources of internal evidence can empower stakeholders to monitor success rates and identify areas for improvement.

References

Academy of Nutrition and Dietetics. (2016). Position of the Academy of Nutrition and Dietetics: Interventions for the treatment of overweight and obesity in adults. Journal of the Academy of Nutrition and Dietetics, 116(1), 129-147. Web.

Fitzpatrick, S. L., Wischenka, D., Appelhans, B. M., Pbert, L., Wang, M., Wilson, D. K., & Pagoto, S. L. (2016). An evidence-based guide for obesity treatment in primary care. The American Journal of Medicine, 19(1), 115.e1–115.e7. Web.

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Mackey, A., & Bassendowski, S. (2016). The history of evidence-based practice in nursing education and practice. Journal of Professional Nursing, 33(1), 51-55. Web.

Reid, J., Briggs, J., Carlisle, S., Scott, D., & Lewis, C. (2017). Enhancing utility and understanding of evidence based practice through undergraduate nurse education. BMC Nursing, 16(58), 1-8. Web.

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StudyCorgi. 2021. "Evidence-Based Practice in a Clinical Setting." July 24, 2021. https://studycorgi.com/evidence-based-practice-in-a-clinical-setting/.

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StudyCorgi. (2021) 'Evidence-Based Practice in a Clinical Setting'. 24 July.

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