Factors impacting critical thinking skill development during skills fair intervention
Themes | Subthemes | Frequency of mentions |
---|---|---|
Internal factors | 33 | |
Confidence and anxiety levels | 17 | |
Attitude | 10 | |
Age | 6 | |
External factors | 62 | |
Experience and practice | 21 | |
Faculty involvement | 24 | |
Positive learning environment | 11 | |
Faculty prompts | 6 |
Skills fair intervention as a developmental strategy for critical thinking
Themes | Subthemes | Frequency |
---|---|---|
Develops alternative thinking | 13 | |
Application of knowledge and skills | 9 | |
Noticing trends to prevent complications | 4 | |
Thinking before doing | 10 | |
Considering future outcomes | 5 | |
Analyzing relevant data | 5 |
American Nephrology Nurses Association (ANNA) ( 2019 ), “ Learning, leading, connecting, and playing at the intersection of nephrology and nursing-2019–2020 strategic plan ”, viewed 3 Aug 2019, available at: https://www.annanurse.org/download/reference/association/strategicPlan.pdf .
Arli , S.D. , Bakan , A.B. , Ozturk , S. , Erisik , E. and Yildirim , Z. ( 2017 ), “ Critical thinking and caring in nursing students ”, International Journal of Caring Sciences , Vol. 10 No. 1 , pp. 471 - 478 .
Benner , P. , Sutphen , M. , Leonard , V. and Day , L. ( 2010 ), Educating Nurses: A Call for Radical Transformation , Jossey-Bass , San Francisco .
Brunt , B. ( 2005 ), “ Critical thinking in nursing: an integrated review ”, The Journal of Continuing Education in Nursing , Vol. 36 No. 2 , pp. 60 - 67 .
Chun-Chih , L. , Chin-Yen , H. , I-Ju , P. and Li-Chin , C. ( 2015 ), “ The teaching-learning approach and critical thinking development: a qualitative exploration of Taiwanese nursing students ”, Journal of Professional Nursing , Vol. 31 No. 2 , pp. 149 - 157 , doi: 10.1016/j.profnurs.2014.07.001 .
Clarke , L.W. and Whitney , E. ( 2009 ), “ Walking in their shoes: using multiple-perspectives texts as a bridge to critical literacy ”, The Reading Teacher , Vol. 62 No. 6 , pp. 530 - 534 , doi: 10.1598/RT.62.6.7 .
Dykstra , D. ( 2008 ), “ Integrating critical thinking and memorandum writing into course curriculum using the internet as a research tool ”, College Student Journal , Vol. 42 No. 3 , pp. 920 - 929 , doi: 10.1007/s10551-010-0477-2 .
Ebright , P. , Urden , L. , Patterson , E. and Chalko , B. ( 2004 ), “ Themes surrounding novice nurse near-miss and adverse-event situations ”, The Journal of Nursing Administration: The Journal of Nursing Administration , Vol. 34 , pp. 531 - 538 , doi: 10.1097/00005110-200411000-00010 .
Ennis , R. ( 2011 ), “ The nature of critical thinking: an outline of critical thinking dispositions and abilities ”, viewed 3 May 2017, available at: https://education.illinois.edu/docs/default-source/faculty-documents/robert-ennis/thenatureofcriticalthinking_51711_000.pdf .
Facione , P.A. ( 1990 ), Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction , The California Academic Press , Millbrae .
Facione , N.C. and Facione , P.A. ( 2013 ), The Health Sciences Reasoning Test: Test Manual , The California Academic Press , Millbrae .
Fero , L.J. , Witsberger , C.M. , Wesmiller , S.W. , Zullo , T.G. and Hoffman , L.A. ( 2009 ), “ Critical thinking ability of new graduate and experienced nurses ”, Journal of Advanced Nursing , Vol. 65 No. 1 , pp. 139 - 148 , doi: 10.1111/j.1365-2648.2008.04834.x .
Garvey , P.K. and CNE series ( 2015 ), “ Failure to rescue: the nurse's impact ”, Medsurg Nursing , Vol. 24 No. 3 , pp. 145 - 149 .
Goodare , P. ( 2015 ), “ Literature review: ‘are you ok there?’ The socialization of student and graduate nurses: do we have it right? ”, Australian Journal of Advanced Nursing , Vol. 33 No. 1 , pp. 38 - 43 .
Graneheim , U.H. and Lundman , B. ( 2014 ), “ Qualitative content analysis in nursing research: concepts, procedures, and measures to achieve trustworthiness ”, Nurse Education Today , Vol. 24 No. 2 , pp. 105 - 12 , doi: 10.1016/j.nedt.2003.10.001 .
Hsu , L. and Hsieh , S. ( 2013 ), “ Factors affecting metacognition of undergraduate nursing students in a blended learning environment ”, International Journal of Nursing Practice , Vol. 20 No. 3 , pp. 233 - 241 , doi: 10.1111/ijn.12131 .
Ignatavicius , D. ( 2001 ), “ Six critical thinking skills for at-the-bedside success ”, Dimensions of Critical Care Nursing , Vol. 20 No. 2 , pp. 30 - 33 .
Institute of Medicine ( 2001 ), Crossing the Quality Chasm: A New Health System for the 21st Century , National Academy Press , Washington .
James , J. ( 2013 ), “ A new, evidence-based estimate of patient harms associated with hospital care ”, Journal of Patient Safety , Vol. 9 No. 3 , pp. 122 - 128 , doi: 10.1097/PTS.0b013e3182948a69 .
Jones , J.H. ( 2010 ), “ Developing critical thinking in the perioperative environment ”, AORN Journal , Vol. 91 No. 2 , pp. 248 - 256 , doi: 10.1016/j.aorn.2009.09.025 .
Kaplan Nursing ( 2012 ), Kaplan Nursing Integrated Testing Program Faculty Manual , Kaplan Nursing , New York, NY .
Kim , J.S. , Gu , M.O. and Chang , H.K. ( 2019 ), “ Effects of an evidence-based practice education program using multifaceted interventions: a quasi-experimental study with undergraduate nursing students ”, BMC Medical Education , Vol. 19 , doi: 10.1186/s12909-019-1501-6 .
Longton , S. ( 2014 ), “ Utilizing evidence-based practice for patient safety ”, Nephrology Nursing Journal , Vol. 41 No. 4 , pp. 343 - 344 .
McCausland , L.L. and Meyers , C.C. ( 2013 ), “ An interactive skills fair to prepare undergraduate nursing students for clinical experience ”, Nursing Education Perspectives , Vol. 34 No. 6 , pp. 419 - 420 , doi: 10.5480/1536-5026-34.6.419 .
McMullen , M.A. and McMullen , W.F. ( 2009 ), “ Examining patterns of change in the critical thinking skills of graduate nursing students ”, Journal of Nursing Education , Vol. 48 No. 6 , pp. 310 - 318 , doi: 10.3928/01484834-20090515-03 .
Moore , Z.E. ( 2007 ), “ Critical thinking and the evidence-based practice of sport psychology ”, Journal of Clinical Sport Psychology , Vol. 1 , pp. 9 - 22 , doi: 10.1123/jcsp.1.1.9 .
Nadelson , S. and Nadelson , L.S. ( 2014 ), “ Evidence-based practice article reviews using CASP tools: a method for teaching EBP ”, Worldviews on Evidence-Based Nursing , Vol. 11 No. 5 , pp. 344 - 346 , doi: 10.1111/wvn.12059 .
Newton , S.E. and Moore , G. ( 2013 ), “ Critical thinking skills of basic baccalaureate and accelerated second-degree nursing students ”, Nursing Education Perspectives , Vol. 34 No. 3 , pp. 154 - 158 , doi: 10.5480/1536-5026-34.3.154 .
Nibert , A. ( 2011 ), “ Nursing education and practice: bridging the gap ”, Advance Healthcare Network , viewed 3 May 2017, available at: https://www.elitecme.com/resource-center/nursing/nursing-education-practice-bridging-the-gap/ .
Oermann , M.H. , Kardong-Edgren , S. , Odom-Maryon , T. , Hallmark , B.F. , Hurd , D. , Rogers , N. and Smart , D.A. ( 2011 ), “ Deliberate practice of motor skills in nursing education: CPR as exemplar ”, Nursing Education Perspectives , Vol. 32 No. 5 , pp. 311 - 315 , doi: 10.5480/1536-5026-32.5.311 .
Papathanasiou , I.V. , Kleisiaris , C.F. , Fradelos , E.C. , Kakou , K. and Kourkouta , L. ( 2014 ), “ Critical thinking: the development of an essential skill for nursing students ”, Acta Informatica Medica , Vol. 22 No. 4 , pp. 283 - 286 , doi: 10.5455/aim.2014.22.283-286 .
Park , M.Y. , Conway , J. and McMillan , M. ( 2016 ), “ Enhancing critical thinking through simulation ”, Journal of Problem-Based Learning , Vol. 3 No. 1 , pp. 31 - 40 , doi: 10.24313/jpbl.2016.3.1.31 .
Paul , R. ( 1993 ), Critical Thinking: How to Prepare Students for a Rapidly Changing World , The Foundation for Critical Thinking , Santa Rosa .
Paul , R. and Elder , L. ( 2008 ), “ Critical thinking: the art of socratic questioning, part III ”, Journal of Developmental Education , Vol. 31 No. 3 , pp. 34 - 35 .
Paul , R. and Elder , L. ( 2012 ), Critical Thinking: Tools for Taking Charge of Your Learning and Your Life , 3rd ed. , Pearson/Prentice Hall , Boston .
Profetto-McGrath , J. ( 2005 ), “ Critical thinking and evidence-based practice ”, Journal of Professional Nursing , Vol. 21 No. 6 , pp. 364 - 371 , doi: 10.1016/j.profnurs.2005.10.002 .
Rahman , A. and Applebaum , R. ( 2011 ), “ What's all this about evidence-based practice? The roots, the controversies, and why it matters ”, American Society on Aging , viewed 3 May 2017, available at: https://www.asaging.org/blog/whats-all-about-evidence-based-practice-roots-controversies-and-why-it-matters .
Rieger , K. , Chernomas , W. , McMillan , D. , Morin , F. and Demczuk , L. ( 2015 ), “ The effectiveness and experience of arts‐based pedagogy among undergraduate nursing students: a comprehensive systematic review protocol ”, JBI Database of Systematic Reviews and Implementation Reports , Vol. 13 No. 2 , pp. 101 - 124 , doi: 10.11124/jbisrir-2015-1891 .
Robert , R.R. and Petersen , S. ( 2013 ), “ Critical thinking at the bedside: providing safe passage to patients ”, Medsurg Nursing , Vol. 22 No. 2 , pp. 85 - 118 .
Roberts , S.T. , Vignato , J.A. , Moore , J.L. and Madden , C.A. ( 2009 ), “ Promoting skill building and confidence in freshman nursing students with a skills-a-thon ”, Educational Innovations , Vol. 48 No. 8 , pp. 460 - 464 , doi: 10.3928/01484834-20090518-05 .
Romeo , E. ( 2010 ), “ Quantitative research on critical thinking and predicting nursing students' NCLEX-RN performance ”, Journal of Nursing Education , Vol. 49 No. 7 , pp. 378 - 386 , doi: 10.3928/01484834-20100331-05 .
Sackett , D. , Rosenberg , W. , Gray , J. , Haynes , R. and Richardson , W. ( 1996 ), “ Evidence-based medicine: what it is and what it isn't ”, British Medical Journal , Vol. 312 No. 7023 , pp. 71 - 72 , doi: 10.1136/bmj.312.7023.71 .
Saintsing , D. , Gibson , L.M. and Pennington , A.W. ( 2011 ), “ The novice nurse and clinical decision-making: how to avoid errors ”, Journal of Nursing Management , Vol. 19 No. 3 , pp. 354 - 359 .
Saldana , J. ( 2009 ), The Coding Manual for Qualitative Researchers , Sage , Los Angeles .
Scheffer , B. and Rubenfeld , M. ( 2000 ), “ A consensus statement on critical thinking in nursing ”, Journal of Nursing Education , Vol. 39 No. 8 , pp. 352 - 359 .
Stanley , M.C. and Dougherty , J.P. ( 2010 ), “ Nursing education model. A paradigm shift in nursing education: a new model ”, Nursing Education Perspectives , Vol. 31 No. 6 , pp. 378 - 380 , doi: 10.1043/1536-5026-31.6.378 .
Swing , V.K. ( 2014 ), “ Early identification of transformation in the proficiency level of critical thinking skills (CTS) for the first-semester associate degree nursing (ADN) student ”, doctoral thesis , Capella University , Minneapolis , viewed 3 May 2017, ProQuest Dissertations & Theses database .
Turner , P. ( 2005 ), “ Critical thinking in nursing education and practice as defined in the literature ”, Nursing Education Perspectives , Vol. 26 No. 5 , pp. 272 - 277 .
Twibell , R. , St Pierre , J. , Johnson , D. , Barton , D. , Davis , C. and Kidd , M. ( 2012 ), “ Tripping over the welcome mat: why new nurses don't stay and what the evidence says we can do about it ”, American Nurse Today , Vol. 7 No. 6 , pp. 1 - 10 .
Watson , G. and Glaser , E.M. ( 1980 ), Watson Glaser Critical Thinking Appraisal , Psychological Corporation , San Antonio .
Wittmann-Price , R.A. ( 2013 ), “ Facilitating learning in the classroom setting ”, in Wittmann-Price , R.A. , Godshall , M. and Wilson , L. (Eds), Certified Nurse Educator (CNE) Review Manual , Springer Publishing , New York, NY , pp. 19 - 70 .
Related articles, all feedback is valuable.
Please share your general feedback
Contact Customer Support
What it is and how to implement it into your professional work?
This guide is designed to help you understand and implement Evidence Based Practice in your professional work. It provides resources, tools, and information to support your research and application of EBP principles.
What is Evidence Based Practice?
Evidence Based Practice (EBP) is an approach to clinical decision-making that integrates the best available research evidence with clinical expertise and patient values. It aims to improve patient outcomes by applying the most current and relevant information to healthcare decisions.
The EBP Process
The EBP process involves five key steps:
PICO Framework
The PICO framework is a tool used to formulate clinical questions in a structured and focused way. It stands for:
Example : In patients with chronic low back pain (P), does yoga (I) compared to standard physical therapy (C) improve pain management (O)?
Databases and Journals
Key databases for EBP include:
Search Strategies
Effective search strategies include:
Grey Literature
Grey literature refers to research that is not published in traditional journals. It includes reports, theses, conference papers, and more. Important sources of grey literature are:
Critical Appraisal Tools
Use tools like:
Levels of Evidence
Understanding the hierarchy of evidence helps in determining the strength of recommendations:
Integrating Evidence into Practice
Strategies for implementation include:
Case Studies and Examples
Explore real-world applications of EBP through case studies and examples from various healthcare settings.
Evaluating the Impact
Methods for assessing outcomes:
Continuous improvement is vital to ensure that EBP is effectively enhancing patient care and outcomes.
Websites and Online Resources
Effective HR decision-making is based on considering the best available evidence combined with critical thinking.
People professionals are faced with complex workplace decisions and need to understand ‘what works’ in order to influence organisational outcomes for the better.
Evidence-based practice helps them make better, more effective decisions by choosing reliable, trustworthy solutions and being less reliant on outdated received wisdom, fads or superficial quick fixes.
At the CIPD, we believe this is an important step for the people profession to take: our Profession Map describes a vision of a profession that is principles-led, evidence-based and outcomes-driven. Taking an evidence-based approach to decision-making can have a huge impact on the working lives of people in all sorts of organisations worldwide.
This factsheet outlines what evidence-based practice is and why it is so important, highlighting the four sources of evidence to draw on and combine to ensure the greatest chance of making effective decisions. It then looks to the steps we can take to move towards an evidence-based people profession.
At the heart of evidence-based practice is the idea that good decision-making is achieved through critical appraisal of the best available evidence from multiple sources. When we say ‘evidence’, we mean information, facts or data supporting (or contradicting) a claim, assumption or hypothesis. This evidence may come from scientific research, the local organisation, experienced professionals or relevant stakeholders. We use the following definition from CEBMa :
“Evidence-based practice is about making decisions through the conscientious, explicit and judicious use of the best available evidence from multiple sources… to increase the likelihood of a favourable outcome.”
The reasons why evidence-based practice is so important, the principles that underpin it, how it can be followed and how challenges in doing so can be overcome.
In their report Evidence-based management: the basic principles , Eric Barends, Denise Rousseau and Rob Briner of CEBMa outline the challenge of biased and unreliable management decisions.
People professionals face all sorts of contradictory insights and claims about what works and what doesn’t in the workplace. As Daniel Levitin puts it:
"We're assaulted with facts, pseudo facts, jibber-jabber, and rumor, all posing as information. Trying to figure out what you need to know and what you can ignore is exhausting."
While assessing the reliability of evidence becomes more important as the mass of opinion grows, with such a barrage of information, we inevitably use mental shortcuts to make decisions easier and to avoid our brains overloading.
Unfortunately, this means we are prone to biases. Our reports a head for hiring and our minds at work outline the most common of these:
Received wisdom and the notion of ‘best practice’ also creates bias. One organisation may look to another as an example of sound practice and decision-making, without critically evaluating the effectiveness of their actions. And while scientific literature on key issues in the field is vital, there’s a gap between this and the perceptions of practitioners, who are often unaware of the depth of research available.
Even when looking at research, we can be naturally biased. We have a tendency to ‘cherry-pick’ research that backs up a perspective or opinion and ignores research that does not, even if it gives stronger evidence on cause-and-effect relationships. This bad habit is hard to avoid – it's even common among academic researchers. So we need approaches that help us determine which research evidence we should trust.
Our ‘insight’ article When the going gets tough, the tough get evidence explains the importance of taking an evidence-based approach to decision making in light of the COVID-19 pandemic. It emphasises and discusses how decision makers can and should become savvy consumers of research.
Our thought leadership article outlines the importance of evidence-based practice in more detail but, essentially, it has three main benefits:
The issues above demonstrate the limitations of basing decisions on limited, unreliable evidence. Before making an important decision or introducing a new practice, an evidence-based people professional should start by asking: "What is the available evidence?" As a minimum, people professionals should consider four sources of evidence.
One very important element of evidence-based practice is collating evidence from different sources. There are six ways – depicted in our infographic below – which will encourage this:
Evidence based practice infographic
Through these six steps, practitioners can ensure the quality of evidence is not ignored. Appraisal varies depending on the source of evidence, but generally involves the same questions:
Evidence-based practice is about using the best available evidence from multiple sources to optimise decisions. Being evidence-based is not a question of looking for ‘proof’, as this is far too elusive. However, we can – and should – prioritise the most trustworthy evidence available. The gains in making better decisions on the ground, strengthening the body of knowledge and becoming a more influential profession are surely worthwhile.
To realise the vision of a people profession that’s genuinely evidence-based, we need to move forward on two fronts.
First, we need to make sure that the body of professional knowledge is evidence-based – the CIPD’s Evidence review hub is one way in which we are doing this.
Second, people professionals need to develop capacity in engaging with the best available evidence. Doing this as a non-researcher may feel daunting, but taking small steps to making more evidence-based decisions can make a huge difference. Our thought leadership article outlines a maturity model for being more evidence-based in more detail, but to summarise, we’d encourage people professionals to take the following steps:
Developing this sort of capability is a long journey but one that people professionals should aspire to. As the professional body for HR and people development, the CIPD takes an evidence-based view on the future of work – and, importantly, what this means for our profession. By doing this, we can help prepare professionals and employers for what’s coming, while also equipping them to succeed and shape a changing world of work.
Our Profession Map has been developed to do this. It defines the knowledge, behaviours and values which should underpin today’s people profession. It has been developed as an international standard against which an organisation can benchmark its values. At its core are the concepts of being principles-led, evidence-based and outcomes driven. This recognises the importance of using the four forms of evidence in a principled manner to develop positive outcomes for stakeholders. As evidence is often of varying degrees of quality, it’s important that people professionals consider if and how they should incorporate the different types of evidence into their work.
Evidence-based practice is a useful concept for understanding whether practices in HR lead to the desired outcomes, and whether these practices are being used to the best effect.
Both our guide and thought leadership article offer a detailed, step-by-step approach to using evidence-based practice in your decision making.
All our evidence reviews are featured on our Evidence Hub . For a learning and development perspective, listen to our Evidence-based L&D podcast. There's also Using evidence in HR decision-making: 10 lessons from the COVID-19 crisis , part of our coronavirus webinar series.
Center for Evidence-Based Management (CEBMa)
ScienceForWork - Evidence-based management
Barends, E. and Rousseau, D. (2018) Evidence-based management: how to use evidence to make better organizational decisions . Kogan Page: London
Levitin, D. (2015) The Organized Mind: Thinking Straight in the Age of Information Overload . London: Penguin.
Randell, G. and Toplis, J. (2014) Towards organizational fitness: a guide to diagnosis and treatment . London: Gower.
Visit the CIPD and Kogan Page Bookshop to see all our priced publications currently in print.
Petticrew, M. and Roberts, H. (2003) Evidence, hierarchies, and typologies: horses for courses . Journal Of Epidemiology And Community Health . Vol 57(7): 527.
Rousseau, D. (2020) Making evidence based-decisions in an uncertain world. Organizational Dynamics . Vol 49, Issue 1, January-March. Reviewed in Bitesize research.
Severson, E. (2019) Real-life EBM: what it feels like to lead evidence-based HR. People + Strategy . Vol 42, No 1. pp22-27.
CIPD members can use our online journals to find articles from over 300 journal titles relevant to HR.
Members and People Management subscribers can see articles on the People Management website.
This factsheet was last updated by Jake Young: Research Associate, CIPD
Jake’s research interests cover a number of workplace topics, notably inclusion and diversity. Jake is heavily involved with CIPD’s evidence reviews, looking at a variety of topics including employee engagement, employee resilience and virtual teams.
Tackling barriers to work today whilst creating inclusive workplaces of tomorrow.
We all know that being evidence-based helps us make better decisions, but how can we turn this into a reality?
A case study on using evidence-based practice to better understand how to support hybrid workforces
A case study on using evidence-based practice to reinvigorate performance management practices
A case study on using evidence-based practice to review selection processes for promoting police officers
An introduction to trade unions and how to work with them effectively
Understand how strategic HRM works, and its relationship with business strategy, human capital management and business performance
Outlines different learning methods and what to consider when choosing between them
Review approaches for evaluating learning and gain insights for consideration
An official website of the United States government
The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.
The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.
Email citation, add to collections.
Your saved search, create a file for external citation management software, your rss feed.
HOW TO OBTAIN CONTACT HOURS BY READING THIS ISSUE Instructions: 1.2 contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded after you register, pay the registration fee, and complete the evaluation form online at http://goo.gl/gMfXaf. In order to obtain contact hours you must: 1. Read the article, "Probing the Relationship Between Evidence-Based Practice Implementation Models and Critical Thinking in Applied Nursing Practice," found on pages 161-168, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz. 2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study. 3. Go to the Villanova website to register for contact hour credit. You will be asked to provide your name, contact information, and a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be automatically generated. This activity is valid for continuing education credit until March 31, 2019. CONTACT HOURS This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated. Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation.
Objectives: • Describe the key components and characteristics related to evidence-based practice and critical thinking. • Identify the relationship between evidence-based practice and critical thinking. DISCLOSURE STATEMENT Neither the planners nor the author have any conflicts of interest to disclose. Evidence-based practice is not a new concept to the profession of nursing, yet its application and sustainability is inconsistent in nursing practice. Despite the expansion of efforts to teach evidence-based practice and practically apply evidence at the bedside, a research-practice gap still exists. Several critical factors contribute to the successful application of evidence into practice, including critical thinking. The purpose of this article is to discuss the relationship between critical thinking and the current evidence-based practice implementation models. Understanding this relationship will help nurse educators and clinicians in cultivating critical thinking skills in nursing staff to most effectively apply evidence at the bedside. Critical thinking is a key element and is essential to the learning and implementation of evidence-based practice, as demonstrated by its integration into evidence-based practice implementation models.
Copyright 2016, SLACK Incorporated.
PubMed Disclaimer
Full text sources.
NCBI Literature Resources
MeSH PMC Bookshelf Disclaimer
The PubMed wordmark and PubMed logo are registered trademarks of the U.S. Department of Health and Human Services (HHS). Unauthorized use of these marks is strictly prohibited.
Are you a nurse looking for ways to increase patient satisfaction, improve patient outcomes, and impact the profession? Have you found yourself caught between traditional nursing approaches and new patient care practices? Although evidence-based practices have been used for years, this concept is the focus of patient care today more than ever. Perhaps you are wondering, “What is evidence-based practice in nursing?” In this article, I will share information to help you begin understanding evidence-based practice in nursing + 10 examples about how to implement EBP.
When was evidence-based practice first introduced in nursing, who introduced evidence-based practice in nursing, what is the difference between evidence-based practice in nursing and research in nursing, what are the benefits of evidence-based practice in nursing, top 5 benefits to the patient, top 5 benefits to the nurse, top 5 benefits to the healthcare organization, 10 strategies nursing schools employ to teach evidence-based practices, 1. assigning case studies:, 2. journal clubs:, 3. clinical presentations:, 4. quizzes:, 5. on-campus laboratory intensives:, 6. creating small work groups:, 7. interactive lectures:, 8. teaching research methods:, 9. requiring collaboration with a clinical preceptor:, 10. research papers:, what are the 5 main skills required for evidence-based practice in nursing, 1. critical thinking:, 2. scientific mindset:, 3. effective written and verbal communication:, 4. ability to identify knowledge gaps:, 5. ability to integrate findings into practice relevant to the patient’s problem:, what are 5 main components of evidence-based practice in nursing, 1. clinical expertise:, 2. management of patient values, circumstances, and wants when deciding to utilize evidence for patient care:, 3. practice management:, 4. decision-making:, 5. integration of best available evidence:, what are some examples of evidence-based practice in nursing, 1. elevating the head of a patient’s bed between 30 and 45 degrees, 2. implementing measures to reduce impaired skin integrity, 3. implementing techniques to improve infection control practices, 4. administering oxygen to a client with chronic obstructive pulmonary disease (copd), 5. avoiding frequently scheduled ventilator circuit changes, 6. updating methods for bathing inpatient bedbound clients, 7. performing appropriate patient assessments before and after administering medication, 8. restricting the use of urinary catheterizations, when possible, 9. encouraging well-balanced diets as soon as possible for children with gastrointestinal symptoms, 10. implementing and educating patients about safety measures at home and in healthcare facilities, how to use evidence-based knowledge in nursing practice, step #1: assessing the patient and developing clinical questions:, step #2: finding relevant evidence to answer the clinical question:, step #3: acquire evidence and validate its relevance to the patient’s specific situation:, step #4: appraise the quality of evidence and decide whether to apply the evidence:, step #5: apply the evidence to patient care:, step #6: evaluating effectiveness of the plan:, 10 major challenges nurses face in the implementation of evidence-based practice, 1. not understanding the importance of the impact of evidence-based practice in nursing:, 2. fear of not being accepted:, 3. negative attitudes about research and evidence-based practice in nursing and its impact on patient outcomes:, 4. lack of knowledge on how to carry out research:, 5. resource constraints within a healthcare organization:, 6. work overload:, 7. inaccurate or incomplete research findings:, 8. patient demands do not align with evidence-based practices in nursing:, 9. lack of internet access while in the clinical setting:, 10. some nursing supervisors/managers may not support the concept of evidence-based nursing practices:, 12 ways nurse leaders can promote evidence-based practice in nursing, 1. be open-minded when nurses on your teams make suggestions., 2. mentor other nurses., 3. support and promote opportunities for educational growth., 4. ask for increased resources., 5. be research-oriented., 6. think of ways to make your work environment research-friendly., 7. promote ebp competency by offering strategy sessions with staff., 8. stay up-to-date about healthcare issues and research., 9. actively use information to demonstrate ebp within your team., 10. create opportunities to reinforce skills., 11. develop templates or other written tools that support evidence-based decision-making., 12. review evidence for its relevance to your organization., bonus 8 top suggestions from a nurse to improve your evidence-based practices in nursing, 1. subscribe to nursing journals., 2. offer to be involved with research studies., 3. be intentional about learning., 4. find a mentor., 5. ask questions, 6. attend nursing workshops and conferences., 7. join professional nursing organizations., 8. be honest with yourself about your ability to independently implement evidence-based practice in nursing., useful resources to stay up to date with evidence-based practices in nursing, professional organizations & associations, blogs/websites, youtube videos, my final thoughts, frequently asked questions answered by our expert, 1. what did nurses do before evidence-based practice, 2. how did florence nightingale use evidence-based practice, 3. what is the main limitation of evidence-based practice in nursing, 4. what are the common misconceptions about evidence-based practice in nursing, 5. are all types of nurses required to use evidence-based knowledge in their nursing practice, 6. will lack of evidence-based knowledge impact my nursing career, 7. i do not have access to research databases, how do i improve my evidence-based practice in nursing, 7. are there different levels of evidence-based practices in nursing.
• Level One: Meta-analysis of random clinical trials and experimental studies • Level Two: Quasi-experimental studies- These are focused studies used to evaluate interventions. • Level Three: Non-experimental or qualitative studies. • Level Four: Opinions of nationally recognized experts based on research. • Level Five: Opinions of individual experts based on non-research evidence such as literature reviews, case studies, organizational experiences, and personal experiences.
IMAGES
COMMENTS
nce 3 of Critical Thinking in Evidenced-Based Practice. O ne ofthe hallmarks of EBP is its focus on c. itical thinking. Astleitner (2002) defines critical thinking asa higher-ord. r thinking skill which mainly consists of evaluating arguments. It is a purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation ...
CRITICAL THINKING (CT) is vital in developing evidence-based nursing practice. Evidence-based practice (EBP) supports nursing care that can be "individualized to patients and their families, is more effective, streamlined, and dynamic, and maximizes effects of clinical judgment" ( Youngblut & Brooten, 2001, p. 468).
Critical thinking (CT) is vital to evidence-based nursing practice. Evidence-based practice (EBP) supports nursing care and can contribute positively to patient outcomes across a variety of settings and geographic locations. The nature of EBP, its relevance to nursing, and the skills needed to support it should be required components of ...
1. Introduction. Evidence-based practice (EBP) is defined as "clinical decision-making that considers the best available evidence; the context in which the care is delivered; client preference; and the professional judgment of the health professional" [] (p. 2).EBP implementation is recommended in clinical settings [2,3,4,5] as it has been attributed to promoting high-value health care ...
PurposeI respond to Kamhi's (2011) conclusion in his article "Balancing Certainty and Uncertainty in Clinical Practice" that rational or critical thinking is an essential complement to evidence-bas...
Critical thinking and the process of evidence-based practice by Eileen Gambrill, New York, NY, Oxford University Press, 2019, 338 pp., ISBN 978--190-46335-9 (paperback) Jerzy Szmagalski The Maria Grzegorzewska University, Warsaw, Poland Correspondence [email protected]
critical thinking and rationality are terms that are sometimes used interchangeably (e.g., Stanovich, 1999). ABSTRACT: Purpose: I respond to Kamhi's (2011) conclusion in his article "Balancing Certainty and Uncertainty in Clinical Practice" that rational or critical thinking is an essential com-plement to evidence-based practice (EBP).
Critical thinking is a complex, dynamic process formed by attitudes and strategic skills, with the aim of achieving a specific goal or objective. The attitudes, including the critical thinking attitudes, constitute an important part of the idea of good care, of the good professional.
Critical Thinking and the Process of Evidence-Based Practice. Jonathan D. Prince Silberman School of Social Work, Hunter College ... Related Research . ... Cited by lists all citing articles based on Crossref citations. Articles with the Crossref icon will open in a new tab.
Critical thinking (CT) is vital to evidence-based nursing practice. Evidence-based practice (EBP) supports nursing care and can contribute positively to patient outcomes across a variety of settings and geographic locations. The nature of EBP, its relevance to nursing, and the skills needed to support it should be required components of baccalaureate education and must be introduced early in ...
It emphasizes critical thinking and evaluation of practice. In an era of alternative facts and propaganda (Gambrill, Citation 2010, Citation 2016), as well as a proliferation of credible and noncredible sources on the Internet, there is no more important skill for social work students than to be critical consumers of information.EBP offers a framework for teaching critical thinking as a key ...
Purpose: I respond to Kamhi's (2011) conclusion in his article "Balancing Certainty and Uncertainty in Clinical Practice" that rational or critical thinking is an essential complement to evidence-based practice (EBP). Method: I expand on Kamhi's conclusion and briefly describe what clinicians might need to know to think critically within an EBP ...
Critical thinking is a complex, dynamic process formed by attitudes and strategic skills, with the aim of achieving a specific goal or objective. The attitudes, including the critical thinking attitudes, constitute an important part of the idea of good care, of the good professional. It could be said that they become a virtue of the nursing ...
Evidence-based practice in nursing involves providing holistic, quality care based on the most up-to-date research and knowledge rather than traditional methods, advice from colleagues, or personal beliefs. Nurses can expand their knowledge and improve their clinical practice experience by collecting, processing, and implementing research findings.
Introduction. To highlight and advance clinical effectiveness and evidence-based practice (EBP) agendas, the Institute of Medicine set a goal that by 2020, 90% of clinical decisions will be supported by accurate, timely and up-to-date clinical information and will reflect the best available evidence to achieve the best patient outcomes.1 To ensure that future healthcare users can be assured of ...
One type of evidence-based practice that can be used to engage students, promote active learning and develop critical thinking is skills fair intervention ( McCausland and Meyers, 2013; Roberts et al., 2009 ). Skills fair intervention promoted a consistent teaching approach of the psychomotor skills to the novice nurse that decreased anxiety ...
Foundations of clinical research : applications to evidence-based practice by Leslie Gross Portney "The text of this fourth edition has maintained its dual perspectives. It is designed for those who do research to generate new knowledge and examine theories and for those who want to be critical consumers of evidence to inform clinical decision-making.
Background: Evidence-based practice and decision-making have been consistently linked to improved quality of care, patient safety, and many positive clinical outcomes in isolated reports throughout the literature. However, a comprehensive summary and review of the extent and type of evidence-based practices (EBPs) and their associated outcomes across clinical settings are lacking.
Understanding this relationship will help nurse educators and clinicians in cultivating critical thinking skills in nursing staff to most effectively apply evidence at the bedside. Critical thinking is a key element and is essential to the learning and implementation of evidence-based practice, as demonstrated by its integration into evidence ...
Abstract. Critical thinking (CT) is vital to evidence-based nursing practice. Evidence-based practice (EBP) supports nursing care and can contribute positively to patient outcomes across a variety ...
At the heart of evidence-based practice is the idea that good decision-making is achieved through critical appraisal of the best available evidence from multiple sources. When we say 'evidence', we mean information, facts or data supporting (or contradicting) a claim, assumption or hypothesis. This evidence may come from scientific research ...
Despite the expansion of efforts to teach evidence-based practice and practically apply evidence at the bedside, a research-practice gap still exists. Several critical factors contribute to the successful application of evidence into practice, including critical thinking. The purpose of this article is to discuss the relationship between ...
Critical Thinking: Evidence-based practices in nursing require having the ability to evaluate data logically and weigh the evidence. 2. Scientific Mindset: ... Practice management related to EBP in nursing is a combination of the clinical experiences of the nursing care team, research evidence, and interdisciplinary collaborative efforts to ...