Category Archives: Evidence-Based Practice

Internal Validity: Evaluating the Credibility of Research Results

I frequently emphasize in this blog that to use research and evidence in practice the nurse must be able to critically appraise a research study to ensure that the research methods were strong so, therefore, the results can be trusted. Threats to internal validity can erode confidence in the research

Overview of the Research Process

  Undergraduate and graduate nursing students learn about the research process and research design. The purpose of learning about research is so that the professional nurse can evaluate and interpret the importance and meaning of research findings to their individual practices. This post reviews the steps of the research process and

Eight Tips for Staying Up-To-Date with the Scientific Literature

Ever think about how much you used to read in school? As a registered nurse (RN), you’re working at caring for patients. How much time do you read now? And I mean reading scientific literature so that you can keep up with the rapid changes in medicine and in your

Which Evidence Sources are Acceptable for Evidence-Based Practice?

One main difference between research-based practice and evidence-based practice (EBP) is that EBP may rely on additional forms of evidence besides research findings to answer the question-at-hand. Which evidence sources are acceptable for EBP? In this post, I’ll define evidence, explain the types of evidence sources that are used in

Why is Research Knowledge Important for Evidence-Based Practice?

Evidence-based practice (EBP) and nursing research are intertwined. Research knowledge is important to EBP because EBP is predicated on research concepts. In EBP, we are trying to choose the best evidence, integrated with our clinical expertise and patient preferences, to provide the best care for our patients that we can.  But

Is My Project Research or Quality Improvement? What’s the Difference?

It’s not too hard to come up with questions about our clinical or professional practice if you put your mind to it; many come from our day-to-day observations. In fact, asking questions is a minimal expectation of a nurse, regardless of nursing degree. For undergraduate or graduate nursing students, a course

Facilitators of Research Use in Practice: Narrowing the Research-Practice Gap

This month’s posts have all been about the existence and persistence of the research-practice gap in nursing — that is, the gap between the publication or dissemination of research and the use of those findings in practice. In this post, I’ll discuss some of the ways that the research-practice gap

Barriers to Research Use in Practice: Persistence of the Research-Practice Gap

In a previous post, I talked about the research-practice gap, also known as the evidence-practice gap. This phenomenon is not a figment of our past but is still a problem struggled with today (Agbedia, Okoronkwo, Onokayeigho, & Agbo, 2014; Curtis, Fry, Shaban, & Considine, 2016; Middlebrooks, Carter-Templeton, & Mund, 2016). Of course,

Mind the Research-Practice Gap!

Mind the Gap! That’s a sign you’ll see in the London underground (AKA subway). The point is to watch where you are walking and not misstep into the gap between the train and platform. If you mind the gap, you’ll have a good outcome and get on the train safely.

Three Major Drivers of Scientific Inquiry in Nursing

Why? Why? Why? Why do nursing students need to learn about the research process? Why do nurses conduct research? Why do nurses need to use research? Why is an “inquiring mind” so important?  You might have asked yourself some of these questions as you struggle through your nursing research classes or

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