Answer 1 1

Running head: NUR3643 PROPOSAL
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NUR3643 Research and Theory Evidence-Based Proposal
Your Name
Rasmussen College
Author Note
This paper is being submitted on (Date), for (Instructor Name) NUR3643 Research and Theory
Course.
NUR3643 EVIDENCE-BASED PROPOSAL
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NUR3643 Research and Theory Evidence-Based Proposal
Practice Issue
The lack of a standard approach on how nurses should address unique patient issues not
addressed in their manuals or institution’s policy often leaves nurses to render their service based
on their general and sometimes insufficient knowledge. The lack of established and recognized
Evidence-Based Practices in healthcare institutions leaves physicians and nurses stranded when
they have to make innovative real-life decisions to avoid diagnosis, medical or care errors.
According to Lehane et al. (2019), EBP stakeholders such as expert practitioners, patients, and
national policymakers must be involved in EBP curriculum development. Therefore, there is a
need to have a standard procedure and guidelines that would inform the clinician’s decision-making
when faced with unique medical dilemmas. The necessity to utilize research to inform the health
care givers’ decisions, taking into consideration professional ethics, patient’s preference and use
of the individual practitioner’s skills could not be overemphasized.
Research Question
Question: What is required to develop a guide for clinicians to apply current scientific knowledge
and match with the patient preferences to render increased medical and diagnosis accuracy and
overall patient satisfaction?
This proposal focuses on developing a holistic EBP model based on the Revised Iowa
model of EBP focusing on patient engagement, utilizing the individual’s experience, and using
external evidence of scientific research to improve healthcare decisions and outcomes.
Considering that the EBP model development requires cooperation from the healthcare
stakeholders, the proposal outlines the role of each stakeholder under evidence retrieval, evidence
appraisal, plan for implementation, plan for evaluation, and the plan to sustain evidence change.
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Evidence Retrieval
Evidence retrieval is an important link in EBP that ensures that the correct scientific
research information is chosen. Some of the ways of evidence retrieval in EBP practice are EBP
curricula development, peer-reviewed article analysis, and seeking expert opinion. Analysis of
Peer-reviewed articles entails external data necessary to collect while expert opinion from senior
healthcare personnel and collecting preference information from patients and other healthcare
stakeholders constitutes internal data collection. According to Lehane et al. (2019), the provision
of EBP at the undergraduate and postgraduate levels also ensures that clinical decisions would
demand to be based on current clinical data resulting in the best clinical outcomes. Additionally,
analysis of the peer-reviewed articles and use of expert opinions enables the clinicians to produce
an effective evidence-based diagnosis, adherence to safety practices, and sustaining changes in the
healthcare practice.
Evidence Appraisal
Evidence appraisal in EBP requires the efforts of all the stakeholders such as librarians,
physicians and nurses. For instance, librarians need to train nurses how to effectively access quality
and valid research materials within their institutions. According to Fowler and McCarthy (2019),
the evidence appraisal in EBP should consider the quality, quantity, consistency, and risk aspects
of the evidence. The EBP appraisal process follows a phase path namely formation of a clinical
question, researching for the evidence, conducting an evidence analysis, application of the
evidence identified as effective and efficient, and assessment of the outcome to inform future
decisions (Dolezel, 2021). The clinician’s decisions and actions should be guided by the appraisal
of the scientific research on the subject matter and expert opinions. Therefore, this proposal
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emphasizes that the nurses should always confirm the quality, validity, and consistency of the
scientific evidence used to make decisions.
Plan for Implementation
This report proposed that the afore lined up processes and procedures and data collection
from the healthcare stakeholders should be conducted, reviewed, examined interpreted and
implemented within a timeline of six months. Some of the data collection methods to be used in
the proposal include expert interviews through Zoom within the first two weeks of the program.
Secondly, in the third week, researchers should hold qualitative interviews to collect data and
clinicians’ opinions regarding the proposed EBP. Lastly, the filling of questionnaires by the
patients is scheduled for the third month. Later in the program, the proposal suggests that findings
be analyzed for reliability in informing the study, sorted, then the data analysis and evaluation
should follow. Participant researchers should publish their research on the subject and set onto
motion the implementation process of the study’s proposals.
Plan for Evaluation
The evaluation of the EBP is necessary to inform the progress of the proposal through the
analysis of the data collected. The major goal of this proposal is to develop a guide for clinicians
to apply current scientific knowledge and match with the patient preferences to render increased
satisfaction. Secondly, the proposal aims to match the clinicians’ expertise with the changing
healthcare practice through the collection and analysis of data from health care stakeholders.
Lehane et al. (2019) state that expert interviews are best evaluated using qualitative content
analysis such as transcripting, reading, paraphrasing, coding, and thematic comparison. Also, the
data provided by the patients in the questionnaires are analyzed for 5 days in the fifth month to
evaluate the patient’s preferences and develop an effective patient engagement. Lastly, return
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interviews would be conducted to assess the validity of including the expert opinion in the proposal
during the last week of the fifth month. The aim of this process is to ensure that proposed actionable
steps are reliable and informed by credible and accurate findings.
Plan to Sustain Practice Change
The success of sustaining change in EBP needs collaboration from the stakeholders of
healthcare. A significant resource that the proposal would use to sustain permanent change
involves setting up a strategic planning system covering the management of the changes and a
guide for the nurses to implement the change. For instance, the change in EBP requires strategic
planning and a competency-based approach from the lower levels of healthcare to the senior
clinicians while the leadership approach should take a top-down approach (Fisher et al. 2016).
Therefore, in the proposal, it is vital to plan to implement the competency-based strategy that
encourages the lower-level healthcare givers to initiate EBP by collecting scientific research
information.
The plan also encourages the nurses to seek guidance and expert opinions from senior
colleagues across fields in the workplace further promoting workplace collaboration. Furthermore,
planning to produce a manual detailing all the practice changes and distributing it to the
stakeholders to familiarize themselves with the changes before the scheduled implementation is
crucial to ensuring success. Also, the manual will contain a continuous quality improvement form
that records the stakeholders’ feedback and checks implementation progress. The information
feeding on the manual would be done monthly to ensure sustainability and accountability long
after the initial implementation processes kick off.
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References
Dolezel, J., Zelenikova, R., Finotto, S., Mecugni, D., Patelarou, A., Panczyk, M., … & Jarosova,
D. (2021). Core evidence‐based practice competencies and learning outcomes for
European nurses: Consensus statements. Worldviews on Evidence‐Based Nursing.
Fisher, C., Cusack, G., Cox, K., Feigenbaum, K., & Wallen, G. R. (2016). Developing Competency
to Sustain Evidence-Based Practice. The Journal of nursing administration, 46(11), 581–
585. https://doi.org/10.1097/NNA.0000000000000408
Fowler, C., & McCarthy, A. M. (2019). Iowa model revised: Research and evidence-based practice
application.
Lehane, E., Leahy-Warren, P., O’Riordan, C., Savage, E., Drennan, J., O’Tuathaigh, C., … &
Hegarty, J. (2019). Evidence-based practice education for healthcare professions: an expert
view. BMJ evidence-based medicine, 24(3), 103-108.
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