NR 439 Week 7 Graded Discussion Topic: Applying and Sharing Evidence. Week 7 Applying Evidence to Practice Initial Text:

The Discussion and Conclusion sections of the research report reveal the opinions of the researcher regarding the meaning of the results of data analysis. The strengths and limitations are shared: The reader considers these when deciding whether to apply the evidence to practice. Choose one of the articles from the RRL assignment and discuss the findings. Would you apply the evidence found? Explain your answer. Professor and Classmates Caring for a patient who refuses to comply with instructions can be frustrating even in emergency care, but our strategies for improving compliance among diabetic patients can help keep patients healthy. According to George and Thomas (2010, p. 1098), “each participant described how they managed diabetes, knowing that their self-management regimen was not considered appropriate according the instructions of their healthcare providers.” The participants believed they were self-managing their diabetes from their own viewpoint. Nurses have a vital role in the initial management of diabetes. Nurses have the capabilities to help patients improve adherence and become self-managing. The study suggest that healthcare professionals need to listen more carefully to the patient (George & Thomas, p.1098). When talking with patients, ask about their lifestyle and concerns about treatment. The misalignment of patient expectations and clinical protocols highlights a common dilemma in clinical practice and raises questions about the best ways to balance the needs of individuals with the needs of a health system. To empower them and help them overcome their fears, nurses should provide targeted information. Again, I’m always grateful that I work at a facility that has a multidisciplinary approach to patient care. When a patient arrives to the ED with hyperglycemia symptoms and they are newly diagnosed we immediately contact our diabetes education nurse to set up a next day appointment with the patient. Pharmacist and pharmacy students are available in the ED around the clock. They are another valuable resource to our department because they are available to give insulin education to patients right then and there. A clearly defined diabetes-education model with policies and protocols helps ensure nurses are familiar with and can easily reference the important steps necessary to empower patients to self-manage their diabetes. Reference George, S., & Thomas, S. (2010). Lived experience of diabetes among older, rural people. Journal of Advanced Nursing, 66(5), 1092–1100. Retrieved from Week 7 Sharing Evidence Translating research into practice is the final and most important step in the research process. Review information you found in the Database Assignment and explain how you would share the research findings with your peers. Professor and classmates, I’m very fortunate to work for a Magnet organization that offers many possibilities for me to identify a nursing problem, conduct a search for relevant literature, assemble the relevant literature, critique the literature, form a team to develop, implement and evaluate the project, and to disseminate the evidence-based practice to my department (Houser, 2016, p. 463). Research and innovation are key strategic components to Cleveland Clinic’s business model. The Department of Nursing Research and Innovation encourages any nurse who has a research question, an idea for a research study, or an innovative process or device to come forward and pursue their ideas. The Department of Nursing Research and Innovation has a team of highly experienced PhD prepared nurse researchers dedicated to mentoring, coaching and educating nurses in nursing research. They provide guidance and support to facilitate evidence-based nursing practices per their clinical backgrounds or research interests. The top three ways for me to distribute the information I gathered regarding pressure ulcer prevention in the ED would be email, shared governance council meeting, and monthly departmental meeting. 1. All Cleveland Clinic employees have access to their own personal work email via workstations on wheels or shared computers at workstations. I can send out an email containing the evidence-based practice regarding pressure ulcer prevention. I would provide an attachment of the research article using the Cleveland Clinic Alumni library. In the email I will provide a brief description of the evidence-based research article and the needed interventions to prevent the development of hospital-acquired pressure ulcers. 2. I could present the evidence-based research in our shared governance council meeting. During the meeting I could present the evidence-based research article and discuss the findings. This meeting could give my peers a chance to discuss the interventions that would work best in our emergency department. 3. The third way to circulate this information is by discussing it at our monthly departmental meeting. I could share the information using the same platform as the shared governance meeting. The other two ways for me to disseminate the evidence-based practice includes posting the EBP article on the employee information board or having a Pressure Ulcer Prevention Fair. 1. The ED Nursing Management Information board is located by the departmental time clock. The board displays pertinent information regarding departmental initiatives, patient safety concerns, and other leadership information. I could post a copy of the article and interventions that could be used in the ED. 2. Having a Pressure Ulcer Prevention Fair, is my favorite idea because this involves me using my crafting skills. I could present a poster board with departmental statistics showing how many patients arrived to the ED for a 6- month period with a LOS >2hours that were admitted to the hospital and developed a hospital-acquired pressure ulcers. There could be a poster with the PU interventions that could’ve been implemented in the ED to prevent the development of pressure ulcers. I could present a poster board with pictures of pressure ulcers in various stages with the required treatments for each. I would also have the different product options available in our department for the staff to utilize. Reference Houser, J. (2015). Translating research into practice. Nursing research: Reading, using and creating evidence (3rd ed., p. 463). Burlington, MA: Jones and Bartlett.


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