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.
- Publications
- Account settings
- My Bibliography
- Collections
- Citation manager
Save citation to file
Email citation, add to collections.
- Create a new collection
- Add to an existing collection
Add to My Bibliography
Your saved search, create a file for external citation management software, your rss feed.
- Search in PubMed
- Search in NLM Catalog
- Add to Search
Critical thinking and evidence-based practice
Affiliation.
- 1 Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada. [email protected]
- PMID: 16311232
- DOI: 10.1016/j.profnurs.2005.10.002
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 students' development as independent, self-directed learners and as professional nurses. Among the knowledge, skills, and processes needed to support EBP, CT is paramount. The development of CT can prepare nurses with the necessary skills and dispositions (habits of mind, attitudes, and traits) to support EBP. The intents of this study were to explore the importance of CT as an essential skill to support EBP and to describe some of the strategies and processes considered key to the ongoing development of CT.
Similar articles
- Use of the innovation-decision process teaching strategy to promote evidence-based practice. Schmidt NA, Brown JM. Schmidt NA, et al. J Prof Nurs. 2007 May-Jun;23(3):150-6. doi: 10.1016/j.profnurs.2007.01.009. J Prof Nurs. 2007. PMID: 17540318
- Perceived barriers to teaching for critical thinking by BSN nursing faculty. Shell R. Shell R. Nurs Health Care Perspect. 2001 Nov-Dec;22(6):286-91. Nurs Health Care Perspect. 2001. PMID: 16370252
- Developing research competence to support evidence-based practice. Burke LE, Schlenk EA, Sereika SM, Cohen SM, Happ MB, Dorman JS. Burke LE, et al. J Prof Nurs. 2005 Nov-Dec;21(6):358-63. doi: 10.1016/j.profnurs.2005.10.011. J Prof Nurs. 2005. PMID: 16311231
- Transforming health care from the inside out: advancing evidence-based practice in the 21st century. Fineout-Overholt E, Melnyk BM, Schultz A. Fineout-Overholt E, et al. J Prof Nurs. 2005 Nov-Dec;21(6):335-44. doi: 10.1016/j.profnurs.2005.10.005. J Prof Nurs. 2005. PMID: 16311228 Review.
- Educating for evidence-based practice. Ciliska D. Ciliska D. J Prof Nurs. 2005 Nov-Dec;21(6):345-50. doi: 10.1016/j.profnurs.2005.10.008. J Prof Nurs. 2005. PMID: 16311229 Review.
- Using student-designed cases to foster creative and critical thinking skills in biochemistry. Vani AC, Stephen S, Anjana V, Sreekala PL, Eranholi P, Rema AK. Vani AC, et al. J Educ Health Promot. 2022 Oct 31;11:337. doi: 10.4103/jehp.jehp_323_22. eCollection 2022. J Educ Health Promot. 2022. PMID: 36568012 Free PMC article.
- How Do Critical Thinking Ability and Critical Thinking Disposition Relate to the Mental Health of University Students? Liu Z, Li S, Shang S, Ren X. Liu Z, et al. Front Psychol. 2021 Aug 19;12:704229. doi: 10.3389/fpsyg.2021.704229. eCollection 2021. Front Psychol. 2021. PMID: 34489809 Free PMC article.
- A strategic initiative to facilitate knowledge translation research in rehabilitation. Montpetit-Tourangeau K, Kairy D, Ahmed S, Anaby D, Bussières A, Lamontagne MÈ, Rochette A, Shikako-Thomas K, Thomas A. Montpetit-Tourangeau K, et al. BMC Health Serv Res. 2020 Oct 23;20(1):973. doi: 10.1186/s12913-020-05772-8. BMC Health Serv Res. 2020. PMID: 33097043 Free PMC article.
- Educational Interventions for Teaching Evidence-Based Practice to Undergraduate Nursing Students: A Scoping Review. Patelarou AE, Mechili EA, Ruzafa-Martinez M, Dolezel J, Gotlib J, Skela-Savič B, Ramos-Morcillo AJ, Finotto S, Jarosova D, Smodiš M, Mecugni D, Panczyk M, Patelarou E. Patelarou AE, et al. Int J Environ Res Public Health. 2020 Aug 31;17(17):6351. doi: 10.3390/ijerph17176351. Int J Environ Res Public Health. 2020. PMID: 32878256 Free PMC article. Review.
- Critical Thinking Disposition among Nurses Working in Puplic Hospitals at Port-Said Governorate. Mahmoud AS, Mohamed HA. Mahmoud AS, et al. Int J Nurs Sci. 2017 Mar 2;4(2):128-134. doi: 10.1016/j.ijnss.2017.02.006. eCollection 2017 Apr 10. Int J Nurs Sci. 2017. PMID: 31406732 Free PMC article.
Publication types
- Search in MeSH
LinkOut - more resources
Full text sources.
- Elsevier Science
- W.B. Saunders
- Citation Manager
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.
Please note that Internet Explorer version 8.x is not supported as of January 1, 2016. Please refer to this support page for more information.
- Download full issue
Journal of Professional Nursing
Original article critical thinking and evidence-based practice.
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 students' development as independent, self-directed learners and as professional nurses. Among the knowledge, skills, and processes needed to support EBP, CT is paramount. The development of CT can prepare nurses with the necessary skills and dispositions (habits of mind, attitudes, and traits) to support EBP. The intents of this study were to explore the importance of CT as an essential skill to support EBP and to describe some of the strategies and processes considered key to the ongoing development of CT.
- Previous article in issue
- Next article in issue
Index words
Cited by (0).
Why Is Evidence-Based Practice Important?
October 23, 2022
View all blog posts under Articles | View all blog posts under Doctor of Nursing Practice
Evidence-based practice (EBP) is a holistic, individualized approach to health care delivery. Health care professionals who use this approach apply patient values, relevant and proven evidence, and clinical expertise to every aspect of care delivery, with the goal of providing optimal care and improving patient outcomes.
Among its many benefits, EBP can lead to changing a policy that’s been standard for decades. An example is the revision of guidelines addressing sudden infant death syndrome (SIDS). Original recommendations had babies sleeping on their stomachs in case they vomited and choked while sleeping. But recent research into SIDS has led to the recommendation that all babies now sleep on their backs until they turn 1 year old.
Nurses who have earned a Doctor of Nursing Practice (DNP) degree are in a unique position to develop and implement EBP-driven strategies in nursing. They are also in a position to advocate for the importance of EBP to the next generation of nursing professionals — a role that is crucial, as new nurses may not be equipped with sufficient training in the value of EBP. To promote EBP effectively, however, it’s crucial for advanced practice registered nurses (APRNs) to fully understand why evidence-based practice is so important to the future of health care.
What Is Evidence-Based Practice?
Evidence-based practice is a process that draws information from current scientific evidence to build care delivery strategies. It is ultimately a holistic process that integrates three key elements: scientific research, a health care professional’s own expertise, and the perspective and preferences of the patient. This confluence of elements within the context of clinical practice makes it possible for nurses to make the most informed care delivery decisions possible.
Each of these elements contains various nuances that can ultimately add depth to patient care. For instance, the scientific evidence can come from two sources:
- External – The best available data and information pulled from scientific literature, such as journals
- Internal – Information and data generated from observations made within the patient/provider dynamic
Health care professionals such as advanced practice nurses can also lean on their own clinical expertise to build an EBP strategy. This expertise includes their training, past professional experiences and essential skills such as critical thinking and problem-solving.
The patient perspective also provides a unique layer to EBP. Personal values, expectations and priorities can combine with specific cultural behaviors and traditions to influence care delivery in a way that ultimately respects and honors the patient.
Each of these elements must be present to deliver true EBP-informed patient care. Removing or even lessening the impact of one of the elements can lead to information gaps within the care delivery process. These gaps may be small or subtle, but they may be substantial enough to make a noticeable difference in care quality.
The Advantages of Using Evidence-Based Practice in Nursing
APRNs who know how to apply EBP within their care delivery strategies cultivate several benefits that can directly influence their care quality.
- It keeps them constantly updated with the current medical protocols.
- It improves their decision-making process.
- It boosts the efficiency of patient recovery.
- It provides a better understanding of the risks behind certain treatments.
- It gives patients a more active role in planning their care.
Each of these benefits points toward one goal: potentially improving patient outcomes. This is why evidence-based practice is important. However, its benefits can only be fully realized if the APRN understands how to use EBP correctly. To do so, they must follow certain protocols for proper EBP implementation. These protocols can be divided into seven steps.
- Create a spirit of inquiry.
- Ask questions in a “PICO(T)” format – Patient, Intervention, Comparison, Outcome, (sometimes) Time.
- Gather the most relevant evidence possible.
- Appraise the evidence.
- Integrate the best evidence with clinical expertise and patient preferences.
- Evaluate outcomes.
- Disseminate outcomes.
These steps are designed to guide nurses toward ensuring their EBP process equally includes all three of its core components. This in turn can help make sure the best level of care is provided to each patient at all times.
Using Skills from a DNP Degree in Evidence-Based Practice
The steps behind proper EBP utilization require a specific skill set to properly execute them. Earning a DNP can deepen the core competencies needed to build EBP strategies around these steps.
DNP-equipped nurses possess the deep analytical skills to assess scientific evidence and evaluate its effects within the context of individualized patient care. They also have strong critical-thinking skills to help them piece together the three components of EBP in the most effective, efficient way possible. Their problem-solving skills can also help them refine issues that may otherwise disrupt the EBP process. Finally, DNP nurses possess the leadership skills to guide other nurses toward integrating EBP-related changes and improvements within their own EBP strategies.
Become a Leader in Today’s Nursing Industry
Why is evidence-based practice important in health care? When properly executed, it could lead to better patient care and better patient outcomes. However, this is best accomplished by personnel equipped with the skills to build effective EBP-driven care strategies. Nurse leaders with DNP degrees can use their knowledge and specialized skills to guide their staffs toward providing care delivery strategies that consistently achieve optimal results.
Duquesne University’s online Doctor of Nursing Practice program and its concentrations can help you develop the skill set to build effective EBP strategies. Our DNP curriculum delivers coursework focused on evaluating research and translating evidence to practice, giving you the opportunity to grow your expertise, so you can move health care forward with confidence.
Learn how we can help you become a strong leader in a critical industry.
Recommended Reading
How DNPs Develop Situational Awareness in Healthcare
Nine Leadership Qualities in Nursing
What Is Big Data in Healthcare?
American Academy of Pediatrics, “Evidence Base for 2022 Updated Recommendations for a Safe Infant
Sleeping Environment to Reduce the Risk of Sleep-Related Infant Deaths”
American Association of Nurse Anesthesiology, Step 1 – Ask a Clinical Question
American Physical Therapy Association, Components of Evidence-Based Practice
American Speech-Language-Hearing Association, Evidence-Based Practice (EBP)
BioMedical Nursing, “Evidence-Based Practice Beliefs and Implementations: A Cross-Sectional Study Among Undergraduate Nursing Students”
Indeed, Role of Evidence-Based Practice in Nursing (5 Benefits)
Johns Hopkins Medicine, Evidence-Based Practice
RN Speak, “Evidence-Based Practice in Nursing: Beyond the Scientific Proof of Care”
Europe PMC requires Javascript to function effectively.
Either your web browser doesn't support Javascript or it is currently turned off. In the latter case, please turn on Javascript support in your web browser and reload this page.
- November 1,2007 | ISSN 1940-6967
- American Society of Registered Nurses ®
- OUR JOURNALS
- MEMBERSHIP BENEFITS
Featured Sponsors
- Critical Thinking and Evidence-Based Nursing
Critical Thinking
Facione (1990) defines Critical Thinking as a purposeful self-regulatory judgment. Halpern (1989) defines it as a purposeful goal directed thinking. Critical Thinking is an essential component of Nursing since a nurse is always, by profession, confronted with complex situations, which demand accurate judgments, clinical decision-making and a continuous learning process.
Thus, a critical thinking involves a big process of reasoning and problem solving where all judgments and clinical decisions are based on evidence. In this process, there is an active ingredient of intuition, emotional intelligence and reflection.
In this process, there is also credibility of the data, scope for investigation and learning. Of course, Critical thinking in nursing is largely influenced by the psychological, physiological and environmental traits like age, level of confidence, bias, skills, fatigue, stress and co-workers.
Various nursing models like T.H.I.N.K. Model (Rubenfeld & Scheffer, 1995), Nursing judgment model (Kataoka-Yahiro & Saylor, 1994), Novice vs. Expert or Struggling vs. Exemplary nurses (Benner, 1984; Beeken, 1997) and Critical Thinking Interaction Model (Miller & Babcock, 1996) highlight the role of critical thinking in nursing practice. Thus, Evidence based nursing practice is an important aspect of Critical Thinking in nursing practice.
Evidence Based Nursing Practice:
Evidence based practice is the conscientious, explicit and judicious use of current best evidence in making decisions about the case of individual patients (Sackett, 1996).
Evidence based practice takes patient's perspective also into account. Hence, evidence based practice involves a big process of question building and this process of question building takes into account clinical findings, aeotiology, diagnosis, prognosis, therapy and prevention of diseases (Baum, 2003).
This question building process gives the idea on the most important question, the question which is encountered very often in practice and the question's relevance very often in practice and the question's relevance to the patient situation.
Evidence based practice is probably best understood as a decision-making framework that facilitates complex decisions across different and sometimes conflicting groups (Sackett, 1996). It involves considering research and other forms of evidence on a routine basis when making health care decisions.
Such decisions include choice of treatment, tests or risk management for individual patients, as well as policy decisions for large groups and populations (Baum, 2003). Of course, the best evidences are based on the conviction that a systematic documenting of a large number of high quality RCTs (Randomized with Concealment, Double blended, complete follow-up, intention to treat analysis) gives the least biased estimate.
Thus, this becomes level 1 evidence and recommendations based on level 1 evidence are Grade A. Various terminologies aid evidence based medical practice such as "Clinical practice guideline" which assists practitioner and patient make decisions about appropriate health care and "Randomized controlled clinical trial" where a group of patients is randomized into an experimental group and a control group. These groups are followed up for the variables and outcomes of interest.
According to Judith Green et.al (1998), Qualitative methods can help bridge the gap between scientific evidence and clinical practice, provide rigorous accounts of treatment regimens in everyday contexts, help us understand the barriers to using evidence based medicine, and its limitations in informing decisions about treatment.
Qualitative findings as discussed are often the first type of evidence available relating to innovations and contextual constraints relating to existing practice (David R. Thomas, 2000). Thus, the value of good qualitative data is that it can provide crucial information about context and processes related to health practices and interventions and can be useful in areas for which there is little or no previous research, the use of RCTs or other types of experiments is impossible and to complement quantitative data gathering providing data about unanticipated impacts of interventions.
Qualitative procedures can form information not obtainable using quantitative methods. Qualitative evidence is often the "best available" evidence until quantitative research is carried out (David R. Thomas, 2000).
Lincoln and Guba (1985) suggest that various techniques are necessary for improving and documenting the credibility of data. Having the participants together encourages sharing of views and test for misinformation and understanding amongst the participants, builds trust and good rapport with each other.
Trisha Greenhalgh et.al (2003), view evidence based practice as a sequence of framing a focused question followed by a thorough Search for research derived evidence supported by the appraisal of the evidence for its validity and relevance incorporating the user's values and preferences.
Henderson et.al (2004) have developed an instrument, suggested by Guba's Model of Trustworthiness of Qualitative Research, to evaluate the methodological rigor of qualitative papers expanding Sackett's Rules of Evidence Model for qualitative studies in clinical decision making and have proved that the appraisal instrument and the methodology straightforward, simple to use, and helpful in clinical decision making (Henderson et.al , 2004).
Evidence Based Nursing provides a practice with a strong application of the scientific method. This enables practice to proceed by a process of skeptical questioning rather than by embellishment with rhetoric (Baum, 2003).
Evidence Based Nursing Practice as a practice that helps in developing more transparent working practices to establish guidelines and standards. Evidence Based Nursing can become the basis for thousands of clinical and policy decisions about most aspects of health care, such as tests, treatments, risk factors, screening programs, and other forms of disease management.
Criticisms on evidence-based nursing have been that:
1.Evidence-based practice isn't new and it is what we have been doing for years,
2. Evidence based nursing disregards individualized patient care, and
3. Evidence based nursing lays over-emphasis on randomized controlled trials and systematic reviews. (Alba DiCenso et.al.1998).
Pravikoff et.al (2005) on close examination of nurses' perceptions about their access to tools and the skills to obtain evidence in their practice, using a stratified random sample of 3,000 RNs across the United States, have found that nurses frequently need information for practice on specific tasks but do not understand research nor have received any training in the use of tools that would help them find evidence to base their practice. Deborah J (1999) has also highlighted the theory practice gap that exists in nursing today as a barrier to evidence based nursing.
- Alba DiCenso, Nicky Cullum and Donna Ciliska (1998). Implementing evidence-based nursing: some misconceptions. Evidence-Based Nursing; 1:38-39.,
- Annandale, E and Hunt, K. (1998). Accounts of Disagreements with doctors. Social Science and Medicine 1:119-129.
- Atkinson P. (1995) Medical talk and medical work: the liturgy of the clinic. London: Sage.
- Baum Neil H (2003). Support your decisions with Evidence based Medicine, "Urology Times" Feb 1.
- Boulton M, Fitzpatrick R, Swinburn C. (1996). Qualitative research in health care. II. A structured review and evaluation of studies. J Eval Clin Pract; 2: 171-179.
- Brunner & suddharth's, Suzanne C. Smeltzer, Brenda.G "Textbook of Medical Surgical Nursing", 2004.10th edn Lippincott U.S.A.
- Cohen, L. and Manion, L (1994). Research methods in Education, 4th edition. London: Routledge.
- David R. Thomas (2000). HRC Newsletter, 34, 18-19.
- Deborah J. Upton (1999). How can we achieve evidence-based practice if we have a theory-practice gap in nursing today? Journal of Advanced Nursing.29 (3):549-555.
- Donalson LJ, Donaldson RJ (2000) Essential Public Health. Second edition. Petroc press, Newbury.
- Facione, P.A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. Executive Summary "The Delphi Report". Millbrae, CA: California Academic Press.
- Freidson E. (1970). Profession of medicine: a study of the sociology of applied knowledge. New York: Dodd, Mead and Company.
- Graninger E, McCool W.P (1988) Nurse, midwives use of attitude toward analgesia. Journal of nurse-midwife 43 250-2611.
- Greer A. (1988). The state of the art versus the state of the science. Int J Technol Assess Health Care; 4: 5-26.
- Halpern, D.F. (1989). Thought and knowledge: An introduction to critical thinking. Hillsdale, N.J.: Lawrence Erlbaum Associates.
- Henderson, Roberta, Rheault, Wendy (2004) Appraising and Incorporating Qualitative Research in Evidence-Based Practice, Journal of Physical Therapy Education, Winter .
- http://cebm.jr2.ox.ac.uk
- http://ebm.bmjjournaks.com
- Judith Green and Nicky Britten (1998). Qualitative research and evidence based medicine, BMJ, 316:1230-1232.
- Kubler Ross E, 1969 "On death and dying", Macmillan New York
- Lawrence J May D (2003) Infection control in the community Church hill Livingstone, London.
- Mc Skimming S.A, Super, A., Driever, M.J, Schoessler, M., Franey S.G & Fonner E, (1997) "Living and Healing during life-threatening illness; Portland.
- Naylor CD. (1995). Grey zones of clinical practice: some limits to evidence-based medicine. Lancet. 345: 840-842.
- Pittet D, Hugonnet S, Harbarth S, et al. (2000) Effectiveness of hospital-wide programme to improve compliance with hand hygiene. Lancet; 356:1307-276.
- Pittet D, Mourounga P, Permeger TV and members of the Infection Control Programme. Compliance with hand washing in a teaching hospital (1999). Ann Intern Med; 130: 126-130.
- Pravikoff, Diane S, Tanner, Annelle B., Pierce, Susan T (2005). Readiness of U.S. Nurses for Evidence-Based Practice: Many don't understand or value research and have had little or no training to help them find evidence on which to base their practice. AJN, American Journal of Nursing. 105(9): 40-51.
- Sackett (1996) Evidence based medicine: what it is and what it isn't, BMJ; 312: 71-72.
- Storr J, Clayton-Kent S (2000) Hand Hygiene. Nursing Standard. 18,40,45-51.
- Taylor L. (1978). An evaluation of hand-washing technique. Nursing Times; 54-55.
- Trisha Greenhalgh et.al. (2003). Transferability of principles of evidence based medicine to improve educational quality: systematic review and case study of an online course in primary health care. BMJ ; 326:142-145.
- Unit for Evidence Based Practice and Policy (1997). Fourth UK workshop on teaching evidence-based practice study pack. London: University College London Medical School.
Copyright 2007- American Society of Registered Nurses (ASRN.ORG)-All Rights Reserved
Articles in this issue:
- How Severe Is Nurse Burnout In The Emergency Department?
- Can Core Nursing Values and Ethics Be Taught?
- Emotional Intelligence in the Nursing Profession
- Examining Medication Errors
Journal of Nursing Sign Up
Get the journal of nursing delivered to your inbox., in this issue.
- March 1, 2023
- February 1, 2023
- January 1, 2023
- December 1, 2022
- November 1, 2022
- October 1, 2022
- September 1, 2022
- August 1, 2022
- July 1, 2022
- June 1, 2022
- May 1, 2022
- April 1, 2022
- March 1, 2022
- February 1, 2022
- January 1, 2022
- December 1, 2021
- November 1, 2021
- October 1, 2021
- September 1, 2021
Masthead Editor-in Chief: Kirsten Nicole Editorial Staff: Kirsten Nicole Stan Kenyon Robyn Bowman Kimberly McNabb Lisa Gordon Stephanie Robinson
Contributors: Kirsten Nicole Stan Kenyon Liz Di Bernardo Cris Lobato Elisa Howard Susan Cramer
Sign Up for the Journal of Nursing.
Leave a comment.
Please keep in mind that all comments are moderated. Please do not use a spam keyword or a domain as your name, or else it will be deleted. Let's have a personal and meaningful conversation instead. Thanks for your comments!
Your name *
Your email *
Your message *
- Privacy Policy
- Unsubscribe
- Careers @ USA
- For Current Students
- Request Information
- Master of Occupational Therapy (MOT)
- Doctor of Occupational Therapy (OTD)
- Post-Professional Doctor of Occupational Therapy (PPOTD)
- Master of Science in Physician Assistant Studies (MSPAS)
- Master of Health Administration (MHA)
- Doctor of Education (EdD)
- Graduate Certificates
- Clinical Orthopedic Residency (OCS)
- Orthopaedic Manual Physical Therapy Fellowship (OMPT)
- Continuing Professional Education (CPE)
- Doctor of Physical Therapy (DPT)
- Non-Degree Physical Therapy Online Courses
- Master of Science in Speech-Language Pathology (MS-SLP)
- Post-Graduate Nursing Certificates
- Master of Science in Nursing (MSN)
- Doctor of Nursing Practice (DNP)
- Browse All Degree-Programs
- Admissions & Aid Home
- Admissions FAQs
- How to Apply
- Financial Aid
- Financial Aid FAQ
- Application Deadlines
- Catalog/Handbook
- Academic Calendar
- Our History
- Accreditation
- B Corp Certified
- Student Achievement Data
- Institutional Learning Outcomes (ILOs)
- Diversity & Inclusion
- San Marcos, California
- St. Augustine, Florida
- Miami, Florida
- Austin, Texas
- Dallas, Texas
- Our Faculty
- Board of Directors
Nursing MSN & DNP
The Role of Evidence-Based Practice in Nursing
Nurses use the principles of evidence-based practice to make optimal decisions about patient care. When nurses integrate the best available science into their practice, they work from a holistic, patient-centered approach. This post outlines how evidence-based practice is used in nursing, as well as its benefits for patients, nurses, and institutions.
What Is Evidence-Based Practice?
So, what is evidence based practice definition ? It is a method by which practitioners across the healthcare professions review and assess the most current, highest-quality research to inform their delivery of care. Although there is no precise standard for what constitutes evidence-based practice in nursing, the approach consists of three main components and five basic steps.
What Are the 3 Components of Evidence-Based Practice?
If you’re a nurse who wants to make decisions according to evidence based medicine practice , use these three components: (( FGCU Library, “Evidence Based Practice (NUR 4169): What Is EBP?” Last updated June 22, 2020: https://fgcu.libguides.com/EBP )), ((Physiopedia, “Evidence Based Practice (EBP)”: https://www.physio-pedia.com/Evidence_Based_Practice_(EBP) ))
- Best external evidence : Evaluate and implement the most current, clinically relevant, and scientifically sound research. (See next section about types of research used.)
- Individual clinical expertise : Draw on your personal experience of what has worked and not worked in your clinical practice.
- Patient values and expectations : Consider and value the preferences of your individual patients.
What Types of Research Are Used in Evidence-Based Practice?
Levels of evidence in healthcare research can be grouped into four categories according to how credible the information is . (( Eastern Illinois University, “Why Is Evidence-Based Practice In Nursing So Important?” Dec. 10, 2018: https://learnonline.eiu.edu/articles/rnbsn/evidence-based-practice-important.aspx )) These four categories, ranging from the most credible to least, include:
- Randomized controlled trials
- Evidence from cohort, case-control, or observational studies
- Expert opinions that are supported by experience, studies, or reports
- Personal experience
You can glean useful information from any of these types of healthcare research , but you should strive to make decisions based on the most credible science available.
What Are the 5 Steps of Evidence-Based Practice?
According to the Cleveland Clinic, there are five steps in the process of implementing evidence based medicine practice . (( Cleveland Clinic, “Evidence-Based Practice: Nursing: What is EBP?” Last updated July 27, 2020: https://my.clevelandclinic.libguides.com/nursingebp )) Also known as the “five A’s of evidence based practice” in health science , these steps include:
- Ask : Formulate answerable clinical questions about a patient, problem, intervention, or outcome.
- Acquire : Search for relevant evidence to answer questions.
- Appraise : Determine whether or not the evidence is high-quality and valuable.
- Apply : Make clinical decisions utilizing the best available evidence.
- Assess : Evaluate the outcome of applying the evidence to the patient’s situation.
Some healthcare organizations choose to add a sixth step, “disseminate,” to the cycle. (( Bernadette Mazurek Melnyk et al., “Evidence-Based Practice: Step by Step: The Seven Steps of Evidence-Based Practice,” The American Journal of Nursing , Jan. 2010: https://journals.lww.com/ajnonline/Fulltext/2010/01000/Evidence_Based_Practice__Step_by_Step__The_Seven.30.aspx )) When you share your own research and evidence with colleagues, this supports the widespread use of evidence-based practice in nursing. You can disseminate knowledge by communicating the information directly to fellow practitioners, publishing in peer-reviewed journals or professional newsletters, or presenting at conferences.
Benefits of Evidence-Based Practice
Evidence-based practices have proven to lead to better patient, provider, and institutional outcomes, such as more consistent care and reduced costs. (( Kathleen Williamson, “Evidence-Based Practice in Nursing Education: The Nuts and Bolts of Integration,” Wolters Kluwer , 2016: http://nursingeducation.lww.com/content/dam/wk-nes/documents/Evidence-Based-Practice.pdf ))
Benefits to the field of nursing include:
- Prioritizing the needs of patients. Although evidence based nursing relies on research, it also considers the desires of individual patients. Since one of the main tenets of nursing is focusing on the patient’s needs, evidence based practice helps you continue to improve patient outcomes while weighing the preferences and experiences of each patient.
- Better patient care decisions that also save nurses time. Evidence-based practice can save time, as you can stop engaging in activities that have no known benefit to patients. For example, nurses used to spend up to 20 minutes a day bathing each patient and changing their dressings, until research revealed that some dressings are better left in place longer and that daily baths don’t impact outcomes. (Of course, under some circumstances it may be indicated to perform these practices daily or even more often; it depends on >the individual patient case.)
Evidence-based practice also benefits nursing by keeping practices current and relevant, increasing nurses’ confidence and decision-making skills, and contributing to the science of the profession. (( Maura Hohman, “6 Things You Didn’t Know About the Benefits of Evidence-Based Practice,” Florence Health , June 10, 2019: https://www.florence-health.com/latest-news/registered-nurse/benefits-of-evidence-based-practice/ ))
Examples of Evidence-Based Practice in Nursing
Through evidence-based practice, nurses have improved the care they deliver to patients. Key examples of evidence-based practice in nursing include:
- Giving oxygen to patients with COPD : Drawing on evidence to understand how to properly give oxygen to patients with chronic obstructive pulmonary disease (COPD).
- Measuring blood pressure noninvasively in children : Using the auscultatory method and then comparing the measurement against data obtained with the oscillometric method as suggested by evidence .
- Using the correct intravenous catheter size : Recognizing the benefits of using smaller-gauge catheters to improve patient comfort.
- Valuing the role of family members: Knowing that the recognition of family involvement may lead to more efficient and effective care, as family members may significantly influence how a patient presents symptoms to healthcare providers.
- Improving infection control practices : Understanding that wearing personal protective clothing and practicing handwashing are key to infection control .
- Recognizing alarm fatigue : By reflecting on current practices , nursing staff can create effective protocols ensuring that nurses who are desensitized to sound due to alarm fatigue are monitoring patients correctly.
When you apply scientific evidence to your nursing practice, it helps you deliver high-quality, safe care—and it improves outcomes for patients, your workplace, and your own career. If you are studying to become a nurse or a nurse practitioner , you can expect to learn how to evaluate research, make informed decisions, and deliver the best care you can. At the University of St. Augustine for Health Sciences, coursework in both of our graduate nursing programs—the Master of Science in Nursing (MSN) and Doctor of Nursing Practice (DNP)—is dedicated to the evidence-based practice process.
The University of St. Augustine for Health Sciences (USAHS) offers a Master of Science in Nursing (MSN) program, a Doctor of Nursing Practice (DNP) program, and Post-Graduate Nursing Certificates designed for working nurses. Our degrees are offered online, with optional on-campus immersions* and an annual interprofessional trip abroad. Role specialties include Family Nurse Practitioner (FNP), Nurse Educator,** and Nurse Executive. The MSN has several options to accelerate your time to degree completion. Complete coursework when and where you want—and earn your advanced nursing degree while keeping your work and life in balance.
*The FNP role specialty includes two required hands-on clinical intensives as part of the curriculum. **The Nurse Educator role specialty is not available for the DNP program.
Let's connect
We're here to support you on your educational journey.
Please complete our contact form. An enrollment advisor will reach out to provide information and answer your questions.
Recommended For You
Tuition reduction available for select programs when you start this summer.
Graduate school is an investment in your future: Earning an advanced degree is a way to boost your credentials and open more doors in your career. And at USAHS, you
Posted : January 6th
What Is an MSN Degree?
Interested in accelerating your nursing career? If you have considered pursuing an advanced nursing education, you may have wondered, what is an MSN degree? A Master of Science in Nursing
Posted : October 26th
The Cost and Benefits of Obtaining an MSN Degree
Whether you’re an aspiring healthcare provider or a seasoned nurse practitioner, you may have considered pursuing a Master of Science in Nursing (MSN). What is an MSN degree? The advanced
Nurse Practitioner vs. Physician Assistant: Key Differences
Nurse practitioners and physician assistants are advanced healthcare practitioners with similar responsibilities, such as diagnosing illnesses and prescribing medications. However, their training and paths toward certification differ in significant
Posted : September 11th
Comparing the MSN vs. DNP Degree
If you’re considering earning a post-graduate degree in nursing, your main choice will be between a Master of Science in Nursing (MSN) and a Doctor of Nursing Practice (DNP) program.
Posted : September 5th
The DNP Degree: Costs, Requirements, Benefits
If you aspire to a role in nursing leadership, whether at the clinical or administrative level, consider earning your Doctor of Nursing Practice degree (DNP degree). It’s the highest level
IMAGES
VIDEO
COMMENTS
Critical thinking (CT) is vital to evidence-based nursing practice. Evidence-based practice (EBP) supports nursing care and can contribute positively to
CRITICAL THINKING (CT) is vital in developing evidence-based nursing practice. Evidence-based practice (EBP) supports nursing care that can be “individualized
Skills fair intervention helps promote a consistent teaching practice of the psychomotor skills to the novice nurse that decreased anxiety, gave
The Advantages of Using Evidence-Based Practice in Nursing · It keeps them constantly updated with the current medical protocols. · It improves
Critical thinking (CT) is vital to evidence-based nursing practice. Evidence-based practice (EBP) supports nursing care and can contribute positively to
Nurses use this critical thinking to understand and anticipate the change that occur in the patient condition. Critical thinking is very important because it
Thus, a critical thinking involves a big process of reasoning and problem solving where all judgments and clinical decisions are based on
Critical thinking requires the synthesis of existing and new information for effective analysis. Nurse practitioners can pull useful details
Critical Thinking Defined ... For external evidence to be successfully integrated into nursing practice, nurses must not only utilize an EBP
Although evidence based nursing relies on research, it also considers the desires of individual patients. Since one of the main tenets of