The use of a research proven method of treatment is an effective method of ensuring efficiency and effectiveness in the treatment process. Evidence-based practice (EBP) is a health problem-solving approach that integrates the best evidence from proven research studies, the physicians experience, the patient’s assessment, and the patient’s own preferences. Notably, EBP leads to safe care, low health care cost, and better outcomes (Brownson, Allen, Duggan, Stamatakis, & Erwin, 2012). Nonetheless, despite this proven importance of the use of EBP most nurses do not consistently use this health care approach. Personally, I witnessed this challenge during my two year period while working as an assistant nurse.
In my previous profession, there was significant use of EBP albeit with a few challenges. Basically, EBP was widely used in the diagnosis, prognosis, and treatment of patients. EBP use mainly entailed carrying out a detailed research of the patient’s health history, conducting appropriate laboratory tests, physical assessment, as well as interviewing the patient on his/her health status. In addition, the physician integrated his/her expertise in health care to determine the most likely diseases that were ailing the patient.
Despite the wide use of EBP in the hospital, there were challenges and opposition from healthcare officers who preferred not to use it. Generally, some of these physicians were educated about twenty-five years ago and EBP had not been incorporated into the healthcare system (Green, 2007). As a result, they were unaware of how to use this method in the health profession (Brownson, et al., 2014). On the same note, some individuals taught in later years were unable to use EBP since they did not know how to use this method in a healthcare setting (Paterson, Fair, Cashman, Evans, & Garr 2015). This was because the education system concentrated on training them how to use EBP in a research and not how to use it in actual health practice (Retsas, 2000).
Despite the need to use EBP, there were specific factors such as the attitude of health officers and the manner it was encoded, transmitted, received, interpreted, and assessed that restricted its use in the hospital (Youngblut & Brooten, 2001). In general, there was significant bureaucracy in the encoding, transmission, reception, and assessment of health care using EBP. For example, the laboratory tests of an ailment such as food poisoning could take four hours. On the contrary, an experienced physician could detect the cause of the patient’s ailment within a few minutes. As a result, some nurses had a negative attitude towards its use due to this delays. In effect, there was a decline in its popularity in the hospital.
Due to the outright benefits of using EBP, there is a need for the implementation of this system in the hospital. A master’s-prepared nurse can encourage the use of this method by ensuring there is a mentorship program to train nurses on how to use this method in health care practice. In addition, the master’s-prepared nurse can also develop a training program for nurses who are not familiar with this method. Noteworthy, these are nurses who were trained before 1995. Importantly, the mentorship program and the training process will ensure there is an overall use of EBP in the hospital.
Brownson, R.C., Allen, P., Duggan, K., Stamatakis, K.A., & Erwin, P.C. (2012). Fostering more-effective public health by identifying administrative evidence-based practices. American Journal of Preventive Medicine, 43(3), 303-319.
Brownson, R.C., Reis, R.S., Allen, P., Duggan, K., Fields, R., Stamatakis, K.A., & Erwin, P.C. (2014). Understanding administrative evidence-based practices. American Journal of Preventive Medicine, 46(1), 49-57.
Green, L.W. (2007). The prevention research centers as models of practice-based evidence. American Journal of Preventive Medicine, 33(1), 6-8.
Paterson, M.A., Fair, M., Cashman, S.B., Evans, C., & Garr, D. (2015). Achieving the triple aim: A curriculum framework for health professions education. American Journal of Preventive Medicine, 49(2), 294-296.
Retsas, A. (2000). Barriers to using research evidence in nursing practice. Journal of Advanced Nursing, 31(3), 599–606.
Youngblut, J.M., & Brooten, D. (2001). Evidence-based nursing practice: Why is it important? American Association of Critical-Care Nurses, 12(4), 468-476.