In nursing practice it is critical to identify the patient problem clearly before intervening.
In evidence-based practice it is equally important to identify the problem clearly before searching for the best evidence. One way to do this is the tool PICO. PICO is not the LA boulevard. It is this:
P = Problem & patient population
I = Intervetion proposed
C = Comparison intervention (might be standard practice)
O = Outcome that you will measure.
An example
P = Patients with Type 2 diabetes who need to change exercise behavior
I = Behavior Change & Behavior Modification Therapy
C = Usual care
O = Exercise Behavior, Blood Glucose Control, & Weight Reduction
Now you know a secret of good problem identification!
Merry Christmas!
Wednesday, December 18, 2013
Wednesday, December 11, 2013
In making your practice evidence-based, you will find it helpful to understand what evidence includes and what kind of evidence is stronger than other types of evidence. In five (5) minutes you can understand it better!! Go to http://www.youtube.com/watch?v=5H8w68sr0u8
Happy evidence hunting!
Happy evidence hunting!
Wednesday, November 27, 2013
Research Open Access
The effect of the Thanksgiving Holiday on weight gain
Holly R Hull1,3, Duncan Radley2, Mary K Dinger1 and David A Fields*3,4
Want to know what those yummy calories will do for you? Check out this full text online:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1660573/pdf/1475-2891-5-29.pdf
HAPPY TURKEY DAY!
Wednesday, November 13, 2013
Congratulations to Grace Kim BSN RN PCCN and Sarah McIlheney BSN RN CMSRN whose poster was accepted through peer review to the Odyssey Regional Sigma Theta Tau International Nursing Honor Society Conference & WON 2nd place for Innovative Projects Poster at that conference on November 1, 2013! (see attachments)
Their project, Evidence Based Nurse Communication to Improve Pain Management Among Nurses in the Acute Setting, was first presented by them during the 2013 NHMC/CSUN Collaborative Evidence Based Practice Day. During the EBP day they presented as part of a panel and had a poster. They used Swanson's model of caring to guide their work.
They then submitted an abstract and improved their poster for display during Odyssey.
Their project, Evidence Based Nurse Communication to Improve Pain Management Among Nurses in the Acute Setting, was first presented by them during the 2013 NHMC/CSUN Collaborative Evidence Based Practice Day. During the EBP day they presented as part of a panel and had a poster. They used Swanson's model of caring to guide their work.
They then submitted an abstract and improved their poster for display during Odyssey.
Wednesday, October 23, 2013
Nurse education level leads to higher job satisfaction and retention rate.
Allison Park, S.N., Tritia Tajima S.N., Yen Tran, S.N.
California State University, Northridge, Department of Nursing
Abstract
Many researchers find that BSN-educated nurses have higher job satisfaction than do RNs with less education. We recommend therefore that staff pursue BSN and and that hospitals invest in educational support of their staff. The hoped for outcomes are higher RN satisfaction, increased retention, and reduced cost to agencies.
References
Borkowski, N., Amann, R., Song, S., & Weiss, C. (2007). Nurses’ intent to leave the profession: Issues related to gender, ethnicity, and educational level. Health Care Manage Rev. 32(2). 160-167.
Larrabee, J. H., Wu, Y., Persily, C. A., Simoni, P. S., Johnston, P. A., Marcischak, T. L., Mott, C. L., Gladden, S. D. (2010). Influence of stress resiliency on RN job satisfaction and
intent to stay. Western Journal of Nursing Research, 32(1), 81-102.
Parry, Julianne. (2008). Intention to leave the profession: antecedents and role in nurse turnover. The Journal of Advanced Nursing, 64, 157-167.
Rambur, B., McIntosh, B., Val Palumbo, M., & Reinier, K. (2005). Education as a determinant of career retention and job satisfaction among registered nurses. Journal of Nursing Scholarship, 37(2). 185-192.
Sexton, K. A., Hunt, C. E., Cox, K. S., Teasley, S. L., & Carroll, C. A. (2008). Differentiating the workplace needs of nurses by academic preparation and years in nursing. Journal of Professional Nursing, 24, 105-108.
Simon, M., Muller, B. H. & Hasselhorn, H. M. (2009). Leaving the organization or the profession a multilevel analysis of nurses’ intentions. The Journal of Advanced Nursing, 66, 616-626
Zurmehly, J. (2008). The relationship of educational preparation, autonomy, and critical thinking to nursing job satisfaction. The Journal of Continuing in Nursing, 39. 453-460.
Allison Park, S.N., Tritia Tajima S.N., Yen Tran, S.N.
California State University, Northridge, Department of Nursing
Abstract
Many researchers find that BSN-educated nurses have higher job satisfaction than do RNs with less education. We recommend therefore that staff pursue BSN and and that hospitals invest in educational support of their staff. The hoped for outcomes are higher RN satisfaction, increased retention, and reduced cost to agencies.
References
Borkowski, N., Amann, R., Song, S., & Weiss, C. (2007). Nurses’ intent to leave the profession: Issues related to gender, ethnicity, and educational level. Health Care Manage Rev. 32(2). 160-167.
Larrabee, J. H., Wu, Y., Persily, C. A., Simoni, P. S., Johnston, P. A., Marcischak, T. L., Mott, C. L., Gladden, S. D. (2010). Influence of stress resiliency on RN job satisfaction and
intent to stay. Western Journal of Nursing Research, 32(1), 81-102.
Parry, Julianne. (2008). Intention to leave the profession: antecedents and role in nurse turnover. The Journal of Advanced Nursing, 64, 157-167.
Rambur, B., McIntosh, B., Val Palumbo, M., & Reinier, K. (2005). Education as a determinant of career retention and job satisfaction among registered nurses. Journal of Nursing Scholarship, 37(2). 185-192.
Sexton, K. A., Hunt, C. E., Cox, K. S., Teasley, S. L., & Carroll, C. A. (2008). Differentiating the workplace needs of nurses by academic preparation and years in nursing. Journal of Professional Nursing, 24, 105-108.
Simon, M., Muller, B. H. & Hasselhorn, H. M. (2009). Leaving the organization or the profession a multilevel analysis of nurses’ intentions. The Journal of Advanced Nursing, 66, 616-626
Zurmehly, J. (2008). The relationship of educational preparation, autonomy, and critical thinking to nursing job satisfaction. The Journal of Continuing in Nursing, 39. 453-460.
Wednesday, October 16, 2013
Wednesday, October 9, 2013
TOP 10 Evidence Based Interventions to Prevent HAPUs
http://ddcache2.net/calhospital.s1017.SU/sites/main/files/file-attachments/hapu_top_ten_checklist_0.pdf
http://ddcache2.net/calhospital.s1017.SU/sites/main/files/file-attachments/hapu_top_ten_checklist_0.pdf
Wednesday, October 2, 2013
What are levels of evidence?
Watch this 3 minute video for the answer! http://www.youtube.com/watch?v=iifoRQV_asE
The strongest levels of evidence are those that best show cause and effect. (For example, an experiment might show that those who chew gum during exams make better grades than those who do not chew gum during the exam.) The weakest levels of evidence are good descriptions, but don’t support cause and effect. (For example, an expert RN might have an opinion about the best way to do something.)
The strongest levels of evidence are those that best show cause and effect. (For example, an experiment might show that those who chew gum during exams make better grades than those who do not chew gum during the exam.) The weakest levels of evidence are good descriptions, but don’t support cause and effect. (For example, an expert RN might have an opinion about the best way to do something.)
Wednesday, September 25, 2013
Online, free, self-paced: Evidence Based Practice Modules!
Kaiser research series You can do this multi-part series a little bit at a time.
“While not all nurses are interested in conducting a research project of their own, all nurses are expected to read, understand and critically appraise research reports, as part of professional professional practice. The purpose of this educational series is to assist nurses to be consumers of nursing research, to evaluate the adequacy of research findings in terms of their scientific merit, and to consider their potential for utilization in evidence-based nursing practice.” http://nursingpathways.kp.org/scal/research/resources/researchseries/index.html#supplementary
“While not all nurses are interested in conducting a research project of their own, all nurses are expected to read, understand and critically appraise research reports, as part of professional professional practice. The purpose of this educational series is to assist nurses to be consumers of nursing research, to evaluate the adequacy of research findings in terms of their scientific merit, and to consider their potential for utilization in evidence-based nursing practice.” http://nursingpathways.kp.org/scal/research/resources/researchseries/index.html#supplementary
Wednesday, September 18, 2013
Wednesday, June 26, 2013
Are you an NHMC employee enrolled in BSN or MSN & feeling stressed over your research assignment? Or need to get your questions answered?
“Speaking of Research…"
With Dr. Marty Highfield, RN
(NHMC Nursing Research Facilitator & CSUN Professor)
WHEN: 0745 -0845 every 3rd Thursday (drop-in for part or all)
WHERE: NHMC cafeteria (limit 5-6 people)*
WHAT: Informal conversation to answer your questions about research or evidence-based practice class assignments or projects. (e.g., how to find relevant research; research terminology; etc.
WHO: Any staff, especially those going back to nursing school, who want to work on finding, reading, and using research in assignments or practice. Members of unit councils, task forces, or committees welcome, too. For more information email Dr. Highfield at martha.highfield@dignityhealth
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