Graduates for Scholarship for Evidence-Based Practice should be able to translate the vital elements of research models and processes for clinical practice. They should, in collaboration with other members of the healthcare system, conduct continuous research through retrieval, appraisal, and synthesis of evidence-based information to improve patient outcomes. The graduates’ focus should to safeguard the patients rather than harm them. Professional nurses should protect the rights of their patients even in situations that pose a potential risk of misconduct, harm, or conflict of interest (Tymkow, 2014). Therefore, the identity of patients participating in studies should be safeguarded. As Carter et al. (2017) posit, the nursing students should monitor patient outcomes and identify, document, and respond to any complications with utmost proper clinical judgment. Scholarship for evidence-based practice involves a mental process in which nursing students challenge traditional interventions, test new ideas, predict outcomes, and explain patterns and exceptions documented in studies and training.
Evidence-based practice is critical in the healthcare system. It is essential in the provision of the best care for patients (Carter et al., 2017). While clinical scholarship is not clinical research or proficiency, it is inspired by research. Besides observing, analyzing, and synthesizing patient outcomes, it entails applying and disseminating evidence-based information to build a new understanding, develop new knowledge, and foster the nursing practice (Tymkow, 2014). After rigorous research and study of various evidence-based practices, I note that clinical scholarship is an essential aspect of the nursing practice. It involves integral activities that methodically advance research, teaching, and nursing practice through a significantly rigorous, creative, elaborative, and documented process. At the center of the scholarship for evidence-based practice is the concepts of discovery that facilitate the development of new knowledge through research and elaborate inquiry into existing knowledge.
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Inquiry-based knowledge development is imperative in advancing evidence-based practice. It allows nursing students to examine published knowledge, apply, and disseminate for use through a collaborative health system. One of the learning processes is reviewing evidence-based manuscripts and published research materials. In my “Qualitative Research Article Critique” assignment, three aspects were apparent. First, patient-centered care is imperative in promoting the best outcomes for patients. Second, I learned that to function effectively in nursing, and other inter-professional settings, exercising mutual respect, open communication, as well as shared decision-making, were crucial in fostering quality patient care. Lastly, integrating current evidence-based practices in nursing practice is integral in promoting better patient care outcomes. It allows nurses to apply and disseminate new knowledge in their practice.
Completing the “Qualitative Research Article Critique,” provided an array of new knowledge with a clear understanding of the essence of applying the latest knowledge in my nursing practice. In light of patient-centered care, it has been my practice to acknowledge the patient as a full partner in the provision of coordinated and compassionate care grounded on respect for the patient’s values, needs, and preferences. I have been able to form and sustain an engaging environment with patients, perhaps to boost not only patient-centered care but also my learning process, identification, and documentation of new phenomena. Notably, I have developed new strategies, including open communication, to identify and manage overlaps while working with other nurses or inter-healthcare professionals. This move has been beneficial in advancing effective teamwork and collaboration. Continued inquiry into existing knowledge has become my routine as I seek to refine my understanding of the nursing practice. The need for new experience is driven by the recognition that in everyday practice, nurses interact with informed patients and identify novel phenomena while working (Carter et al., 2017). Indeed, scholarship for evidence-based practice is a valuable concept in promoting a better nursing practice.
References
Carter, E. J., Mastro, K., Vose, C., Rivera, R., & Larson, E. L. (2017). Clarifying the conundrum: evidence-based practice, quality improvement, or research? The clinical scholarship continuum. JONA: The Journal of Nursing Administration , 47 (5), 266-270.
Tymkow, C. (2014). Clinical scholarship and evidence-based practice. The doctor of nursing practice essentials , 61-132.
