Evidence-Based Practice (EBP) in public health nursing refers to the creation, implementation, and assessment of effective policies and programs in public health by using scientific thinking. These principles of scientific thinking include the use of behavioral science theory, data and information systems, and program planning models (Lhachimi, Bala & Vanagas, 2016). Thus, EBP combines the best-available scientific evidence with personal knowledge. EBP in public health nursing entails the creation of research-based interventions that enhance public health outcomes. The use of accurate knowledge on the causes and dispersal of health problems is necessary for the application of EBP. Therefore, effective public health interventions should mirror grounding in scientific evidence. The evidence that is derived from systematic reviews by experts can be structured and communicated to nurses through practice guidelines (Moen, Ndateba, Collins & Iyamurenya, 2015). The practice guidelines will then trigger public health nurses to use research findings to inform their practice.
The role of EBP in public health nursing is different from its role in advanced nurse education. Though EBP involves the use of scientific evidence to inform programs and interventions, its role is different in the two practices. Whereas EBP in public health nursing requires the use of research-based evidence in creating interventions and enhancing health outcomes, EBP in advanced nurse education involves the use of scientific evidence in nursing education. This includes adopting scientific evidence in education and curricula development and realignment, practice adoption, and scientific engagement in novel research fields (Stevens, 2017). For EBP to be fully integrated into health systems nursing students need education that integrates EBP knowledge across the classroom and the practice setting (Fiset, Graham & Davies, 2017). Integrating EBP practice competencies in the classroom and practice settings ensures that nursing students they can use scientific knowledge in the clinical setting.
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References
Fiset, V., Graham, I., and Davies, B. (2017). Evidence-Based Practice in Clinical Nursing Education: A Scoping Review. Journal of Nursing Education; 56 (9).
Lhachimi, S., Bala, M., and Vanagas, G. (2016). Evidence-Based Public Health. Biomed Res Intv . 2016; 2016PMC4749765.
Moen, M., Ndateba, I., Collins, A., and Iyamurenya, J. (2015). Evidence Based Practice: Valuable and Successful Examples from Nursing and Midwifery in Rwanda. Rwanda Journal Series F: Medicine and Health Sciences; 2 (2).
Stevens, K. (2017). The Impact of Evidence-Based Practice in Nursing and the Next Big Ideas. The online Journal of Issues in Nursing; 18 (2).
