Evaluating the Importance and Barriers of EBP in BSN-Prepared RN Practice

Evaluating the Importance and Barriers of EBP in BSN-Prepared RN Practice

Learning Outcomes

• Evaluating the Importance of EBP to the Practice of BSN-Prepared RN
• Ways of Integrating Evidence into Practice
• Obstacles and Barriers to Implementing EBPs.  

Evaluating the Importance and Barriers of EBP in BSN-Prepared RN Practice

Evidence-based practice (EBP) is central for a Bachelor of Science Nursing (BSN) Registered Nurse (RN) since it offers the technical expertise, knowledge, and insights in decision-making and development and implementation of a care plan. According to Horntvedt et al. (2018), EBP in nursing involves integrating clinical knowledge, data from research, and personal inclinations in improving patient-centered care. It is central in promoting the quality and safety of patient outcome. In the case of a BSN trained registered nurse, EBPs on interventions and care strategies enable the healthcare provider to devise a broad approach corresponding to the patient’s healthcare requirements and individual preferences, including culture, beliefs, and values.

Developing patient-centered objectives and involvement in continuous learning are two core techniques of incorporating evidence into the healthcare practice. Learning centered on an individual’s area of interest aids in acquiring expertise about the contemporary trends, for example, importance and application of technology in formulating and implementing care plans. An example is the use of bedside alarms, and hourly rounding in managing patient falls. Organizations can enforce continuous learning by providing staff with adequate knowledge through training packages and opportunities (Farokhzadian and Poorchangizi, 2017). Similarly, constant learning promotes EBPs since RNs gain sufficient knowledge to provide patient-centered care. Creating efficient approaches that are aligned with the individual’s preferences is one way to achieve patient-centered care. For example, when health facilities need to reduce the duration of hospitalisation, the Registered Nurse is tasked with identifying and formulating EBPs that assist in attaining the objective. An example is the combination of pharmacological and non-pharmacological intervention.

Three impediments that might hamper the incorporation of EBPs into training include scarce resources and time to learn, inadequate organizational support and lack of collaborative practice. Collaborative practice is significant in the integration of EBPs in healthcare. Additionally, organizations need to offer resources and time, which are necessary for integrating EBPs into training. Lack of such assistance may deter the success of the EBP’s goals. The setbacks mentioned above can be tackled by organizations providing adequate resources to finance continuous education, developing a collaborative culture between various healthcare stakeholders, and petitioning for the managerial backing to execute the EBPs. To prevent challenges like personnel resistance in the EBPs implementation, using change management strategies is important.

References

Farokhzadian, J., & Poorchangizi, B. (2017). 115: Strategies of integration of evidence-based practice in the clinical settings. BMJ open, 7 (Suppl 1).

Horntvedt, M. E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: a thematic literature review. BMC medical education, 18(1), 172.