Evidence-Based Nursing Practice

Evidence-Based Nursing Practice

Contributions of Non-Experimental, Experimental, and Quasi-Experimental Research to the Body of Scientific Knowledge in Nursing 

By enabling researchers to manipulate factors and show cause-and-effect relationships, experimental designs add to the scientific body of nursing knowledge. When randomization is impossible, quasi-experimental methods are crucial because they can investigate relationships, shed light on complicated phenomena, and guide behavior in real-world contexts. To follow this, non-experimental designs contribute by examining nursing phenomena in natural settings, creating detailed descriptions, and identifying factors affecting patient outcomes.

Each Article’s Applicability to the Body of  Scientific Nursing Knowledge and Evidence-Based Practice

Non-Experimental Design

Regarding the body of scientific nursing knowledge and evidence-based practice, the article “Can Online Learning Be a Reliable Alternative to Nursing Students’ Learning during a Pandemic” is pertinent. The paper advances knowledge about the value of online education for nursing students in times of crisis (Kim & Kim, 2023). By assisting educators and institutions in making knowledgeable decisions about deploying and optimizing online learning in nursing education, the study’s findings can contribute to evidence-based practice.

Experimental Designs 

The article “Evidence-based Nursing Education for undergraduate students” has a lot to do with the body of nursing knowledge based on science and evidence. This study offers a preliminary experimental investigation into the efficiency of undergraduate students’ evidence-based nursing education. The study’s findings advance the scientific understanding of nursing by providing empirical proof of the efficiency of evidence-based education strategies in enhancing students’ knowledge (Oh & Yang, 2019). The results of this study can influence the development and application of evidence-based nursing curricula and teaching methods, which will support evidence-based practice.

Quasi-Experimental Designs 

The article “Types of Nursing Intervention to Reduce Impact of Bullying and Aggression on Nurses in the Workplace” is highly pertinent to evidence-based practice and scientific nursing knowledge. This study examines various nursing tactics that aim to decrease the negative impacts of bullying and aggression on nurses at work. By shedding light on evidence-based strategies that can aid in creating a secure and encouraging work environment for nurses, the research advances scientific nursing knowledge (Yosef et al., 2022). The findings of this study have immediate implications for evidence-based practice because they help healthcare organizations and nursing leaders design and implement specific interventions to protect nurses’ well-being and job satisfaction. Ultimately, this research promotes a healthy work environment, improves nurse retention, and enhances the overall quality of patient care.

References

Kim, J. Y., & Kim, M.-E. (2023). Can online learning be a reliable alternative to nursing students’ learning during a pandemic? – A systematic review and meta-analysis. Nurse Education Today, 122, 105710. https://doi.org/10.1016/j.nedt.2023.105710

Oh, E. G., & Yang, Y. L. (2019). Evidence-based nursing education for undergraduate students: A preliminary experimental study. Nurse Education in Practice, 38, 45–51. https://doi.org/10.1016/j.nepr.2019.05.010

Yosep, I., Hikmat, R., & Mardhiyah, A. (2022). Types of Nursing Intervention to Reduce Impact of Bullying and Aggression on Nurses in the Workplace. Healthcare, 10(8), 1463. https://doi.org/10.3390/

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Module 3 Discussion Topic 1

Discuss the contributions of experimental, quasi-experimental, and non-experimental designs to the scientific body of nursing knowledge. Identify an article using each design and discuss the relevance of each article to the body of scientific nursing knowledge and evidence-based practice. Please limit your initial post to no more than 400 words.

Evidence-Based Nursing Practice

NU615 Graduate Discussion Rubric (1) (2)
Criteria Rating Pts
This criterion is linked to a Learning OutcomeProfessionalism and Leadership
Initial Primary Post
5 pts
Excellent
Posts initial primary post within 3 days (72 hours) of discussion opening
0 pts
Unsatisfactory
Posts initial primary post after 72 hours. Entrance into discussion was not within 3 days (72 hours) of the discussion opening
5 pts
This criterion is linked to a Learning OutcomeTeamwork and Collaboration
Interaction with Peers and Responses to Peers
6 pts
Excellent
Evidence of full engagement in the discussion. Posts in discussion on at least three different days. (One day for the primary post and at least two different days for peer responses.) Each peer response post demonstrates analysis of others’ posts and extends the discussion by building on previous posts and asking relevant questions, the discussion meaningfully Evidence/research cited in at least 2 peer posts
3 pts
Needs Improvement
Only one substantive peer response The post demonstrates analysis of other’s posts and extends the discussion by building on previous posts and asking relevant questions extends the discussion meaningfully Evidence/research evident in only one peer response
0 pts
Unsatisfactory
Does not post in a discussion on three different days or response to peers is simply “I agree with your post” or “Nice post” Peer posts lack analysis and do not extend the discussion or build on previous posts No evidence of research in peer posts
6 pts
This criterion is linked to a Learning OutcomeComprehension, Reasoning, and Synthesis of Advanced Nursing Content Evidence-based Practice (EBP)
Understanding and Using Course Content and EBP
10 pts
Excellent
The student understands significant ideas relevant to the issue or problem under discussion. This is indicated by correct use of terminology, precise selection of the pieces of information required to make a point, correct and appropriate use of examples and counterexamples, demonstrations of which distinctions are important to make, and explanations that are concise and to the point Information and knowledge are accurate The student elaborates statements with accurate explanations, reasons, and evidence Two or more appropriate scholarly sources effectively utilized in the primary post. (One source may be a textbook). No internet sources cited
5 pts
Needs Improvement
Ideas are reasonably clear, but the listener needs to make some guesses as to what the student meant Some correct terminology is utilized but the discussion is fragmented Some vocabulary is used correctly and some is not Ideas are correct but not concise. Information and knowledge are somewhat accurate Contributions to the discussion are generally supported by some facts, examples, analogies, statistics, and so forth, but there’s a sense that more is needed Evidence is only provided from the textbook. No scholarly peer-reviewed journal articles cited or use an internet source
0 pts
Unsatisfactory
The student uses foundational knowledge incorrectly or explores the problem/issue thoroughly The student struggles to provide ideas or support for ideas Ideas are extremely limited or hard to understand The student has difficulty distinguishing main ideas and supporting details Terminology is used incorrectly. No citation of scholarly sources. Use of Internet sources only
10 pts
This criterion is linked to a Learning OutcomeScholarly Writing
Mechanics and APA
4 pts
Excellent
Writing has no spelling, grammatical, or APA errors, is organized, clear, and concise
2 pts
Needs Improvement
Writing has 1-4 spelling, grammatical, or APA errors, is organized, clear, and concise
0 pts
Unsatisfactory
Writing contains 5 or more spelling, grammatical, or APA errors
4 pts