Determining the Credibility of Evidence and Resources Essay Example

Evidence-based practice is indeed a problem-solving technique towards healthcare provision that takes into account the most current evidence, clinician expertise, and patient preferences and values. It requires merging one’s own clinical knowledge with one of the most information technologies medical studies through clinical experiments. EBP had changed tremendously to include the greatest up-to-date empirical proof, medical care, the client’s clinical values and circumstances, or even the characteristics of the treatment specialist’s procedure.

Credible, well-chosen resources are the pillars of a well-composed research article. Individuals should follow five criteria that would help them assess and evaluate the value and credibility of their articles. Authority is the first step, and it determines the knowledge experience and integrity of the source creator. Accuracy is the next element in the criteria. In detail, it is a measure that is associated with the quality of the article’s content. A good article presents its content clearly and logically. Currency is the next step in the criteria, and it determines how up-to-date the article relates to the research topic. The article’s creator should not publish the article before the important events in the field of research. Objectivity is the next step in the criteria, and it involves evaluating the article’s bias. It consists of the publisher’s and author’s biases. The last step in the criteria is relevance, and it explains how the source’s information fits the argument from the research topic.

To enable successful research into practice, an EBP organizational mindset must be developed. The first step in implementing EBP in an organization is to choose a decision-making framework. Educational research has shifted to a more methodical approach, with theoretical frameworks guiding the process of translating research into practice. There are several frameworks, each with its own set of differences (Guyatt, Haynes, & Cook, 2000). Nurses must be aware of these distinctions in order to choose the right model for the activity at hand.

The objective of using an evidence-based approach is to promote the safety and quality of patient care. Nursing has evolved over the last years, and a professional nurse is expected to have a scientific foundation to enhance health care. Professional nurses are advancing and taking leadership responsibilities, including the incorporation of EBPs as nursing evolves. Nurses are supposed to understand the criteria and make a resource credible to perform their duties.

Ottawa model of research is an evidence-based practice model that would be ideal for addressing a safety issue. It is an interactive model that portrays research as a process of connected choices made by the researcher (Gifford et al., 2017). The three phases of the model include evaluating the barriers and supports, evaluating interventions and the extent of use, and evaluating the research results.

It’s critical to create a Research problem to guarantee you’re recognizing the clinical issue. Types of patients/patient populations are included in the P. Sex, race, and patients with specific healthcare issues should all be taken into account. Interventions, specific approaches, or treatments of interest are included in the I. C is for comparative or options to the problem is actually medication or solutions. This could also incorporate fresh or different approaches to achieving the same goal. The O is pondering the desired result. When constructing your query, you must be specific and succinct. The T stands for time (Hoffman, Bennett, & Del Mar, 2013). This is unnecessary; however, it may be pertinent to the clinical question at hand.

The next stage is to provide a grade that will help guide proposals for putting the results into reality. The team’s assessment of the strength of evidence for initiating a therapy or treatment determines the suggestion grade. Grades are frequently expressed as A, B, or C, or as plus signs. The strength of the suggestion based on the evidence is determined by grading the evidence. Although grading is a crucial aspect of the process, it is not uniform among medical specialties. Luckily, there are only a few classification methods. Here are a few instances:  Research Group for Grades (Grading of Recommendations Assessment Development, and Evaluation). CONCLUDE II (Appraisal of Guidelines for Research and Evaluation 2)

The results must then be disseminated. You can share these findings at national and international conferences or at your company’s grand rounds utilizing podium and poster demonstrations. Lack of education on EBP and insufficient leadership support to effectively incorporate EBP into organizations are two barriers to implementation. As a result, it is critical for an organization’s leadership to remove these impediments to the thirst for knowledge. To be effective in implementing EBP, hospitals must build structure and protocols, as well as boost employee access to this information. Regarding nurses’ good sentiments toward EBP, according to a 2016 survey, nurses believe their ability to apply EBP procedures is still limited (Straus, Glasziou, & Haynes, 2011). The researchers suggest that companies and healthcare systems cultivate EBP in three ways: through management, training, and mentorship.

The most frequent healthcare-associated infection is catheter-associated urinary tract infection (CAUTI), which is linked to higher patient morbidity, mortality, duration of service, and hospital expenses. Urinary tract diseases are the most common kind of universal health care illness documented by acute care hospitals, with the insertion of a urinary catheter being the most common cause (Bushell, 2019). The most effective strategy to prevent the risk of CAUTI is to limit urine catheterization to individuals with obvious reasons and to disconnect the catheter as immediately because it is no longer required.

One of the primary evidence-based changes in the revised guidelines has been to reduce the duration of urinary catheter use. According to Welden, (2013), when a CAUTI happens and there is the lack of rationale for the catheter use, it is no longer assumed that health care providers provided the appropriate care. Nurses can be provided with electronic infrastructure related to urinary catheter usage and it will help them sustain CAUTI-prevention care practices. A nurse can trust this source since it describes how a team involving health care providers utilizes the HER appropriately to enhance and demonstrate evidence-based practices in the prevention of CAUTI.

Nursing’s cornerstone is evidence-based practice, but changing market conditions necessitate strong partnerships to achieve EBP. To develop a unified vision for implementing EBP across specialties, current staff can become EBP ambassadors and authority figures for incoming nurses. 4 We can’t answer these practice issues as nurses unless we examine the literature and explore the critical components that will assist us — and our patients and patient families — make informed decisions.


Bushell, M. (2019). Supporting your practice: Evidence-based medicine. Australian Pharmacist , 38 (3), 46-55.

Gifford, W., Graham, I. D., Ehrhart, M. G., Davies, B. L., & Aarons, G. A. (2017). Ottawa model of implementation leadership and implementation leadership scale: mapping concepts for developing and evaluating theory-based leadership interventions. Journal of Healthcare Leadership9, 15.

Guyatt, G. H., Haynes, R. B., & Cook, D. J. (2000). sers’ guides to the medical literature: XXV. evidence-based medicine: principles for applying the users’ guides to patient care. JAMA , 284, 1290-1296.

Hoffman, T., Bennett, S., & Del Mar, C. (2013). Evidence-based practice: across the health professions. Chatswood, NSW: Elsevier.

Straus, S., Glasziou, P., & Haynes, R. (2011). Evidence-based medicine: how to practice and teach it. Edinburgh: Churchill Livingstone Elsevier.

Welden, L. (2013). Electronic health record: driving evidence-based catheter-associated urinary tract infections (CAUTI) care practices. Online J Issues Nurs18(3).

Need Help? Chat with us!
Start a Conversation
Hi! Click one of our members below to chat on WhatsApp
We usually reply in a few minutes