Developing Nurse Scholars and Leaders: Evidence-Based Guidelines as Untapped Resources

2.50
Hdl Handle:
http://hdl.handle.net/10755/308585
Category:
Abstract
Type:
Presentation
Title:
Developing Nurse Scholars and Leaders: Evidence-Based Guidelines as Untapped Resources
Author(s):
Hertz, Judith
Lead Author STTI Affiliation:
Beta Omega
Author Details:
Judith Hertz, PhD, RN, FNGNA, FAAN, jhertz@niu.edu
Abstract:

Session presented on: Sunday, November 17, 2013

Evidence-based practice guidelines (EBPs) are commonplace in nursing practice and educational settings. Most agree that EBPs are essential to implement quality nursing care and to promote positive client outcomes.  Accreditors of diverse practice and educational settings who require use of EBPs in their guidelines reinforce this idea.

When creating EBPs, the goal is to synthesize and rank extant evidence as the basis for practices in specific healthcare situations. By consensus, the best available evidence is empirical evidence from randomized control trials (RCTs). Other evidence (e.g., expert opinions, position statements, theories) might be considered, but carry less weight. Conversely, the comprehensive knowledge base of nursing science includes ethical, aesthetic, personal, emancipatory and empirical knowledge (Carper, 1978; Chinn & Kramer, 2011; Fawcett, Watson, Neuman, Walker & Fitzpatrick 2001). Therefore, to develop future nurse scholars to lead the future growth of nursing science, educators must consider strategies for promoting comprehensive knowledge development.  A potential, untapped resource for prioritizing areas for comprehensive knowledge development is the growing number of EBPs.

The purpose of this presentation is to encourage nurse educators and scholars to consider strategies for comprehensively building nursing science via existing EBPs.

The primary focus of this presentation will be on reviewing the ways of knowing/knowledge and the contribution of each to nursing science.  Based on personal experiences in leading a team that developed an EBP in 2005 and its recent update, content from the EBP will be analyzed to illustrate how its synthesized evidence can be used to prioritize areas for future ethical, aesthetic, personal, emancipatory and empirical knowledge development. This content and approach has implications for nurse educators who contribute to the development of future nursing scholars as leaders and to nursing scholars (neophyte and seasoned) who ensure comprehensive nursing science development.

Keywords:
Building nursing science; Nursing leadership; Utilization of evidence-based practices
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleDeveloping Nurse Scholars and Leaders: Evidence-Based Guidelines as Untapped Resourcesen_GB
dc.contributor.authorHertz, Judithen_GB
dc.contributor.departmentBeta Omegaen_GB
dc.author.detailsJudith Hertz, PhD, RN, FNGNA, FAAN, jhertz@niu.eduen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308585-
dc.description.abstract<p>Session presented on: Sunday, November 17, 2013</p>Evidence-based practice guidelines (EBPs) are commonplace in nursing practice and educational settings. Most agree that EBPs are essential to implement quality nursing care and to promote positive client outcomes.  Accreditors of diverse practice and educational settings who require use of EBPs in their guidelines reinforce this idea. <p>When creating EBPs, the goal is to synthesize and rank extant evidence as the basis for practices in specific healthcare situations. By consensus, the best available evidence is empirical evidence from randomized control trials (RCTs). Other evidence (e.g., expert opinions, position statements, theories) might be considered, but carry less weight. Conversely, the comprehensive knowledge base of nursing science includes ethical, aesthetic, personal, emancipatory and empirical knowledge (Carper, 1978; Chinn & Kramer, 2011; Fawcett, Watson, Neuman, Walker & Fitzpatrick 2001). Therefore, to develop future nurse scholars to lead the future growth of nursing science, educators must consider strategies for promoting comprehensive knowledge development.  A potential, untapped resource for prioritizing areas for comprehensive knowledge development is the growing number of EBPs. <p>The purpose of this presentation is to encourage nurse educators and scholars to consider strategies for comprehensively building nursing science via existing EBPs. <p>The primary focus of this presentation will be on reviewing the ways of knowing/knowledge and the contribution of each to nursing science.  Based on personal experiences in leading a team that developed an EBP in 2005 and its recent update, content from the EBP will be analyzed to illustrate how its synthesized evidence can be used to prioritize areas for future ethical, aesthetic, personal, emancipatory and empirical knowledge development. This content and approach has implications for nurse educators who contribute to the development of future nursing scholars as leaders and to nursing scholars (neophyte and seasoned) who ensure comprehensive nursing science development.en_GB
dc.subjectBuilding nursing scienceen_GB
dc.subjectNursing leadershipen_GB
dc.subjectUtilization of evidence-based practicesen_GB
dc.date.available2013-12-19T17:33:14Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:33:14Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
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