Summary of Current Course Content Knowledge
When I looked through the weekly objectives, I recognized that I already knew the most about evaluating the significance of nursing research in enhancing patient outcomes and the value of EBP in nursing practice. As a nurse, I can attest to the importance of research for furthering the profession, keeping abreast of developments in the industry, and providing the best possible care to patients. I have done a lot of reading on the subject and learned that nurses still depend largely on research study results to enhance patient outcomes and lessen the likelihood of illness-related complications. According to the literature I reviewed, evidence-based practices may be created by combining the knowledge and experience of nurses with the latest findings in the field (Horntvedt et al., 2018). In facilitating the development of efficient treatment and care procedures, EBP may provide professionals like nurses with a significant boost in their ability to care for their patients. The ability to tailor treatment to each patient means that nurses may avoid administering therapy that is ineffective for most patients.
However, when examining the weekly objectives, I realized that I knew very little about statistics or evaluating the quality of evidence. Statistical analysis has always seemed like a black box to me, but I’m willing to approach this subject with an open mind, hoping to enjoy it. I’m excited to learn more about comparing variable types and the impact of “levels of evidence” on shifts in practice.
I look forward to learning more about the nursing profession’s societal effects and future advancements in the classroom and via lifetime education from my professor and classmates. In addition, I am curious how developing information literacy skills might improve nurses’ ability to draw evidence-based decisions. My main question for this course is whether or not the specific research methodology used affects study results or the quality of treatment provided to patients.
References
Horntvedt, M. 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). https://doi.org/10.1186/s12909-018-1278-z
Academic engagement through active participation in instructional activities related to the course objectives is paramount to your success in this course and future courses. Through interaction with your instructor and classmates, you will explore the course material and be provided with the best opportunity for objective and competency mastery. To begin this class, review the course objectives for each Topic, and then answer the following questions as this will help guide your instructor for course instruction.
Which weekly objectives do you have prior knowledge of and to what extent?
Which weekly objectives do you have no prior knowledge of?
What course-related topics would you like to discuss with your instructor and classmates? What questions or concerns do you have about this course?
Which weekly objectives do you have prior knowledge of and to what extent?
For this course, I have prior knowledge of EBP as well as PICOT questions. In my facility, all new nurses are required to attend a year-long program called the nurse residency program. This program helps new nurses understand EBP, and we are currently working on developing a PICOT ourselves.
Which weekly objectives do you have no prior knowledge of?
Even though I am familiar with EBP and PICOT, I definitely need more experience performing the work that follows. I am also unfamiliar with the new theories stated and I am looking forward to learning them.
What course-related topics would you like to discuss with your instructor and classmates? What questions or concerns do you have about this course?
I currently do not have any questions but that does not mean they won’t come along at some point throughout this course. I feel confident enough to reach out when any question arises, and I am excited about this course.
