Index
NOTE: Page references noted with a b are boxes; page references noted with an f are figures; page references
noted with a t are tables.
A Agency for Healthcare Research and Quality
(AHRQ), 113, 121, 144, 144t, 167, 192t
ABIM Foundation, 32
abstracts, 117, 153 algorithms, 165
acceptability recommendations, 196–198
access to information/library services, 31 American Association of Colleges of Nursing
accountability, evidence-based practice (EBP) (AACN), 44
and, 8–9 American Association of Respiratory Care,
accreditation, 7, 53 46
action items, 80, 325–332
Action Planning Tool, 271–275 American College of Chest Physicians
action plans, 63–64 (CHEST), 165
implementing, 64, 200–201, 202 American College of Clinical Pharmacy, 46
support for, 64
translation, 198–200 American Nurses Association (ANA), 45,
adopters 46, 104
curves, 77f
five categories of, 76b American Nurses Credentialing Center
adoption of evidence-based practice (EBP), (ANCC), 47, 53, 211
17
Advisory Board Company, 182 analysis, 7. See also tools
Advisory Committee on Immunization Stakeholder Analysis and Communication
Practices, 14 Tool, 252–253, 289–293
Affordable Care Act 2010, 181 systematic reviews with meta-analysis,
142–143, 158–159
AND operator, 108, 109, 110t
answerable questions, 101–102
appraisal
articles, 225f
evidence, 129 (see also research)
nonresearch (see nonresearch)
338 Johns Hopkins Evidence-Based Practice for Nurses and Healthcare Professionals, Fourth Edition
Nonresearch Evidence Appraisal Tool, bodies of evidence, 165. See also evidence
261–265, 307–314 Boolean operators, 108, 109, 110t, 168
quality of evidence, 147–160 C
Research Evidence Appraisal Tool, 160,
Campaign Zero, 181
254–260, 297–306 The Campbell Collaboration, 144t
Appraisal of Guidelines for Research and capacity, building, 29–33
case-control, 138, 139t
Evaluation (AGREE) II Tool, 233 case reports, 178–179
Appraisal of Guidelines Research and case studies, 141t
Centers for Disease Control and Prevention
Evaluation (AGREE) Collaboration, 165,
166 (CDC), 113, 175
appraisal techniques, 29 Centers for Medicare & Medicaid Services
Nonresearch Evidence Appraisal Tool, 60
Research Evidence Appraisal Tool, 60 (CMS), 53, 100
articles central tendency, measures of, 150
appraisal, 225f Centre for Reviews and Dissemination
peer-reviewed journal, 213–216
searching, 235 (CRD), 144t
assessments, loss, 27. See also evaluation change
attention bias, 149t
audience, dissemination, 208 champions, 200
authorship, citing, 215b. See also writing communication, 200t
averages, 150 Plan-Do-Study-Act (PDSA), 64, 65
practice, 90
B change-and-transition processes, 28, 33–35.
See also transitions
background questions, 86–90 change management, 17, 20
backgrounds (for presentations), 213 change champions, 23
barriers, overcoming, 24–25 definition of change, 26t
behavior, frequency of, 139 leadership participation in, 18, 22
Behavioral Measurement Database Services, maintenance of, 25
managing transitions, 26–27
107 change teams, 28
benefits, 5 CINAHL (Cumulative Index to Nursing and
Best Practice information sheets, 101, 106 Allied Health Literature), 4, 32, 100, 101,
best practices companies, 182 104, 108, 224, 232, 235, 238
best qualitative, 141t filters, 109
biases CINAHL Plus, 254
CINAHL Subject Headings, 104
searching, 100, 103 citations, identifying, 118
types of, 149t
validity and, 148
Index 339
citing authorship, 215b community standards, 179
clarification of problems, 56–57 companies, best practices, 182
clarity of teams, 78 comparisons (PICO), 57, 88, 89, 90. See also
PICO
classification systems, 121
competencies, 242
clinical practice guidelines (CPGs), 164–167, development of, 49
166t–167t healthcare professionals (HCPs), 47f
identifying, 74
Clinical Practice Guidelines We Can Trust
(IOM [2011]), 170 Competency Domain, 32
clinical queries (PubMed), 105 components, 44–49
of action plans, 198–200
clinical questions, 82 of fit recommendations, 196–198
of inquiry, 45
clinical reasoning, 51–52 of learning, 48–49
of manuscript submissions, 216t
Clinical Trials.gov, 112 of practice, 45–48
of practice setting-specific
clinician experience, 179–180 recommendations, 196
of translation, 196–203
Cochrane, Archibald L., 6
conclusions, 153, 154
Cochrane Collaboration, 6, 32, 145t
Conduct and Utilization of Research in
Cochrane Database of Systematic Reviews, Nursing Project (CURN), 6
106, 238
conferences, 32, 211–213
Cochrane Handbook for Systematic Reviews
of Interventions, 116 confidence intervals (CIs), 152
Cochrane Library, 100, 101, 106, 121, 254 conflicts of interest (COIs), 166t, 171
Cochrane Review, 91 connectivism, 50
cohorts, 138, 139t consensus statements (CSs), 165
collaboration Consensus Study (IOM), 74
Appraisal of Guidelines Research and
Evaluation (AGREE) Collaboration, consistency, Heat Charts, 197, 197f
165
group, 50 CONsolidated Standards of Reporting Trials
identifying, 75 (CONSORT), 170
interprofessional, 32–33
construct validity, 147
collecting evidence, 99. See also evidence
consumer experience, 180–181
Commission on Accreditation of
Rehabilitation Facilities, 53 content validity, 148
committees, structures of, 34, 35t control, 134
communication, 26 control groups, 134, 135
change, 200t
lack of, 25 controlled vocabularies, 108
planning, 35–37
Stakeholder Analysis and Communication core competencies, 46
Tool, 252–253, 289–293 development of, 49
strategies, 209–210 healthcare professionals (HCPs), 47f
340 Johns Hopkins Evidence-Based Practice for Nurses and Healthcare Professionals, Fourth Edition
correlational studies, 138–139 Health and Psychosocial Instruments
costs, 5, 7 (HaPI), 107
cover letters, 216t
COVID-19, 212, 240 literature, 32, 101
critical reviews, 169t outside of nursing literature, 106–107
critical thinking, 51–52, 61 Physiotherapy Evidence Database
critiques, 24, 29. See also feedback
cross-cultural validity, 148 (PEDro), 107
Crossing the Quality Chasm (2001), 14 PsycINFO, 106–107
cross-sectional studies, 136 selecting, 104–106
cultures. See also environments TRIP Medical Database, 112
building capacity, 29–33 decision-making, 5, 165, 201
creating EBP, 241–243
developing mentors, 22–23 decision trees, 92f
developing strategic plans, 21
establishing organizational, 19–29 dependability, 78
implementation plans, 24
learning, 48 dependent variables, 134
managing transitions, 26–27
organizational, 53, 199 descriptive studies, 137–138, 145–146
overcoming barriers, 24–25
transition strategies, 27–29 design, 131–141
curves, adopters, 77f correlational studies, 138–139
cycles descriptive studies, 137–138
Plan-Do-Study-Act (PDSA), 64, 65, 174, non-experimental research, 133t, 136
poster presentations, 211, 212
175, 191, 193–195, 227, 228 qualitative research, 140–141
rapid cycle quality improvement (QI), 193 quasi-experimental research, 132t, 135–
136
D single study research, 132–141
systematic reviews, 141–146
databases, 100, 101, 254 true experimental research, 132t, 133–
Behavioral Measurement Database 135
Services, 107 univariate research, 133t, 139–140
Boolean operators, 108, 109
Cochrane Database of Systematic development groups, guidelines, 164, 166t
Reviews, 106
creating search strategies, 107–114 deviations, 150
ERIC, 238
filters, 109 digital learning, 238
discussions, 153, 154, 216t
dissemination, 207–208
conferences, 211–213
creating plans, 208–209
external, 211–217
of findings, 66
internal, 209–210
projects, 228
types of, 216–217
distribution of values, 150
documents
Index 341
mission statements, 19–20 evaluation, 33, 61
vision statements, 21 economic, 175–177
of models, 16
E outcomes, 64–65
of outcomes, 202–203
early adopters, 76b, 77f program, 177
early majority, 76b, 77f searches, 115–118
economic evaluation, 175–177 of statistical findings, 150–152
education, 23, 26, 32, 48
events, change, 26. See also change
lessons learned, 65 management
nurses, 9
effectiveness, 5 evidence, 59–62
effective sizes, 152 advanced search techniques, 114
effect size (ES), 142 answerable questions, 101–102
efficacy, 5 appraisal, 129 (see also research)
efficiency, 5 central venous catheters (CVCs), 232–233
electronic health records (EHRs), 201 classification systems, 121
elements clinical practice guidelines (CPGs), 164–
application of PICO, 58f 167
of strategic plans, 21f collecting, 99
Embase, 32, 254 creating EBP cultures, 241–242
Emergency Care Research Institute (ECRI), creating search strategies, 107–114
167, 171 databases as sources of, 100
emergency department (ED), 174 gamification in nursing education, 238–
EndNote, 116, 118 239
Enhancing the QUAlity and Transparency Of Heat Charts, 197, 197f
health Research (EQUATOR), 152, 170 hierarchies, 121–123, 295–296
environments Hierarchy of Evidence Guide, 123, 295–
building capacity, 29–33 296
creating supportive, 13–15 individual, 60–61
establishing organizational cultures, Individual Evidence Summary Tool, 124,
126, 266–267, 315–318
19–29 integrative reviews, 168–170
facilitating, 16 interpreting, 170–173
interprofessional collaboration, 32–33 JHNEBP Quality Rating scheme for
planning communication, 35–37 Research Evidence, 233
sustaining change, 33–35 key information formats, 100–101
EQUATOR Network, 215, 216 learning through EBP projects, 224–225
ERIC database, 238 level of research in, 146–147
ethnography, 140t literature reviews, 167–168
multiple sources of, 163 (see also
nonresearch)
nonresearch (see also nonresearch)
342 Johns Hopkins Evidence-Based Practice for Nurses and Healthcare Professionals, Fourth Edition
Nonresearch Evidence Appraisal Tool, definition of, 5
261–265, 307–314 dissemination, 207–208 (see also
overall body of, 61–62 dissemination)
PET (Practice Question, Evidence, and environments, 13–15 (see also
Translation), 51, 54–66 environments)
Physiotherapy Evidence Database establishing organizational cultures,
(PEDro), 107 19–29
pressure injury prevention, 235–236 facilitating, 16
prevention of LVAD driveline infections, growth of, 7
healthcare clinician role in, 9
227 history of, 6–7
primary, 100 interprofessional collaboration, 32–33
quality of, 60, 122, 147–160, 155–159 interprofessional EBP teams, 74–80
quality of life improvement, 230 knowledge and skills, 29–30
quality of measurement, 147–150 leadership, 17–19
recommendations, 61–62, 166t mission statements, 19–20
Research Evidence Appraisal Tool, 160, need for, 15
need for projects, 90–95
254–260, 297–306 outcomes and, 8
research summaries, 164–173 overcoming barriers, 24–25
search examples, 102–103 overview of, 3–4
searching, 29, 60, 99–100 (see also PET (Practice Question, Evidence, and
searching) Translation), 51, 54–66
selecting resources, 104–106 planning communication, 35–37
selecting resources out of literature, processes, 33, 43–44
quality improvement (QI), 92–95
106–107 questions, 101 (see also questions)
strength of, 122 requirements, 53–54
summaries, 124 research, 92–95
synthesis, 124–126 roles of teams, 78–80
Synthesis and Recommendations Tool, searching examples, 102–103
selecting models, 15–16
268–270, 319–323 setting expectations, 34
tools, 254 sources of problems, 81t
type of, 142I–143t structures of committees, 35t
success of, 22
evidence-based practice (EBP) sustaining change, 33–35
access to information/library services, 31 types of questions, 86–90
and accountability, 8–9 writing questions, 87–90
answering questions, 172t–173t
assimilation of, 22 Evidence-Based Practice Centers (EPCs), 144
building capacity, 29–33
clinical reasoning, 51–52 examples
creating cultures, 241–243 leveraging data, 125
critical thinking, 51–52
decision trees, 92f
defining problems, 83t–85t
Index 343
meta-analysis, 143 F
meta-synthesis, 143
PICO (patient, intervention, comparison, Facebook, 217
fast facts, 26
outcomes), 102t, 103t feasibility recommendations, 196–198
quasi-experimental studies, 136 feedback, 7, 20, 23, 198
searching, 102–103 filters, databases, 109
summary vs. synthesis, 125 findings
exclusion criteria, 117 disseminating, 66
evaluating statistical, 150–152
executive summaries, 209 interventions, 103
lessons learned, 65
exemplars research, 101 (see also research)
central venous catheters (CVCs), 231–234 synthesizing, 61
creating EBP cultures, 241–243 fit recommendations, 196–198
gamification in nursing education, 237– Food and Drug Administration, 53
240 foreground questions, 86–90
learning through EBP projects, 223–226 formal education, 49
pressure injury prevention, 234–237 formats, information, 100–101
prevention of LVAD driveline infections, free online resources, 111t–112t
226–228 free resources, 107–114
quality of life improvement, 229–231 The Future of Nursing: Leading Change,
Advancing Health (2011), 15
expectations, setting, 34
G
experience, organizational, 173–181
case reports, 178–179 gamification, 237–240
clinician experience, 179–180 Generation Y, 15
community standards, 179 Generation Z, 15
economic evaluation, 175–177 generic descriptive, 141t
expert opinions, 178 goals, 21
patient/consumer experience, 180–181
program evaluation, 177 Institute of Medicine (IOM), 43
quality improvement (QI) reports, 173– SMART, 194, 194t, 201
175 Google Scholar, 113–114, 235
Grading of Recommendations, Assessment,
experimental groups, 134 Development and Evaluations (GRADE),
164
experimental research, 155–156 graphics, 213
expert opinions, 178
external dissemination, 211–217
conferences, 211–213
peer-reviewed journal articles, 213–216
external factors, 53
external reviews, 167t
external searches, 60
external validity, 148
344 Johns Hopkins Evidence-Based Practice for Nurses and Healthcare Professionals, Fourth Edition
grounded theory, 140t learning, 48–49
group collaboration, 50 practice, 45–48
guidelines, 6, 7, 29 standards, 46
clinical practice guidelines (CPGs), 164– Health Consumer Assessment of Healthcare
167 Providers and Systems (HCAHPS), 52
development groups, 164 health inequity, 171
Johns Hopkins Evidence-Based Practice
Health Professions Education: A Bridge to
Model and Guidelines, 122f Quality (2003), 14, 46
National Guideline Clearinghouse, 171
practices, 14 Health Resources and Services
Systematic Reviews and Meta-Analyses Administration (HRSA), 32, 113
(PRISMA), 117 Heat Charts, 197, 197f
updating, 167t
hierarchies
H evidence, 121–123, 295–296
Johns Hopkins Evidence-Based Practice
Model and Guidelines, 122f
Hierarchy of Evidence Guide, 123, 295–296
hospitals, communication strategies, 209
Health and Psychosocial Instruments (HaPI), I
107
images, 213
Health Business Full Text, 101 impact
healthcare factors, 214
accountability in, 8–9 of projects, 78
clinician role in evidence-based practice implementation, 190, 242. See also
(EBP), 9 translation
consumers and, 180–181 action plans, 200–201, 202
environments, 13 (see also environments) plans, 24
evidence-based practice (EBP) in, 6 (see science, 191b
also evidence-based practice [EBP]) teams, 31
healthcare systems, 3 improvement, models for, 195f
practices, 14 incentives, lack of, 25
team members, 25 InCites Journal Citation Reports, 214
inclusion criteria, 117
Healthcare Cost and Utilization Project independent variables, 134
(HCUP), 100 indexers, 105
individual evidence, 60–61
healthcare professionals (HCPs). See also Individual Evidence Summary Tool, 60,
nurses 266–267, 315–318
clinical reasoning, 51–52
components (of JHEBP), 44
core competencies, 47f
critical thinking, 51–52
definition of inquiry, 45
EVB processes, 43–44
Index 345
informal leaders International Academy of Nursing Editors
characteristics of, 78t (INANE), 214
developing, 22–23 (see also leadership)
interpreting evidence, 170–173
informal learning sources, 31 interpretive descriptive, 141t
interprofessional collaboration, 32–33
information interprofessional EBP teams, 74–80
formats, 100–101 Interprofessional Education Collaborative
literacy, 99
selecting resources, 104–106 (IPEC), 32
interprofessional leaders, recommendations
infrastructure, lack of organizational, 25
for, 160
innovation, 23 interprofessional teams, recruiting, 55
interrater reliability, 151t
innovators, 76b intervention, 57, 88, 89, 90, 103. See also
inquiry PICO
components (of JHEBP), 45 introductions, 153, 216t
definition of, 45 investigator bias, 149t
selecting forms of, 95f
as starting point for JHEBP Model, 51 J
three forms of, 93t
JBI, 6, 101, 106, 145t, 254
inquiry-learning process, 49, 50 JHNEBP Nonresearch Evidence Appraisal
Institute of Medicine (IOM), 3, 14, 32 Tool, 176
clinical practice guidelines (CPGs), 164– JHNEBP Quality Rating scheme for
167
Clinical Practice Guidelines We Can Trust Research Evidence, 233
(2011), 170 Joanna Briggs Institute. See JBI
Consensus Study, 74 job descriptions, 34
Crossing the Quality Chasm (2001), 14 Johns Hopkins Evidence-Based Practice
The Future of Nursing: Leading Change,
Advancing Health (2011), 15 Model (JHEBP), 5, 9, 29, 44f, 122f. See
goals, 43 also evidence-based practice (EBP)
Health Professions Education: A Bridge components, 44–49
to Quality (2003), 14, 46 description of, 49–54
Roundtable on Evidence-Based Medicine factors influencing, 53–54
(2009), 15 implementation teams, 31
Standards for Trustworthy Guidelines, Model for Nurses and HCPs, 43–44 (see
167
also healthcare professionals (HCPs);
Institutional Review Board (IRB), 123 nurses)
PET (Practice Question, Evidence, and
integrative reviews, 168–170 Translation), 51, 54–66, 55f (see also
Practice Question, Evidence, and
internal consistency, 151t Translation [PET])
internal dissemination, 209–210
internal factors, 53
internal searches, 60
internal validity, 147
346 Johns Hopkins Evidence-Based Practice for Nurses and Healthcare Professionals, Fourth Edition
Johns Hopkins Evidence-Based Practice core practices of, 79–80
(JHNEBP) Question Development Tool, cultures and, 19 (see also cultures)
74 developing informal leaders, 22–23
developing mentors, 22–23
The Johns Hopkins Hospital (JHH), 20, dissemination, 208
223, 247 evidence-based practice (EBP), 17–19
lack of supportive, 24
Johns Hopkins Welch Library, 232 opinion leaders, 23, 200
Johnson’s Behavioral System Model, 135 recommendations for healthcare leaders,
Joint Commission, 47, 53
Josiah Macy Jr. Foundation, 32 182–183
Josie King Foundation, 181 recommendations for interprofessional
Journal/Author Name Estimator, 214
journals, 4 leaders, 160
responsibilities of, 24, 56
peer-reviewed journal articles, 213–216 selecting EBP models, 16
predatory, 215 support and visibility of, 18
Worldviews on Evidence-Based transition strategies, 27–29
Nursing, 7 learning. See also education
components (of JHEBP), 48–49
K cultures, 48
definition of, 48
key information formats, 100–101 lessons learned, 65
keywords, 108
legislation, 53
searching, 224, 227
selecting, 109 lessons learned, 65
knowledge. See also education
dissemination (see dissemination) let it happen approach, 17, 26
evidence-based practice (EBP), 29–30
internalizing complex, 50 libraries
knowledge-to-action models, 192t access to services, 31
catalogs, 100
L Cochrane Library, 100, 101, 106
National Library of Medicine (NM), 104,
laggards, 76b, 77f 112, 113
late majority, 76b, 77f
laws, 53 lifelong learning, 13
leadership
literacy, information, 99
characteristics of informal leaders, 78t
commitments, 19 literature
communication strategies, 209 databases, 32, 101
reviews, 167–168
searching, 254 (see also databases)
selecting resources outside of, 106–107
shortcomings of available, 168
translation, 101
longitudinal studies, 136
loss, assessing, 27
Index 347
M statistical significance, 152
types of outcome measures, 202t–203t
Magnet Certification, 48
medians, 150
Magnet Recognition Program, 53
medical intensive care unit (MICU), 174
make it happen approach, 18
Medical Subject Headings (MeSH), 105,
management 168, 235
commitments, 19
communication strategies, 209 MEDLINE, 4, 104–105, 232, 235
cultures and, 19 (see also cultures)
developing mentors, 22–23 meetings, scheduling, 56, 80
dissemination, 208
evidence-based practice (EBP), 17–19 Melnyk’s Scale, 243
opinion leaders, 23, 200
recommendations for healthcare leaders, Mendeley, 116
182–183
recommendations for interprofessional mentors
leaders, 160 developing, 22–23
responsibilities of, 24 roles of, 22–23
risks, 63
selecting EBP models, 16 messages. See also communication
styles, 17 developing, 36
support and visibility of, 18 dissemination, 208 (see also
transitions, 26–27 dissemination)
transition strategies, 27–29
meta-analysis, systematic reviews with, 142–
Managing Transitions: Making the Most of 143, 158–159
Change (Bridges and Bridges), 199
meta-synthesis, systematic reviews with, 143,
manipulation, 134, 135. See also 159
intervention
methods, 153–154, 209, 216t
manuscripts
components of submissions, 216t metrics, 89
pathway to publication, 214f
submission, 213 millennials, 15
McMaster University Medical School mission statements, 19–20, 20b
(Canada), 6
mixed-methods
McMillan, Mary, 6 research, 131
studies, 145–146
mean, 150
models
meaning, team roles and, 78 Agency for Healthcare Research and
Quality (AHRQ), 192t
measurement development of, 6
of central tendency, 150 evidence-based practice, 9 (see also
quality of, 147–150 evidence-based practice [EBP])
for improvement, 195f
Johnson’s Behavioral System Model, 135
knowledge-to-action, 192t
PARIHS, 192t
Plan-Do-Study-Act (PDSA), 174, 175,
191, 193–195
QUERI implementation roadmap, 193t
348 Johns Hopkins Evidence-Based Practice for Nurses and Healthcare Professionals, Fourth Edition
RE-AIM, 193t clinician experience, 179–180
selecting, 15–16 community standards, 179
staffing, 176 economic evaluation, 175–177
translation, 190–195 expert opinions, 178
modes, 150 integrative reviews, 168–170
monitoring, 177. See also evaluation interpreting evidence, 170–173
My NCBI, 116 literature reviews, 167–168
organizational experience, 173–181
N patient/consumer experience, 180–181
program evaluation, 177
narrative inquiry, 140t quality improvement (QI) reports, 173–
narrative reviews, 142
National Academies of Sciences, 175
recommendations for healthcare leaders,
Engineering, and Medicine, 14
National Academy of Medicine (NAM), 3, 182–183
research summaries, 164–173
14 Nonresearch Evidence Appraisal Tool, 60,
National Center for Advancing Translational 179, 261–265, 307–314
NOT operator, 108, 109, 110t
Sciences, 9 nurse managers (NMs), 18
National Guideline Clearinghouse (NGC), Nurse Practice Act, 53
nurses
167, 171 components (of JHEBP), 44–49
National Health Service (Great Britain), 6 education, 9
National Institutes of Health (NIH), 9, 113 EVB processes, 43–44
National League for Nursing (NLN), 45, nursing
protocols, 6, 7
104 selecting resources out of literature,
National Library of Medicine (NLM), 104,
106–107
112, 113 state boards of, 53
National Magnet Conference (ANCC structures of committees, 35t
three forms of inquiry, 93t
[2019]), 211
natural experiments, 138, 139t O
need for EBP projects, 90–95
negative correlations, 138 objectives, 21, 29, 30t
Nightingale, Florence, 6 one-day workshops, 29, 30t
non-experimental research, 133t, 136, operators, Boolean, 108, 109, 110t, 168
opinion leaders, 23, 200
157–158 organizational cultures, 53, 199
nonresearch, 163
best practices companies, 182
case reports, 178–179
clinical practice guidelines (CPGs), 164–
167
Index 349
organizational experience, 173–181 philosophies, 20
case reports, 178–179
clinician experience, 179–180 Physiotherapy Evidence Database (PEDro),
community standards, 179 107
economic evaluation, 175–177
expert opinions, 178 PICO (patient, intervention, comparison,
patient/consumer experience, 180–181 outcomes), 57, 58t, 88, 89, 90, 232
program evaluation, 177 examples, 102t, 103t
quality improvement (QI) reports, 173– foreground questions, 90t
175
pictures, 213
OR operator, 108, 109, 110t
outcomes Plan-Do-Study-Act (PDSA), 64, 65, 94, 174,
175, 191, 193–195, 227, 228
definition of, 89t
evaluating, 64–65, 202–203 planning
and evidence-based practice (EBP), 8 Action Planning Tool, 271–275
learning through EBP projects, 225–226 action plans, 63–64
PICO, 57, 88, 89, 90 (see also PICO) communication, 35–37
types of outcome measures, 202t–203t developing strategic plans, 21
Outcomes Measurement Plan, 64 dissemination, 207–208 (see also
dissemination)
P review cycle of policies, 247
Translation and Action Planning Tool,
Papers, 116 325–332
PARIHS model, 192t
Patient-Centered Outcomes Research Plus, 32
Institute (PCORI), 181 policies, 7, 247
patients
population (PICO), 57, 88, 89, 90. See also
definition of care, 45 PICO
experience, 180–181
outcomes, 8 (see also outcomes) position statements, 164–167
PICO, 57 (see also PICO)
preferences, 5, 7 positive correlations, 138
pay-for-performance initiatives, 14
Pearson, Alan, 6 poster presentations, 211, 212
Pediatric Intensive Care Unit (PICU) adopter
curves, 77f PowerPoint, 212. See also poster
peer-reviewed journal articles, 213–216 presentations
performance, feedback, 23
phenomenology, 140t practice
change, 47, 90
clarifying/describing problems, 80–85
clinical practice guidelines (CPGs), 164–
167
components (of JHEBP), 45–48
dissemination (see dissemination)
guidelines, 14
healthcare, 14
PET (Practice Question, Evidence, and
Translation), 51, 54–66
setting-specific recommendations, 196
350 Johns Hopkins Evidence-Based Practice for Nurses and Healthcare Professionals, Fourth Edition
strengthening, 18 statements, 82
translating evidence into, 9
problem-solving, 5. See also evidence-based
Practice Question, Evidence, and Translation practice (EBP)
(PET), 51, 54–66. See also evidence;
practice question phase (PET); translation processes
exemplars (see exemplars) definition of, 89t
Process Guide, 248–249, 279–282 dissemination (see dissemination)
tools (see tools) evidence-based practice (EBP), 43–44
inquiry-learning, 49, 50
practice question phase (PET), 73–74 peer-reviewed journal articles, 213
central venous catheters (CVCs), 231–232 PET (Practice Question, Evidence, and
clarifying/describing practice problems, Translation), 51
80–85 reviewing, 65
creating EBP cultures, 241 writing (see writing)
developing/refining EBP questions, 86
gamification in nursing education, 237– Process Guide (PET), 248–249, 279–282
238
identifying stakeholders, 95–96 program evaluation, 177
interprofessional EBP teams, 74–80
learning through EBP projects, 223–224 PROGRESS-Plus, 171
need for EBP projects, 90–95
pressure injury prevention, 234–235 projects
prevention of LVAD driveline infections, decision trees, 92f
226–227 dissemination, 207–208, 228 (see also
quality of life improvement, 229 dissemination)
review cycle of policies, 247 impact of, 78
selecting background/foreground leadership responsibilities, 56
questions, 86–90 need for EBP, 58–59, 90–95
steps in, 74b review cycle of policies, 247
practice setting-specific recommendations, prospective studies, 136
62–63
protocols, nursing, 6, 7
predatory journals, 215
psychological safety, 78
presentations
podium, 212–213 PsycINFO, 32, 106–107
poster, 211, 212
Publication Guide, 276, 334–336
preventive services, 14
publication standards, 213
primary evidence, 100
PubMed, 32, 100, 101, 104–105, 108, 224,
PRISMA diagrams, 227 235, 238, 254
clinical queries, 105
problems filters, 109
clarifying/describing practice, 80–85 storing searches, 116
defining, 83t–85t
PICO, 57, 88, 89, 90 (see also PICO) purposes of dissemination, 207, 208
sources of, 81t
p-values, 152
Index 351
QR
qualitative research, 130, 140–141, 157–158 random control trials (RCT), 224
qualitative systematic reviews, 169t randomization, 134
quality ranges of values, 152
of evidence, 60, 122, 147–160, 155–159
of measurement, 147–150 rapid cycle quality improvement (QI), 193
Plan-Do-Study-Act (PDSA), 64, 65
of reporting, 152–154 rapid reviews, 169t
Quality Assurance Performance ratings
Improvement (QAPI), 228 JHNEBP Quality Rating scheme for
Research Evidence, 233
quality improvement (QI), 92–95, 123, 193, level of research evidence, 146t–147t
224, 227 quality of evidence, 155t
reports, 173–175
RE-AIM model, 193t
quantitative research, 130
recognition, lack of, 25
quasi-experimental research, 132t, 135–136,
156–157 recommendations, 166t
acceptability, 196
queries, clinical queries (PubMed), 105 clinical practice guidelines (CPGs), 164–
167
QUERI implementation roadmap, 193t evidence, 61–62
feasibility, 196–198
Question Development Tool, 58, 101, 102, fit, 196–198
250–251, 283–288 for healthcare leaders, 182–183
for interprofessional leaders, 160
questions practice setting-specific, 62–63, 196
answerable, 101–102 Synthesis and Recommendations Tool,
attributes to answer EBP, 172t–173t 268–270, 319–323
clinical, 82
developing and refining, 57–58 records, 4
developing/refining EBP, 86
Johns Hopkins Evidence-Based Practice recruiting interprofessional teams, 55
(JHNEBP) Question Development
Tool, 74 reflective questions, 50
PET (Practice Question, Evidence, and
Translation), 51, 54–66 RefWorks, 116
practice, 55–59
questioning, 36 regulations, 53
reflective, 50
selecting background/foreground, 86–90 reliability of research, 149–150
writing EBP, 87–90
reporting
quality of, 152–154
Standards for Quality Improvement
Reporting Excellence (SQUIRE), 174
reports
case, 178–179
Crossing the Quality Chasm14 (2001), 14
352 Johns Hopkins Evidence-Based Practice for Nurses and Healthcare Professionals, Fourth Edition
The Future of Nursing: Leading Change, Research Evidence Appraisal Tool, 60, 160,
Advancing Health (2011), 15 176, 254–260, 297–306
Health Professions Education: A Bridge Research Portfolio Online Reporting Tool
to Quality (2003), 14, 46 (RePORTER), 113
quality improvement (QI), 173–175 resistance to change, 26
results to stakeholders, 65
Roundtable on Evidence-Based Medicine resources
action plan implementation, 200–201,
(2009), 15 202
for action plans, 64
requirements (EBP), 53–54 free, 107–114 (see also free resources)
outside of nursing literature, 106–107
research, 9, 24, 33, 92–95 selecting, 104–106
clinical practice guidelines (CPGs), 164– systematic reviews, 144–145
167
correlational studies, 138–139 Respiratory Care Scope of Practice (2018),
descriptive studies, 137–138 46
designs, 131–141
differentiating levels, 123 responsibilities of leadership, 24, 56
evidence-based practice (EBP), 92–95
experimental, 155–156 results, 153, 154, 216t
information formats, 100–101 storing search, 115–118
information literacy and, 99
integrative reviews, 168–170 retrospective studies, 136
interpreting evidence, 170–173
level of evidence in, 146–147 reviewing
literature reviews, 167–168 critical reviews, 169t
mixed-methods, 131 integrative reviews, 168–170
non-experimental, 133t, 136, 157–158 literature reviews, 167–168
nonresearch, 163 (see also nonresearch) narrative reviews, 142
qualitative, 130, 140–141, 157–158 peer-reviewed journal articles, 213–216
quality of evidence, 147–160 policies, 247
quality of measurement, 147–150 processes, 65
quantitative, 130 qualitative systematic reviews, 169t
quasi-experimental, 132t, 135–136, rapid reviews, 169t
156–157 research summaries, 141–146
reliability of, 149–150 scoping reviews, 169t
single studies, 132–141 searches, 116–117
summaries, 141–146, 164–173 state-of-the-art reviews, 170t
true experimental, 132t, 133–135 systematic reviews, 158, 166t
types of, 130 systematized reviews, 170t
univariate, 133t
univariate research, 139–140 revisions, searching, 109, 115–118
validity of, 147–149
rewards, lack of, 25
risks, 5
Heat Charts, 197, 197f
management, 63
Index 353
Robert Wood Johnson Foundation, 32 single study research, 132–141
best practices study (2015), 75
skills
roles clinical reasoning, 51–52
of healthcare clinicians, 9 critical thinking, 51–52, 61
of mentors, 22–23 evidence-based practice (EBP), 29–30
of teams, 78–80 information literacy, 99 (see also
searching)
Roundtable on Evidence-Based Medicine
(2009), 15 slides, 213. See also presentations
S SMART goals, 194, 194t, 201
safety, Heat Charts, 197, 197f social media, 217
sample sizes, 152
scenario-based, 238 Solomon 4 group, 133, 134
scheduling meetings, 56, 80
science, implementation, 191b spelling variations, 109
scientific research, 130. See also research
scoping reviews, 169t staffing models, 176
screening, 117, 118
searching Stakeholder Analysis and Communication
Tool, 252–253, 289–293
advanced search techniques, 114
articles, 235 stakeholders, 201
biases, 100, 103 dissemination, 208
Boolean operators, 108, 109, 110t, 168 identifying, 59, 95–96
classification systems, 121 reporting results to, 65
creating search strategies, 107–114
evaluating, 115–118 standard deviations, 150
evidence, 29, 99–100
for evidence, 60 standards, 6
examples, 102–103 clinical practice guidelines (CPGs),
exclusion criteria, 117 166t–167t
hierarchies, 121–123 community, 179
inclusion criteria, 117 EQUATOR Network, 215, 216
for interventions, 103 healthcare professionals (HCPs), 46
keywords, 108, 224, 227 publication, 213
literature, 254 (see also databases) Respiratory Care Scope of Practice
revisions, 109 (2018), 46
spelling variations, 109 standardization of practices, 228
selection bias, 149t
Sigma Repository, 112 Standards for Quality Improvement
Reporting Excellence (SQUIRE), 174
Standards of Practice for Clinical
Pharmacists (2014), 46
state boards of nursing, 53
statements
consensus statements (CSs), 165
mission, 19–20
position, 164–167
problem, 82
vision, 21
354 Johns Hopkins Evidence-Based Practice for Nurses and Healthcare Professionals, Fourth Edition
state-of-the-art reviews, 170t for action plans, 64
sustainability
statistical findings, evaluating, 150–152
of communication, 36
statistical significance, 152 sustaining change, 33–35
synthesis, 52, 61
storage, search results, 115–118 evidence, 124–126
systematic reviews with meta-synthesis,
strategies, 4. See also evidence-based practice
(EBP) 143, 159
communication, 209–210 Synthesis and Recommendations Tool, 268–
creating search, 107–114
defining EBP problems, 83t–85t 270, 319–323
developing strategic plans, 21 systematic reviews, 158, 166t
dissemination, 208 (see also
dissemination) with meta-analysis, 142–143, 158–159
Grading of Recommendations, with meta-synthesis, 143, 159
Assessment, Development and mixed-method studies, 145–146
Evaluations (GRADE) strategy, 164 research summaries, 141–146
transitions, 27–29 sources of, 144–145
Systematic Reviews and Meta-Analyses
strength of evidence, 122 (PRISMA) guidelines, 117
systematized reviews, 170t
structures
definition of, 89t T
of teams, 78
teams
submission change, 28
manuscripts, 213 clarity of, 78
pathway to publication, 214f identifying collaboration, 75
implementation, 31
Substance Abuse and Mental Health Services interprofessional EBP, 74–80
Administration (SAMHSA), 113 meaning, 78
members, 25
success of evidence-based practice (EBP), 22 recruiting interprofessional, 55
role of, 78–80
summaries scheduling meetings, 56
creating EBP cultures, 243 structure of, 78
evidence, 124
executive, 209 templates
gamification in nursing education, 240 for presentations, 212
Individual Evidence Summary Tool, 266– text, 216
267, 315–318
interpreting evidence, 170–173 test-retest reliability, 151t
pressure injury prevention, 237 text
prevention of LVAD driveline infections,
228 for presentations, 213
quality of life improvement, 231
research, 141–146, 164–173
support
action plan implementation, 200–201,
202
Index 355
templates, 216 transitions, 17, 20
writing (see writing) definition of, 26t
managing, 26–27
timing of dissemination, 208 strategies, 27–29
titles, 153 translation, 62, 189–190
searching, 117 action plan implementation, 200–201,
title pages, 216t 202
Action Planning Tool, 271–275
tools, 247 action plans, 63–64, 198–200
Action Planning Tool, 271–275 central venous catheters (CVCs), 233–234
Appraisal of Guidelines for Research and communicating change, 200t
Evaluation (AGREE) II, 233 components of translation phase, 196–
Appraisal of Guidelines Research and 203
Evaluation (AGREE) Collaboration, creating EBP cultures, 242–243
165, 166 disseminating findings, 66
communicating change, 200t evaluating outcomes, 64–65
evidence, 254 gamification in nursing education, 240
Hierarchy of Evidence Guide, 123, 295– implementing action plans, 64
296 learning through EBP projects, 225
Individual Evidence Summary Tool, 60, literature, 101
124, 126, 266–267, 315–318 models, 190–195
JHNEBP Nonresearch Evidence Appraisal PET (Practice Question, Evidence, and
Tool, 176 Translation), 51, 54–66
Johns Hopkins Evidence-Based Practice Plan-Do-Study-Act (PDSA), 193–195
(JHNEBP) Question Development practice setting-specific recommendations,
Tool, 74 62–63
Nonresearch Evidence Appraisal Tool, 60, pressure injury prevention, 236
179, 261–265, 307–314 prevention of LVAD driveline infections,
Process Guide (PET), 248–249, 279–282 227–228
Publication Guide, 276, 334–336 Publication Guide, 276, 334–336
Question Development Tool, 58, 101, quality of life improvement, 230–231
102, 250–251, 283–288 reporting results to stakeholders, 65
Research Evidence Appraisal Tool, 60, resources/support for action plans, 64
160, 176, 254–260, 297–306 SMART goals, 194, 194t
Stakeholder Analysis and Communication tools, 271
Tool, 252–253, 289–293
Synthesis and Recommendations Tool, Translation and Action Planning Tool, 63,
268–270, 319–323 64, 325–332
translation, 271
Translation and Action Planning Tool, 63, transparency, 28, 166t
64, 325–332 lack of (journals), 215
topics, one-day workshops, 29, 30t TRIP Medical Database, 112
transformational learning, 48 troubleshooting, 193
356 Johns Hopkins Evidence-Based Practice for Nurses and Healthcare Professionals, Fourth Edition
true experimental research, 132t, 133–135 W
TRUST (Transparency and Rigor Using
Web of Science, 32
Standards of Trustworthiness), 167 Work Breakdown Structure (WBS), 332
Twitter, 217 workshops, 29, 30t
types World Health Organization (WHO), 121,
of dissemination, 216–217 165
of literature review, 169t–170t Worldviews on Evidence-Based Nursing, 7
of outcome measures, 202t–203t writing
of research, 130–131
EBP questions, 87–90
U–V hints, 217b
manuscripts (see manuscripts)
univariate research, 133t, 139–140 peer-reviewed journal articles, 213
US Department of Veterans Affairs (VA), 113
US Preventive Services Task Force (USPSTF), Y–Z
14, 112
validity (of research), 147–149 YouTube, 217
values zero correlations, 138
distribution of, 150 Zotero, 116
ranges of, 152
variables, 134
variations, 142
Virginia Henderson Global Nursing
e-Repository. See Sigma Repository
vision statements, 21
vocabularies
CINAHL, 104
controlled, 108
keywords, 108
Medical Subject Headings (MeSH), 105