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Research Project on the Teaching and Training of Evidence-Based Practices
Introduction
Caring for children requires the use of best practices in handling their everyday needs. Nannies have to make different decisions pertaining to the care of young children, including their health status. The decisions need to be supported by the best available evidence. The development of evidence-based practices (EBPs) in child care will provide vital knowledge and skills to nannies. The purpose of the research work is to develop a guiding document for learning that will enhance the use of EBPs among nannies in delivering quality child care. The research will be conducted in the context of Depron Nursing Facility, which has been the leading research center in establishing EBPs. The research borrows heavily from nursing practices since they both involve providing the best care to the client. The facility is endowed with qualified and experienced nursing professionals who will provide crucial support to the project. The activity requires funding from the Right Foundation, which has shown strong support for nursing research for over two decades since the emergence of the EBPs. The foundations support will reinforce its role in ensuring children receive the best care necessary for their early development and leading a quality life.
Research Source Review
The research problem of the current research study covers important aspects of teaching and training in EBPs. The study will be based on the qualitative research design, which is the best alternative to support validity. It is aimed at getting more profound knowledge regarding the value of knowledge in supporting the nannies to use EBPs. The research will be conducted using secondary scholarly sources that will be searched from online databases. The reason for it is that the method provides validity for gathering comprehensive information about the research topic. The scholarly sources depended upon are described below. The sources primarily involve studies In nursing care that are closely connected to the role nannies play in providing the best childcare services to children.
Abou Hashish, E. A., & Alsayed, S. (2020). Evidence-Based Practice and its Relationship to Quality Improvement: A Cross-Sectional Study among Egyptian Nurses. The Open Nursing Journal, 14(1), 254262. Web.
The authors of the article are distinguished scholars in nursing who currently serve as University scholars. Ebtsam Aly Abou Hashish is attached to both the Faculty of Nursing, Alexandria University and the College of Nursing, King Saud bin Abdul-Aziz University for Health Sciences, Saudi Arabia. Sharifah Alsayed is attached to the College of Nursing, King Saud bin Abdul-Aziz University for Health Sciences, Saudi Arabia. Their study findings pointed to low usage of EBP among nurses. Even though the participants appreciate the value of EBP, they could not sufficiently apply the practices due to limited knowledge of its implementation. In particular, the findings suggest that the main barriers were an insufficient time for reading and searching, limited skills and knowledge in EBP, lack of qualification, and poor resourcing and facilitation at 100%, 93.75%, 64.38%, and 56.25%, respectively (Abou Hashish et al., 2020). The nurses reported that they could be facilitated through regular training on EBP and updated nursing studies, management support, facilitation, and support from role models at 100%, 79.6%, and 44.78%, respectively.
Abu-Baker, N. N., AbuAlrub, S., Obeidat, R. F., & Assmairan, K. (2021). Evidence-based practice beliefs and implementations: a cross-sectional study among undergraduate nursing students. BMC Nursing, 20(1), 18. Web.
Nesrin N. Abu-Baker works under the Faculty of Nursing, Jordan University of Science & Technology, Jordan. Salwa AbuAlrub is attached to the Faculty of Irbid College, Al-Balqa Applied University, Jordan. Rana F. Obeidat teaches at the Faculty of Nursing, Zarqa University, Jordan and Kholoud Assmairan at the Faculty of Nursing, Al-Albayt University, Jordan. The researchers findings revealed that the participating students believe in the usefulness and value of EBPs. In general, 50.5% to 73.4% of the students agreed or strongly agreed, respectively, on the 16 assertions on the EBP belief scale (Abu-Baker et al., 2021). However, there was an observed challenge in the students capacity to implement EBP.
Duff, J., Cullen, L., Hanrahan, K., & Steelman, V. (2020). Determinants oThe f an evidence-based practice environment: an interpretive description. Implementation Science Communications, 1(1). Web.
The authors of the article are distinguished scholars in the implementation of evidence-based practices. Prof Jed Duff is the current Chairperson of Nursing at Royal Brisbane and Womans Hospital. He is mainly engaged in the development, testing, and implementation of strategies to promote the uptake of evidence into practice. His research work pertains to the improvement of patient outcomes through multidisciplinary practice-based studies with a specific focus on implementation science. He has held distinguished positions in the past in perioperative nursing and currently serves as the Editor of the Journal of Perioperative Nursing.
Laura Cullen and Kirsten Hanrahan currently serve at the University of Iowa Hospitals and Clinics, USA, where she is involved in nursing research and evidence-based practice. Laura Cullen has been involved in four journal publications, while Kirsten Hanrahan has been involved in three articles under the BMC journal. Victoria Steelman works under the College of Nursing, University of Iowa, USA and has been involved in two publications under the BMC journals. The study interviews and analysis conducted by the researchers established that nurses require a supportive environment to be able to consistently and successfully apply EBPs. The environment is significantly correlated to four key determinants. These are the guiding process or model, support through education and training, facilitation, and context based on the organizational culture and leadership.
Katowa-Mukwato, P., Mwiinga-Kalusopa, V., Chitundu, K., Kanyanta, M., Chanda, D., Mwelwa, M.M., Ruth, W., Mundia, P. & Carrier, J. (2020). Implementing evidence-based practice nursing using the PDSA model: Process, Lessons and Implications. (2020). International Journal of Africa Nursing Sciences, 100261. Web.
The authors of the article are also distinguished scholars in the nursing profession. Patricia Katowa-Mukwato, Victoria Mwiinga-Kalusopa, Kabwe Chitundu, Micheal Kanyanta, Martha Mbewe Mwelwa, Dorothy Chanda, and Wahila Ruth are attached to The University of Zambia, School of Nursing Sciences, Zambia. Judith Carrier works at Cardiff University, School of Health Care Sciences, U.K. Petronella Mundia is engaged at The University Teaching Hospital- Adult Hospital, Zambia. Their findings support the need for implementing evidence-based practices. One of the study areas focused on the role of enhanced assessment, and skills/education of nursing staff in strengthening service delivery. This was attained by way of mentorship and orientation of junior and new staff facilitated by the show of scholarly source materials.
Lehane, E., Leahy-Warren, P., ORiordan, C., Savage, E., Drennan, J., OTuathaigh, C., OConnor, M., Corrigan, M., Burke, F., Hayes, M., Lynch, H., Sahm, L., Heffernan, E., OKeeffe, E., Blake, C., Horgan, F., & Hegarty, J. (2018). Evidence-based practice education for healthcare professions: an expert view. BMJ Evidence-Based Medicine, 24(3), 103108. Web.
The authors have sufficient knowledge of EBPs gained through research work or experience in Ireland. Elaine Lehane, Patricia Leahy-Warren, Cliona ORiordan, Eileen Savage, Jonathan Drennan, Colm OTuathaigh, Francis Burke, Martina Hayes, Helen Lynch, Laura Sahm, and Josephine Hegarty work in different medical and nursing departments at The University College Cork. Michael OConnor and Mark Corrigan are involved in postgraduate training at Cork University Hospital/Royal College of Physicians. Elizabeth Heffernan is engaged in nursing and midwifery planning and development at the Kerry Centre for Nurse and Midwifery Education. Elizabeth OKeeffe is employed at the Cork University Hospital. Catherine Blake teaches at the University College Dublin and Frances Horgan is attached to the Royal College of Surgeons. The expert opinion obtained in the research provides strong confirmation that healthcare can be enhanced through improved teaching and application of EBP. They identify three main components to facilitate the success of EBP, which are curriculum considerations, teaching EBP, and stakeholder engagement.
Research Source Synthesis
The five sources detailed above overlap in supporting the need to use EBPs in enhancing the quality of healthcare. It is clear that nannies have to be supported, principally through teaching and training, to be able to implement and make use of EBPs to the benefit of the patient. The clear gap in the study entails the ways of promoting teaching and training on EBPs among nurses. The main points in the sources highlight the importance of EBPs in caring for clients. It is also evident that EBPs are supported by different factors, including teaching and training. This will improve the nannys understanding, knowledge and skills in delivering the best care to the children.
Plan of Work
The research will be conducted in steps to avoid contradiction and overlapping information in the final document. The main steps will involve data collection and analysis and the development of the desired content. A pilot test will be performed through consultation and evaluation to assess the effectiveness of the product. The project may span a duration of between six months to one year. Table 1 below shows the projects preliminary work and resource plan.
Table 1: Preliminary Work and Resource Plan
Deliverable Document
The ultimate goal of the project is to have a comprehensive document that will guide nannies in enhancing their knowledge and application of EBPs. This will enable the practitioners to easily implement EBPs at the home or child centers instead of using practices not supported by evidence. The scope of the document will cover pertinent concerns nannies may have pertaining to the status and developments in EBPs.
The manual will be informed by five main areas that support EBP. The first area will provide guidance on the appropriate authority to contact when desiring to enhance individual EBP knowledge and skills. The second area will cover practices that are supported by evidence, areas under study, and areas not studied. This section will have to be constantly updated to accommodate changes in the field. The third area will provide information on role models and support networks that can address individual concerns about EBPs. Sources of the links to where to find the best evidence will be provided and updated consistently. The last area will cover the necessary steps to undertake when desiring the progress oneself to the level of mentoring other nurses in the journey to the use of EBPs.
Persuasive Conclusion
EBP needs to be incorporated into everyday practice among nannies because of its potential to improve child care. However, nannies have to be empowered to learn and build an understanding of the EBPs. This can be enabled through proper support in teaching and training. I have been involved in providing childcare services for over five years, during which I have interacted with children with varying needs. The level of attention required to provide high-quality care to such clients can be demanding. Having a source of EBPs that can be applied effectively while attending to the children lowers the pressure on the nanny to perform. It is for this reason that I request your funding to enable the conduct of the research study.
With the funding, a guide will be developed to help nannies working at different places to deliver the best quality care to all children. I believe you will be able to support the research project. I wish to thank you for taking your valuable time to consider this proposal. I am ready to commence the work once the funding is availed. I have provided my contact information below for correspondence.
Contact: Prided Institute, 100 College Street, 4th Floor, M5G 1L5, [email protected]
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