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Pages:
3 pages/β‰ˆ825 words
Sources:
5 Sources
Style:
APA
Subject:
Health, Medicine, Nursing
Type:
Essay
Language:
English (U.S.)
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MS Word
Date:
Total cost:
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Topic:

Research Assignment: Central Line Blood Stream Infections

Essay Instructions:

In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice.
Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.
To prepare:
Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question?
With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.
Explore possible consequences of failing to adopt the evidence-based practice that you identified.
Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?
To complete:
In a 3- to 4-page paper:
Restate your PICOT question and its significance to nursing practice.
Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles.
Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.
Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice? ( I ordered parts 1 and 2 from your service and this is part 3)

Essay Sample Content Preview:

Central Line Blood Stream Infections
Name
Institution
Date
PICOT
In patients with Central Line Associated Bloodstream Infections- (CLABSI) or Central Line-Associated Bloodstream Infections (CAUTIs) are staff education, monitoring, and prevention bundles, effective in reducing health associated infections during hospitalization.
Patients in ICU and Emergency Department are at high risk of hospital acquired infections, and evidence-based practice is utilized to improve nursing practice reduce the rate of infections, mortality and reduce hospitalization costs.
Findings from articles and literature review
In a study by Gokula, Smith, &Hickner (2007), the researchers highlighted the case of staff education in improving the appropriate use of catheters and hospital infections. Staff education is an appropriate intervention strategy that allows the employees to identify best practices. The inappropriate use of catheters increases the risk of urinary track infections (UTIs). This is particularly in the emergency department, where health practitioners have to make decisions that improve health outcomes. Staff education is equally beneficial since nurses are then expected to implement changes in hospital settings and this reduces the use of catheters and hospital acquired infections.
Staff education allows nurses to give feedback while they are assessed based on the prevention bundle and checklist. The more the staff understands the benefits of interventions and using evidence in practice, the more they are likely to support changes. At other times, hospitals face challenges because of poor resources that they cannot implement large scale changes, but staff education is effective. Previous studies have also highlighted that using team protocols and staff education decrease the rate of hospital acquired infections. This is particularly when then there is appropriate use of interventions, documentation and monitoring the incidence of infections (Gokula, Smith, &Hickner, 2007).
Even as researchers identify different strategies to reduce CLABSI and CAUTIs and following the prevention guidelines at all times is recommended to improve clinical outcomes. For instance, the proper management of the catheters reduces CAUTIs, and hospitals ought to have appropriate infrastructure to facilitate monitoring surveillance. Such measures make it easier to assess the success of interventions where the nursing staff is then held accountable when there is infection control and prevention. Burnett et al (2010) argues that staff education allows facilitation and dissemination of knowledge and evidence where the emergency nurse is then integrates best practices to reduce the incidences of CAUTI. Interventions that increase knowledge and competency of nurses improve the quality of patient care where nurses provide safe care to prevent the hospital-acquired infection. Emergency nurses are faced with the challenge of preventing infectious complications even when they relied on best practice, highlighting the need for reinforcing what they already know.
Scheck McAlearney et al., (2015) also argue that meaningful use of data and systematic education has been integrated with evidence-based quality improvement and patient sa...
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