NUR513 The Research Clinic and Evidence-Based Practice
As part of this module, you need to participate in the video simulation The Research Clinic (Links to an external site.). Institutional Review Boards (IRB) typically require training in ethical research practice for its members and researchers.
This activity will address the following module outcomes:
MO 1: Identify ethical implications that may arise in the translation and generation of evidence. (EPSLO 2; SLO 5)
MO 3: Describe various processes for protecting the rights of study participants. (EPSLO 2; SLO 5)
MO 4: Analyze social, cultural, and political factors that may impact ethical research practice. (EPSLO 2; SLO 5)
You can access The Research Clinic (Links to an external site.) here. During the training, you have the opportunity to take on the role of the IRB Chairperson, the lead physician researcher, the research nurse, and her associate. This activity is worth 10 points towards your grade. Course readings are lighter during this module to give you time to complete the training. There is no cost.
***Submit a brief synopsis of your observations as you participated in The Research Clinic by Sunday at 11:59 PM (end of Week 4).
Submission Instructions
When you are ready to submit your brief synopsis, click “Submit Assignment” in the upper right corner. Click on “Browse,” browse your computer, and select your file. Click “Open” and verify the correct file name has appeared next to the Browse button. Enter your comments, if any, in the Comments area. Click on “Submit Assignment.”
Refer to the Master’s Library Guide (Links to an external site.) for additional assistance. You can locate your specific course by clicking on the dropdown menu under, the Courses tab.
Evaluation
This assignment is worth 10% of your final course grade.
Late Assignment Policy
All assignments (e.g. papers, projects, etc.) are expected to be submitted on time. If unplanned or extenuating* circumstances prevent on time submission, then students should follow these guidelines:
NUR513 The Research Clinic and Evidence-Based Practice
Contact your instructor with details about the extenuating circumstances if you are requesting permission to submit late.
If a student submits an assignment late without permission, it will not be graded until the student communicates with the instructor. If there is no communication with the instructor before the assignment grade is due, a grade of zero will be assigned.
The first late submission in the course will be accepted and graded without penalty up to 5 days after the due date. After 5 days of no submission, the instructor may assess a late penalty of 5 percent per day.
All subsequent late assignments may be assessed a late penalty of 5 percent per day, starting on day one. There will be no 5-day grace period.
This policy does not pertain to discussion posts. Please review the course specific discussion rubric for further guidance.
Please note that course structure may result in exceptions to the late policy. In this case, the instructor will either clarify or arrange guidelines for submission of assignments with the student(s).
No work will be accepted after the final day of the term unless an official course extension has been granted. Excelsior College Extension Policy (Links to an external site.).
Evidence-based practice is now widely recognized as the key to improving healthcare quality and patient outcomes. Although the purposes of nursing research (conducting research to generate new knowledge) and evidence-based nursing practice (utilizing best evidence as basis of nursing practice) seem quite different, an increasing number of research studies have been conducted with the goal of translating evidence effectively into practice. Clearly, evidence from research (effective innovation) must be accompanied by effective implementation, and an enabling context to achieve significant outcomes.
As mentioned by Professor Rita Pickler, “nursing science needs to encompass all manner of research, from discovery to translation, from bench to bedside, from mechanistic to holistic” (Pickler, 2018). I feel that The Journal of Nursing Research must provide an open forum for all kind of research in order to help bridge the gap between research-generated evidence and clinical nursing practice and education.
In this issue, an article by professor Ying-Ju Chang and colleagues at National Cheng Kung University presents an evidence-based practice curriculum for undergraduate nursing students developed using an action research-based model. This “evidence-based practice curriculum” spans all four academic years, integrates coursework and practicums, and sets different learning objectives for students at different grade levels. Also in this issue, Yang et al. apply a revised standard care procedure to increase the ability of critical care nurses to verify the placement of nasogastric tubes. After appraising the evidence, the authors conclude that the aspirate pH test is the most reliable and economical method for verifying nasogastric tube placement at the bedside. They subsequently develop a revised standard care procedure and a checklist for auditing the procedure, conduct education for nurses, and examine the effectiveness of the revised procedure.
I hope that these two studies help us all better appreciate that, in addition to innovation and new breakthrough discoveries, curriculum development and evidence-based quality improvement projects, though may not seem so novel, are also important areas of nursing research. Translating evidence into practice is sound science and merits more research.
