| |
| |
| |
| Steps Zero, One Two: Getting Started | |
| |
| |
| |
| Making the Case for Evidence-Based Practice and Cultivating a Spirit of Inquiry | |
| |
| |
| |
| Asking Compelling, Clinical Question | |
| |
| |
| |
| Finding Relevant Evidence to Answer Clinical Question | |
| |
| |
| |
| Step Three: Critically Appraising Evidence | |
| |
| |
| |
| Critically Appraising knowledge for Clinical Decision Making | |
| |
| |
| |
| Critically Appraising Quantitative Evidence for Clinical Decision Making | |
| |
| |
| |
| Critically Appraising Qualitative Evidence for Clinical Decision Making | |
| |
| |
| |
| Steps Four and Five: Moving form Evidence to Action | |
| |
| |
| |
| Patient Concerns, Choices, and Clinical Judgment in Evidence-Based Practice | |
| |
| |
| |
| Advancing Optimal Care With Clinical Practice Guidelines | |
| |
| |
| |
| Implementing Evidence in Clinical Settings | |
| |
| |
| |
| The Role of Outcomes in Evaluating Practice Change | |
| |
| |
| |
| Creating and Sustaining a Culture for Evidence-Based Practice | |
| |
| |
| |
| Models to Guide Implementation of Evidence-Based Practice | |
| |
| |
| |
| Creating a Vision and Motivating a Change to Evidence-Based Practice in Individuals, Teams, and Organizations | |
| |
| |
| |
| Teaching Evidence-Based Practice in Academic Settings | |
| |
| |
| |
| Teaching Evidence-Based Practice in Clinical Settings | |
| |
| |
| |
| ARCC Evidence-Based Practice Mentors: The Key to Sustaining Evidence-Based Practice | |
| |
| |
| |
| Step Six: Disseminating Evidence and Evidence-Based Practice Implementation Outcomes | |
| |
| |
| |
| Disseminating Evidence Through Publications, Presentations, Health Policy Briefs, and the Media | |
| |
| |
| |
| Next Steps: Generating External Evidence | |
| |
| |
| |
| Generating Evidence Through Quantitative Research | |
| |
| |
| |
| Generating Evidence Through Qualitative Research | |
| |
| |
| |
| Writing a Successful Grant Proposal to Fund Research and Evidence-Based Practice Implementation Projects | |
| |
| |
| |
| Ethical Considerations for Evidence Implementation and Evidence Genaration | |
| |
| |
| |
| Case Examples: Evidence-Based Care and Outcomes in Depressed Adults and in Critically III Children | |
| |
| |
| |
| Template for Asking PICOT Questions | |
| |
| |
| |
| Walking the Walk and Talking the Talk: An Appraisal Guide for Qualitative Evidence | |
| |
| |
| |
| Templates for Evaluation and Synthesis Tables for Conducting and Evidence Review | |
| |
| |
| |
| Example of a Slide Show for a 20-minute Paper Presentation | |
| |
| |
| |
| Example of a Health Policy Brief | |
| |
| |
| |
| Example of a Press Release | |
| |
| |
| |
| Example of a Successful Media Dissemination Effort: When Rocking Chairs in Nursing Homes Make the News | |
| |
| |
| |
| Example of an Approved Consent Form for a Study | |
| |
| |
| |
| A Data and Safety Monitoring Plan for an Intervention Study | |
| |
| |
| |
| System-Wide ARCC Evidence-Based Practice Mentor Role Description | |
| |
| |
| |
| Timeline for an ARCC EBP Implementation Project | |
| |
| |
| |
| Instruments to Evaluate Organizational Culture and Readiness for System-Wide Integration of EBP, EBP Beliefs, and EBP Implementation with Psychometrics | |
| |
| |
| Glossary | |
| |
| |
| Index | |