Busy. Please wait.

show password
Forgot Password?

Don't have an account?  Sign up 

Username is available taken
show password


Make sure to remember your password. If you forget it there is no way for StudyStack to send you a reset link. You would need to create a new account.
We do not share your email address with others. It is only used to allow you to reset your password. For details read our Privacy Policy and Terms of Service.

Already a StudyStack user? Log In

Reset Password
Enter the associated with your account, and we'll email you a link to reset your password.

Remove Ads
Don't know
remaining cards
To flip the current card, click it or press the Spacebar key.  To move the current card to one of the three colored boxes, click on the box.  You may also press the UP ARROW key to move the card to the "Know" box, the DOWN ARROW key to move the card to the "Don't know" box, or the RIGHT ARROW key to move the card to the Remaining box.  You may also click on the card displayed in any of the three boxes to bring that card back to the center.

Pass complete!

"Know" box contains:
Time elapsed:
restart all cards

Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.

  Normal Size     Small Size show me how

Chapter 2: Funda;

fundamentals of nursing EBP

Research utilization (RU) use of findings from disciplined research in a practical application
RU vs. EBP RU initiates research, EBP asks what is best research for action
Estabrooks studied RU and found what 3 types of RU? indirect research (concept) utilization, direct research (instrumental) utilization, and persuasive (decision making) utilization
Conduct and Utilization of Research in Nursing (CURN) Project increase use of research findings in nursing practice
Level 1 a) systematic reviews of RTCs b) systematic reviews of NRTCs
Level 2 a) RCT b) NRTC
Level 3 systematic review of correlational/observational studies
Level 4 Single correlational/observational studies
Level 5 Systematic reviews of descriptive/qualitative/physiologic studies
Level 6 single descriptive/qualitative/physiologic study
Level 7 Opionons of authorities, expert communities
Barriers of Nursing research Quality/nature of research, nurses' characteristics, organizational factors
Meta-analysis vs. metasynthesis Findings of a study are one piece of information vs. more focused on interpreting information
Critically Appraised Topics (CATs) clinical bottom line, quick summary of clinical question and apprasial of evidence
Models of EBP process Diffusion of Innovations Theory, PARIHS Model, Stetler Model, Iowa Model (used most often)
Background vs. foundational questions Background is previously known information such as etiology, while foundational is searching for latest evidence for processes
PICOT Population, intervention, comparison, outcome and time
Appraising evidence steps Evidence qulity, magnitude of effects, precision of estimates, peripheral effects, financial issues, and clinical relevance
EBP process Asking clinical questions, searching and collecting relevant evidence, appraising and synthesizing evidence, integrating into practice, and assessing effectiveness
Triggers of EBP Problem-focused and knowledge foculed
Implementation potential Transferability: implementation is proper for your area. Feasibility: do we have proper supplies for implementation? Cost-tobenefit ratio
Created by: kalensnyder