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Evidence-based practice (EBP) models are the approaches that are used by nurses to solve problems, improve their knowledge, and develop the required number of professional and personal skills. These models are focused on current evidence and the importance to interpret the material properly. Many models can be offered to nurses. However, ICU nurses, who have to provide all patients with appropriate intensive care, need effective EBP models to achieve patient safety, quality patient outcomes, and successful organizational culture (Stevens, 2013). The Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) model and the Stetler model are offered to the chosen clinical unit; however, the Stetler model would work better than the JHNEBP model with the organizational culture of ICU nurses because it contains five steps that could be taken in a short period and the explanations of how knowledge and research findings should be applied in practice.
The Johns Hopkins Nursing Evidence-Based Practice model is one of the most powerful problem-solving ideas that could be offered to clinical organizations. Three main stages include the formulation of a practice question, the identification of evidence, and the translation of the results. The offered team approach helps to identify a problem, search and develop recommendations, summarize, determine feasibility, create an action plan, and communicate the findings (Schaffer, Sandau, & Diedrick, 2013). Still, researchers admit that such a guide is applicable for bedside nurses and nurse educators. Though a variety of healthcare settings could benefit from this EBP model, ICU nurses should consider some other options in their practice.
Beyea and Slattery (2013) offer the Stetler model that was developed in 1994 and improved in 2001 as a powerful organizational framework that aims at assisting clinical with making their decisions about the importance and worth of research findings. There are six steps in the model: preparation (the possibility to define the priorities), validation (the time to critique and summarize evidence), comparative evaluation and decision-making (the ability to make decisions and respond to the needs of patients and the staff), translation and application (the period when the plan of change is offered and implemented), and evaluation (the importance of costs and goals identification). The worth of this model lies in the possibility to underline the importance of critical thinking and to use evidence and past knowledge individually (Beyea & Slattery, 2013). Such an approach helps an ICU nurse to be developed a critical thinker and as a part of a group.
Taking into consideration the fact that ICU nurses have to choose an EBP model, it is possible to suggest that the Stetler model could be more appropriate in comparison to the JHNEBP model that is usually preferred by nursing educators and registered nurses. The Stetler model contains detailed guidelines for practical changes and strategies that could be improved regarding the current needs and the standards that are developed by medical organizations and the chosen units (Schaffer et al., 2013). These details are absent in the JHNEBP model.
In general, the comparison of two EBP models proves their effectiveness for ICU nurses. Still, each model has its benefits and challenges. ICU nurses are free to choose any model, but they have to understand that intensive care is not the place for personal ambitions and interests. This unit requires fast and decisions that have evidence-based practice. Therefore, the Stetler model should be offered as the best alternative for the nurses of the intensive care unit.
References
Beyea, S.C., & Slattery, M.J. (2013). Historical perspectives on evidence-based nursing. Nursing Science Quarterly, 26(2), 152-155.
Schaffer, M.A., Sandau, K.E., & Diedrick, L. (2013). Evidence-based practice models for organizational change: Overview and practical applications. Journal of Advanced Nursing,69(5), 1197-1209.
Stevens, K. (2013). The impact of evidence-based practice in nursing and the next big ideas. The Online Journal of Issues in Nursing, 18(2), 4.
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