Theory, Knowledge, Research, and Evidence-Based Practice
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Theory, Knowledge, Research, and Evidence-Based Practice
Scientific scholars and practitioners should understand the distinctions between knowledge, theory, and research. Fawcett & Garity (2009) define knowledge as the entire spectrum of what is known. They also describe a theory as the relative conclusion of the knowledge range, while research is the process of converting raw data into a theory. The definitions for knowledge and research are easy to relate to, but a theory is quite complex. In addition to the author’s definition, a theory is a widely-accepted, often universally, description of a phenomenon. Finally, the authors define evidence-based practice as the use of human-experience theories to guide procedural nursing actions.
The four terms are crucial to modern nursing. For instance, research incorporates theories, knowledge, and data. Most current studies begin with a knowledge point. Hence, their purpose is usually to expand the knowledge spectrum. Therefore, researchers gather as much empirical data as possible. They then analyze and discuss it and eventually offer a conclusion that builds on what was known before the study. If other independent teams ascertain that the research provides seemingly terminal information, the research findings and conclusion constitute a theory. Nursing practitioners then use the theory to guide their actions and decisions (Djulbergovic, 2014). In some cases, the theory helps in developing nursing frameworks (Leung et al., 2016). However, they can also use the terminal knowledge directly.
The interrelationship between the terms is crucial to my current evidence-based assignment since it provides an approach guideline. For instance, I must determine what additional knowledge that the studies offer to the practice. I must also establish if the gained knowledge prompts framework development or direct application. Therefore, the interrelationship will help ensure that the evidence-based assignment is a productive endeavor.
References
Djulbergovic, B. (2014). A framework to bridge the gaps between evidence-based medicine, health outcomes, and improvement and implementation science. Journal of Oncology Practice, 10(3), 200-202.
Fawcett, J., & Garity, J. (2009). Chapter 1: Research and evidence-based nursing practice. In Evaluating Research for Evidence-Based Nursing, (pp. 3-20). Philadelphia, PA: F. A. Davis.
Leung, K., Trevena, L., & Waters, D. (2016). Development of a competency framework for evidence-based practice in nursing. Nurse Education Today, 39, 189-196. https://doi.org/10.1016/j.nedt.2016.01.026
Theory, Knowledge, Research, and Evidence-Based Practice
Question
Week 4: New Practice Approaches, Part I
As underscored in Week 3, science provides a foundation for nursing practice and practice guidelines—yet, it can be surprising to realize that the latest research evidence is often not applied in practice, or that practice guidelines may not be updated based on new evidence.
The aim of evidence-based practice is to ensure that the most current science is used to promote the highest quality of health care. This is accomplished through the analysis, synthesis, and application of research, theory, and knowledge to nursing practice.
This week, you explore the interrelationships between theory, knowledge, research, and nursing practice and how this influences evidence-based practice. You also continue your EBP Assignment, as you initiate work on Application 2.
Learning Objectives
Students will:
• Analyze the interrelationships between theory, knowledge and research, and evidence-based practice
• Evaluate evidence-based approaches based on theories from non-nursing disciplines
• Evaluate research designs for addressing a specific issue in a specialty area
• Defend the selection of a research design
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Learning Resources
Required Readings
Terry, A. J. (2018). Clinical research for the doctor of nursing practice (3rd ed.). Burlington, MA: Jones & Bartlett Learning.
With your EBP project in mind, select and read the chapter that best fits your proposed methodologies:
• Chapter 6, “Designing a Clinically-Based Quantitative Capstone Research Project”
• Chapter 7, “Designing a Clinically-Based Qualitative Capstone Research Project”
• Chapter 8, “Designing a Clinically-Based Mixed Method Capstone Research Project”
Fawcett, J., & Garity, J. (2009). Chapter 1: Research and evidence-based nursing practice. In Evaluating Research for Evidence-Based Nursing, (pp. 3-20). Philadelphia, PA: F. A. Davis.
Adams, J. M., & Natarajan, S. (2016). Understanding influence within the context of nursing: Development of the Adams influence model using practice, research, and theory. Advances in Nursing Science, 39(3), E40-E56.
Djulbergovic, B. (2014). A framework to bridge the gaps between evidence-based medicine, health outcomes, and improvement and implementation science. Journal of Oncology Practice, 10(3), 200-202.
Hutchinson, A.M., Bioeth, M., Wilkinson, J.E., Kent, B., & Harrison, M.B. (2012). Using the promoting action on research implementation in health services framework to guide research use in the practice setting. Worldviews on Evidence-Based Nursing, First Quarter, 59-61.
Leung, K., Trevena, L., & Waters, D. (2014). Systematic review of instruments for measuring nurses’ knowledge, skills and attitudes for evidence-based practice. Journal of Advanced Nursing, 70(10), 2181–2195.
Leung, K., Trevena, L., & Waters, D. (2016). Development of a competency framework for evidence-based practice in nursing. Nurse Education Today, 39, 189-196.
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Discussion: The Interrelationship Between Theory, Knowledge, and Research and Evidence-Based Practice
Fawcett and Garity (2009) present an overview of the relationship between theory, knowledge, research, nursing research, and evidence-based practice. As you prepare for this Discussion, reflect on your own specialty area and consider how the authors’ definitions of evidence-based practice and of research align with your understanding of these concepts based on your professional experiences and your experiences as a doctoral student embarking on your EBP Assignment.
To prepare:
• Reflect on Fawcett and Garity’s definitions of knowledge, theory, research and evidence-based practice presented in the Learning Resources. How do these definitions align with your understanding of the concepts?
• How does this interrelationship support or guide your EBP Assignment?
Post a cohesive scholarly response that addresses the following: Two pages
• How do Fawcett and Garity’s definitions align with your understanding of knowledge, theory, research and evidence-based practice? Support your response with evidence from the literature.
• Discuss the interrelationship between theory, knowledge, research and evidence-based practice.
• How does this interrelationship support or guide your EBP Assignment?
Theory, Knowledge, Research, and Evidence-Based Practice