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• Real-life examples translate clinical concepts toeveryday settings to help students and cliniciansovercome barriers in applying evidence-based care.
• Scenarios span the carecontinuum to cover a widerange of topics.
• A step-by-step,“how-to”approach shows how to askthe right questions to generatethe answers needed forbest practices.
Announcing the new edition of this best selling reference!Evidence-Based Practice In Nursing & Healthcare: A Guide to Best Practices,Second Edition
Publishing June 2010—in time for fall courses!Contact your local repto learnmore!
Evidence-Based Practicefor Real World Settings
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Evidence-Based Practice In Nursing &Healthcare: A Guide to Best Practices,Second Edition
Bernadette Mazurek Melnyk,PhD, RN, CPNP/PMHNP, FNAP, FAAN
Ellen Fineout-Overholt,PhD, RN, FNAP, FAAN
ISBN: 978-16054-7778-7
A new eye-catching page designmakes it easy tovisualize key concepts
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Featuring 25new figures!
NEW! Full-color charts and calloutspoint readers to key content.
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NEW! Easy-to-follow color coded figures,make detailed content easier to digest and apply.
BRAND-NEWEDITION
BRAND-NEWEDITION
Engaging callouts and learning toolsincrease comprehension
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Clinical Scenario Boxesbring content to life by applyingconcepts to real world situations.
Web Alertsdirect readers to helpful Internetresources and online content so theycan further develop their evidence-based practice knowledge and skills.
Inspirational Quotesinspire readers to actively engagein evidence-based practice andaccomplish goals.
BRAND-NEWEDITION
Completely updated user-friendly formatThis brand-new edition is now organized to emphasize all of the steps neededin making evidence-based practice part of a sustainable healthcare culture.
Unit 1: Steps Zero,One,Two:Getting Started• Chapter 1: Making the Case for Evidence-Based Practice andCultivating a Spirit of Inquiry
• Thoroughly Revised! Chapter 2: Asking Compelling,Clinical Questions• Thoroughly Revised! Chapter 3: Finding Relevant Evidence to AnswerClinical Questions
Unit 2: Step Three: Critically Appraising Evidence• Chapter 4: Critically Appraising Knowledge for Clinical Decision Making• Thoroughly Revised! Chapter 5: Critically Appraising QuantitativeEvidence for Clinical DecisionMaking
• Chapter 6: Critically Appraising Qualitative Evidence for ClinicalDecision Making
Unit 3: Steps Four and Five:Moving from Evidence to Action• Chapter 7: Patient Concerns, Choices, and Clinical Judgment inEvidence-Based Practice
• Chapter 8: Advancing Optimal Care with Clinical Practice Guidelines• NEW! Chapter 9: Implementing Evidence in Clinical Settings• Thoroughly Revised! Chapter 10: The Role of Outcomes inEvaluating Practice Change
Unit 4: Creating and Sustaining a Culture for Evidence-BasedPractice• NEW! Chapter 11: Models to Guide Implementation of Evidence-Based Practice
• Chapter 12: Creating a Vision and Motivating a Change to Evidence-Based Practice in Individuals,Teams, and Organizations
• Chapter 13: Teaching Evidence-Based Practice in Academic Settings• NEW! Chapter 14: Teaching Evidence-Based Practice in Clinical Settings• NEW! Chapter 15: ARCC Evidence-Based Practice Mentors:The Keyto Sustaining Evidence-Based Practice
Unit 5: Step Six: Disseminating Evidence and Evidence-BasedPractice Implementation Outcomes• Chapter 16: Disseminating Evidence Through Publications, Presentations,Health Policy Briefs, and the Media
Unit 6: Next Steps: Generating External Evidence• Chapter 17: Generating Evidence Through Quantitative Research• Chapter 18: Generating Evidence Through Qualitative Research• Chapter 19: Writing a Successful Grant Proposal to Fund Research andEvidence-Based Practice Implementation Projects
• NEW! Chapter 20: Ethical Considerations for EvidenceImplementation and Evidence Generation
Appendices• Appendix A: Case Examples: Evidence-Based Care and Outcomes inAdult Depression and in Critically Ill Children
• Appendix B: Template for Asking PICOT Questions• Appendix C: Walking theWalk and Talking the Talk: An Appraisal Guidefor Qualitative Evidence
• Appendix D: Rapid Critical Appraisal Checklists• Appendix E: Templates for Evaluation and Synthesis Tables for Conductingan Evidence Review
• Appendix F: Example of a Slide Show for a 20-Minute Paper Presentation• Appendix G: Example of a Health Policy Brief• Appendix H: Example of a Press Release• Appendix I: Example of a Successful Media Dissemination Effort:WhenRocking Chairs in Nursing Homes Make the News
• Appendix J: Example of an Approved Consent Form for a Study• Appendix K: A Data and Safety Monitoring Plan for an Intervention Study• Appendix L: System-Wide ARCC Evidence-Based Practice Mentor RoleDescription
• Appendix M: Timeline for an EBP Implementation Project• Appendix N: Instruments to Evaluate Organizational Culture andReadiness for System-Wide Integration of EBP, EBP Beliefs, and EBPImplementation with Psychometrics
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BRAND-NEWEDITION
Powerful ancillaries help studentsenhance their understanding andgive instructors classroom supportStudent Resources include:
• Rapid Critical Appraisal Checklists:• Case Control Studies• Cohort Studies• Randomized Clinical Trials• Systematic Reviews of Intervention Studies• Clinical Practice Guidelines• Qualitative Evidence• Form for Creating a Timeline for Project Implementation• Questions Template for Asking PICOT Questions• Checklist for setting up a Journal Club• Checklist for Conducting an Evidence Review• Example of a Poster• Journal Articles available on thePoint
INCLUDEDFREEwith student textbook purchase orinstructor adoption. Accessible from the accompanyingCD or via thePoint —LippincottWilliams &Wilkinsonline source for teaching and learning tools.
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Instructor Resources include:
• PowerPoint Presentations• Journal Articles• Test Generator Questions• Strategies for Effective Teaching• Spanish-English glossary• Nursing Professional Roles and Responsibilities• Image Bank
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BRAND-NEWEDITION
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Bernadette Mazurek MelnykPhD, RN, CPNP/PMHNP, FNAP, FAAN
Dr.Melnyk is a nationally/internationally recognized
expert in evidence-based practice as well as in child
and adolescent mental health. She has worked with
numerous healthcare systems throughout the nation and
globe to advance and sustain evidence based practice.
Ellen Fineout-OverholtPhD, RN, FNAP, FAAN
Dr.Fineout-Overholt is best known for promoting EBPwith clinicians across the U.S.and worldwide,both inthe hospital and in the community. Dr.Fineout-Overholt,with her long-time colleague Dr.Bernadette Melnyk,created and developed the Advancing Research & ClinicalPractice through Close Collaboration (ARCC)model.This model hinges on the strategic, central role of anEBPMentor to sustain improved healthcare outcomes.
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BRAND-NEWEDITION
Bernadette MazurekMelnykPhD, RN, CPNP/PMHNP, FNAP, FAAN
Bernadette Melnyk earned
her Bachelor of Science in
Nursing fromWest Virginia
University, the Master of
Science in Nursing degree
with a specialization in
nursing care in children and
pediatric nurse practitioner
from the University of
Pittsburgh,and the PhD in
clinical research from the University of Rochester. She also
completed her post-master’s certificate as a psychiatric mental
health nurse practitioner. Dr.Melnyk is currently Dean and
Distinguished Foundation Professor in Nursing at Arizona State
University College of Nursing and Health Innovation. Dr.Melnyk has
actively practiced for over 20 years as a pediatric nurse practitioner/
psychiatric nurse practitioner in primary care as well as in-patient
psychiatric and school-based day treatment programs. Her program
of research is developing and testing preventive interventions for
children, teens,and parents who are experiencing stressful life
events and transitions as well as promoting healthy lifestyle
behaviors andmental health in adolescents and college youth.
In 2002,Dr.Melnyk was elected to fellowship in the American
Academy of Nursing where she is recognized as an edge-runner.
She is a distinguished practitioner in the National Academies of
Practice, and is the recipient of numerous distinguished and
outstanding awards from professional organizations.
Dr.Melnyk is a nationally/internationally recognized expert in
evidence-based practice as well as in child and adolescent mental
health. She has worked with numerous healthcare systems
throughout the nation and globe to advance and sustain evidence-
based practice. Dr.Melnyk also is founder and chair of a national
mental health promotion campaign for children and teens called
KySS (Keep your children/yourself Safe and Secure) that is
sponsored by the National Association of Pediatric Nurse
Practitioners. In addition, she is a currently a member of the United
States Preventive Services Task Force and is a developmental expert
for national ABC news. Recently, she served as an invitedmember
of the Institute of Medicine’s healthcare professions working group
on evidence-basedmedicine. Dr.Melnyk’s record of extramural
research and educational funding, including grants from the
National Institutes of Health, the Agency for Healthcare Research
& Quality, and HRSA, totals more than 11million dollars in funding.
Her record of scholarship includes over 150 publications, including
two published books entitled Evidence-Based Practice in Nursing
&Healthcare: A Guide to Best Practice and the KySSGuide to Child
andAdolescentMental Health Screening,Early Intervention and
Health Promotion.
Click here to learnmore aboutEllen Fineout-Overholt
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BRAND-NEWEDITION
Ellen Fineout-OverholtPhD, RN, FNAP, FAAN
Dr.Fineout-Overholt is Clinical
Professor and Director of the
Center for the Advancement
of Evidence-Based Practice
at Arizona State University.
Dr.Fineout-Overholt earned
her BSN from the University
of Texas Medical Branch at
Galveston,her MSN in
Cardiovascular Nursing from
the University of Alabama at Birmingham,and her PhD in Nursing
Research from the University of Rochester. Her primary role is
assisting healthcare providers (i.e., nurses,doctors and other
providers) to care for patients using the evidence-based practice
(EBP) paradigm,which blends the best scientific information
available (i.e., research), the experience of the provider along with
evidence from practice, and what patients value and prefer to
accomplish the best health outcomes for that patient.
Dr.Fineout-Overholt is best known for promoting EBP with
clinicians across the U.S.and worldwide,both in the hospital and in
the community. Dr.Fineout-Overholt,with her long-time colleague
Dr.Bernadette Melnyk,Dean of Arizona State University’s College of
Nursing & Healthcare Innovation, created and developed the
Advancing Research & Clinical Practice through Close Collaboration
(ARCC) model. This model hinges on the strategic, central role of an
EBPMentor to sustain improved healthcare outcomes. EBPmentors
foster an environment that welcomes a) inquiry, b) innovation and
c) solutions that are based on sound scientific and practice-based
evidence and focused on improving healthcare outcomes. EBP
mentors, educated in programs created by Dr.Fineout-Overholt, are
making a difference in patient and systems’outcomes all over the
world. In addition,Dr.Fineout-Overholt’s innovative work to revise
the foundation uponwhich nurses are educated to integrate EBP
principles has been well received by faculty world-wide.
Her publications focus on helping clinicians,healthcare faculty
and administrators improve practice through implementation and
sustainability of EBP. Dr.Fineout-Overholt’s research is devoted to
developing and testingmodels of EBP inmultiple settings. She is
co-editor of the recurring column,Teaching EBP, in SigmaTheta Tau’s
Worldviews on Evidence-basedNursing,and the widely used book,
Evidence-Based Practice in Nursing &Healthcare: A Guide to Best
Practice (LippincottWilliams &Wilkins). In recognition of her
contributions to professional nursing practice,Dr.Fineout-Overholt
was inducted as a Fellow in the National Academies of Practice in
2006,a Fellow in the American Academy of Nursing in 2008,and the
UTMB Alumni Association Hall of Fame in 2008 and selected as
UTMB Distinguished Alumnus in 2009.
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