Evidence-Based Practice and School Nursing

Abstract

School nurses need to demonstrate that their practice is based on the best evidence available, which is usually data obtained from research. Evidence-based practice involves combining the best evidence available with nursing expertise and patient and family preferences to determine optimum care. Evidence-based practice guidelines are developed by carefully reviewing the available evidence on a topic and synthesizing this information into recommendations for practice. This article defines evidence-based practice and best evidence, describes the development of evidence-based practice guidelines, discusses factors that affect the use of research and evidence-based practice guidelines in school nursing, and reviews current sources of evidence-based practice guidelines for school nurses. Strategies that school nurses can use to incorporate evidence into their practice are discussed. One recommendation is that school nurses partner with nurse leaders and nurse researchers to develop evidence-based practice guidelines relevant to school nurse practice.

Ecological Risk and Resilience Perspective: A Theoretical Framework Supporting Evidence-based Practice in Schools

“…This is further supported by the mounting body of literature in journals from each of these disciplines devoted to increasing the utilization of EBP among school practitioners (Adams & McCarthy, 2005;Franklin & Kelly, 2009). Further adding to the call for EBP in schools, federal agencies are also promoting empirical practice in schools by disseminating information about assessments and strategies that have proven to be effective for youth on their websites (Franklin & Hopson, 2004).…”

Association Between School District Policies That Address Chronic Health Conditions of Students and Professional Development for School Nurses on Such Policies

“…The changing prevalence and complexities of chronic health conditions among youth (Perrin et al, 2007; Proskurowski, Newell, & Vandriel, 2010) and the isolation of school nurses in non-health care settings (Adams & McCarthy, 2005; Vought-O’Sullivan, Meehan, Havice & Pruitt, 2006) necessitates consistent and regular PD to support the implementation and evaluation of evidence-based clinical practice guidelines (Adams & McCarthy, 2005; Committee, 2010; Vought-O’Sullivan, Meehan, Havice & Pruitt, 2006). School nurses armed with skills and knowledge based on best practices are equipped to meet the needs of students with chronic health conditions.…”

“…The isolation of working in the school setting can delay or prevent exposure to innovations and updates in care practices (Adams & McCarthy, 2005; Vought-O’Sullivan, Meehan, Havice & Pruitt, 2006). The Institutes of Medicine’s appointed committee (“Committee”) to the Robert Wood Johnson Foundation initiative on the Future of Nursing asserts that “nursing education should serve as a platform for continued lifelong learning” (2010, p. 4).…”

An Information Needs Assessment of School Nurses in a Metropolitan County

“…12 Implementing this research into the school nurse's practice likewise proves difficult. A survey of school nurses in Iowa demonstrates that though aware of the concept of evidence-based practice and its value within the profession, respondents were not equally confident in their ability to explain the tenants of or gain access to evidence-based research.…”