Nursing Research: Reading a Study Well and Turning Evidence Into Practice

Course Purpose

3 contact hours nursing continuing education course: Nursing Research: Reading a Study Well and Turning Evidence Into Practice.

Continuing Education Credit Designation

This educational activity is credited for 3 contact hours at completion of the activity.

Overview

3 contact hours nursing continuing education course: Nursing Research: Reading a Study Well and Turning Evidence Into Practice.

Objectives

Upon completion of this independent study, the learner will be able to:

1. State the retrieved definition of evidence-based practice and identify the three components it requires a decision to combine.
2. Convert a vague practice concern into a specific answerable question, and say which kind of study would be capable of answering it.
3. Distinguish what a randomised trial, a cohort study, a retrospective chart review and a qualitative study can each establish, and name what none of them can establish alone.
4. Interpret a reported p value using the retrieved definition, and explain why a p value alone does not convey the size of an effect.
5. Read a 95% confidence interval, describe what its width indicates, and explain what it means when the interval crosses the null value.
6. Separate statistical significance from clinical significance in a reported result and explain why conflating them is described as a common error.
7. Identify selection, sampling, observer, confirmation, publication and outcome reporting bias in a described study, and name the design feature intended to limit each.
8. Explain what confounding is and why an observational finding does not license a causal conclusion.
9. Describe what a systematic review adds beyond a single study, when a meta-analysis is not appropriate, and what a summary of findings table reports.
10. Explain the contribution of qualitative and mixed-methods evidence, and name at least three qualitative approaches and what each is for.
11. Describe the historical events that led to human subjects oversight and the nurse's duties toward a patient enrolled in a study on her own unit.
12. Distinguish research from local quality improvement and event analysis in purpose, method and oversight, and say who decides which one an activity is.
13. Explain why evidence-based practices are often not implemented, and name the levels an implementation strategy has to address.
14. Choose between a structural, process, outcome and omission measure for a stated improvement aim, and explain why no single measure captures safety.
15. Describe how to raise a research-based practice suggestion through the organisation's own approval route rather than changing practice independently.

Who this course is for:

Advanced Practice Registered Nurses, registered nurses, licensed practical or vocational nurses, and other healthcare providers in any setting who want continuing education on Nursing Research: Reading a Study Well and Turning Evidence Into Practice.

Course outline

12 sections · finish in any order across devices

1. 1

   Course overview and learning objectives

2. 2

   Introduction

3. 3

   What counts as evidence, and what a good question looks like

4. 4

   Study designs: what each one can show, and what it cannot

5. 5

   Reading the numbers: p values, confidence intervals and what actually matters

6. 6

   Bias: the systematic errors that inflate findings

7. 7

   Systematic reviews and meta-analysis: what synthesis adds

8. 8

   Qualitative and mixed-methods evidence: the hows and whys

9. 9

   Ethics, consent and the nurse caring for a research participant

10. 10

    Translation: getting evidence into practice and knowing whether it worked

11. 11

    Nursing Considerations

12. 12

    Conclusion

This Course Satisfies

Requirement summaries come from our state requirement records. All Users of Fast CE For Less’s website and content are responsible for knowing their state’s license and renewal requirements.

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