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Strategy Submission

Linking Evidence-Based Practice with a Nursing Procedure


Chris Tesch






The University of South Dakota


Competency Categories:

Evidence-Based Practice

Learner Level(s):

Pre-Licensure ADN/Diploma, Pre-Licensure BSN, RN to BSN

Learner Setting(s):

Clinical Setting, Skills or Simulation Laboratories

Strategy Type:

General Strategy

Learning Objectives:

The student will locate an evidence-based practice article on a hospital protocol, and compare and contrast this information with the facility’s protocol.

The student will identify whether evidence-based practice is utilized with this protocol, and identify barriers or challenges with implementing evidence-based practice in the clinical setting.

Strategy Overview:

This strategy was used during a medical-surgical clinical. The student was given a procedure to research (PICC line dressing change).
Clinical prep:
  • Research the procedure through websites such as the CDC or Joint Commission to obtain the steps to this procedure • Find an evidence-based practice article about the procedure.
During the clinical day:
  • Find the hospital’s protocol for PICC line dressing change, ask RNs on the unit where to find the procedure, and how the procedure (or any new procedure) is disseminated to staff on the unit
  • Compare and contrast the steps listed in the hospital’s procedure with how other RNs perform the procedure. If there are deviations from the written protocol, what are they and why do the nurses deviate from the written protocol?
  • Compare and contrast the hospital’s protocol with the information found in the evidence-based practice article
At postconference:
  • Summarize the article on evidence-based practice to the clinical group, and report e information gathered throughout the clinical day
Postclinical paperwork:
  • Student written reflections about the assignment, including challenges regarding implementing evidence-based practice in the clinical setting

Submitted Materials:

Additional Materials:

Evaluation Description:

Reflective/anecdotal, ungraded assignment.
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