Reflection: Readiness to Practice as a DNP-prepared Nurse

Reflecting on my readiness to practice as a DNP-prepared nurse, I have realized that analytic methods have been the basis of my clinical practice. This course has broadened my realization of how inquiry supports self-awareness in identifying knowledge gaps and laying a base for further continuous learning. The deep engagement in analytic methods allowed me to further improve my ability to retrieve, appraise, and synthesize quantitative research, skills that will be useful in translating evidence into practice (Li et al., 2024).

One important insight I gathered from the review concerns how to overcome the practice gap challenge, wherein research-based interventions face facilitating factors like time constraints, poor staffing, and lack of authority to enforce changes in care procedures (McArthur et al., 2021; Pitsillidou et al., 2021). These challenges emphasize the need for DNP-prepared nurses to act as champions and facilitators of evidence-backed interventions. On this note, I have developed an important skill in the appraisal of quantitative studies to enable me to evaluate the literature and apply relevant evidence-based practice. Addressing these challenges will help me to facilitate effective, research-consistent practice that is necessary for closing the gap between research and clinical practice to improve patient outcomes.

Another valuable skill developed in this course, which has prepared me for DNP practice, is learning to retrieve and appraise quantitative research studies for evidence-based interventions, which is a vital part of translational science. Translational research challenges my thinking by showing how scientific findings evolve from theory into practice through several stages, from preclinical research to community-level implementation (Jayakumar & Savarimuthu, 2019). Among the top priorities in this course was to see how knowledge is integrated and used to identify gaps in practice. As a result, my understanding of TR phases, from the formulation of basic research to the assessment of the feasibility of developed interventions, is valuable for the application of EBPs in practice change projects for the enhancement of patient care and ensuring that there are improvements in public health.

This knowledge prepares me to bridge research and practice by translating evidence-based interventions effectively. Understanding the stages of translational research prepares me for the implementation of strategies to improve patient care by advocating for necessary change and promoting evidence-based practices, which are indispensable to healthcare advancement as a DNP-prepared nurse.

References

Jayakumar, J., & Savarimuthu, R. J. (2019). Translational Research. Indian Journal of Continuing Nursing Education, 20(1), 7-10.https://doi.org/10.4103/IJCN.IJCN_9_19

Li, H., Xu, R., Gao, D., Fu, H., Yang, Q., Chen, X., …& Gao, J. (2024). Evidence-based Practice Attitudes, Knowledge and Skills of nursing students and nurses, a systematic review and meta-analysis. Nurse Education in Practice, 104024. https://doi.org/10.1016/j.nepr.2024.104024

McArthur, C., Bai, Y., Hewston, P., Giangregorio, L., Straus, S., & Papaioannou, A. (2021). Barriers and facilitators to implementing evidence-based guidelines in long-term care: a qualitative evidence synthesis. Implementation Science, 16, 1-25. https://doi.org/10.1186/s13012-021-01140-0

Pitsillidou, M., Roupa, Z., Farmakas, A., & Noula, M. (2021). Factors Affecting the Application

and Implementation of Evidence-based Practice in Nursing. Journal of the Society for Medical Informatics of Bosnia & Herzegovina, 29(4), 281–287. https://doi.org/10.5455/aim.2021.29.281-287

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