Ebook Ethical competence in nursing practice (edition): Part 2
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Ebook Ethical competence in nursing practice (edition): Part 2
Applying Ethics in Research and Evidence-Informed PracticesCatherine RobichauxLEARNING OBJECTIVES AND OUTCOMESUpon completion of this chapter, the rea Ebook Ethical competence in nursing practice (edition): Part 2ader will be able to:■Describe the nurse’s role in promoting ethical research and evidence-informed practice■Discuss the historical events that resulted in development of ethical research guidelines■Use criteria to determine the ethical nature of research studies■Explain how to promote ethical nursi Ebook Ethical competence in nursing practice (edition): Part 2ng practices based on research evidenceNurses arc advocates for patients involved in research studies and their role in ensuring adequate informed conEbook Ethical competence in nursing practice (edition): Part 2
sent for participation is well documented (Judkins-Cohn, Kielwasscr-WithroWjOwcn, & Ward, 2014). This role has expanded dramatically, however, with reApplying Ethics in Research and Evidence-Informed PracticesCatherine RobichauxLEARNING OBJECTIVES AND OUTCOMESUpon completion of this chapter, the rea Ebook Ethical competence in nursing practice (edition): Part 2g other regulatory and accrediting bodies. As seen in Box 7.1, Provision 7 of the Code of Ethics also states. “The nurse, in ÍÌỈỈ roles and settings advances the profession through research and scholarly inquiry’...” (2015).As nurses' participation in research has increased, so has the number of alt Ebook Ethical competence in nursing practice (edition): Part 2ernatives sites in which research is conducted such as special clinics and private offices. Nurses may be involved in offering research information, rEbook Ethical competence in nursing practice (edition): Part 2
ecruiting and monitoring participants, obtaining/maintaining data, and writing and/or presenting results. They may be primary’ or coinvestigators or bApplying Ethics in Research and Evidence-Informed PracticesCatherine RobichauxLEARNING OBJECTIVES AND OUTCOMESUpon completion of this chapter, the rea Ebook Ethical competence in nursing practice (edition): Part 2ents From the Code of Ethics (2015)Provision 7The nurse, in all roles and settings, advances the profession through research and scholarly inquiry; professional standards development, and the generation of both nursing and health policy.From Interpretive Statement 7.1Whether the nurse is data collec Ebook Ethical competence in nursing practice (edition): Part 2tor, investigator, member of an institutional review board, or care provider, patients' rights and autonomy must be honored and respected.Patients’/paEbook Ethical competence in nursing practice (edition): Part 2
rticipants’ welfare must never be sacrificed for research ends.Care is taken that research is soundly constructed, significant, and worthwilile.DissemApplying Ethics in Research and Evidence-Informed PracticesCatherine RobichauxLEARNING OBJECTIVES AND OUTCOMESUpon completion of this chapter, the rea Ebook Ethical competence in nursing practice (edition): Part 2ractice is expected of all nurses.Source: American Nurses Association (2015).involved in critiquing research, quality- improvement studies, and clinical practice guidelines. Nurses are also required to provide safe, effective nursing interventions using current research findings and evidence-based o Ebook Ethical competence in nursing practice (edition): Part 2utcomes. Tn all these roles and settings, nurses arc responsible for understanding the principles and issues underlying the ethical conduct of researcEbook Ethical competence in nursing practice (edition): Part 2
h and evaluate the ethical components of research studies and evidence-based practice recommendations/guidelines (Barren, 2010; Grady & Edgerly,2009).Applying Ethics in Research and Evidence-Informed PracticesCatherine RobichauxLEARNING OBJECTIVES AND OUTCOMESUpon completion of this chapter, the rea Ebook Ethical competence in nursing practice (edition): Part 2issues.You will sec the terms “evidence-based” and “evidence-informed” practice used in this chapter and in others. The former is the more frequently used term, originally defined as the “conscientious, explicit use of current best evidence in making decisions about the care of individual patients” Ebook Ethical competence in nursing practice (edition): Part 2(Sackett ct al., 1996, p. 71). Although this definition has been expanded, evidence-informed practice, as described in the Code of Ethics (2015, p. 45Ebook Ethical competence in nursing practice (edition): Part 2
) and by Fowler (2015), reflects a more comprehensive understanding:Evidence-informed practice, then, utilizes a diversity of forms of knowledge incluApplying Ethics in Research and Evidence-Informed PracticesCatherine RobichauxLEARNING OBJECTIVES AND OUTCOMESUpon completion of this chapter, the rea Ebook Ethical competence in nursing practice (edition): Part 2beliefs, and preferences; theories, healthcare resources and practice environments; and even nurse practice or DHHS regulations. While it includes evidence-based practice, evidence-informed practice is a more encompassing term. (Fowler. 2015, p. 124)Fowler (2015) also notes that this interpretation Ebook Ethical competence in nursing practice (edition): Part 2and application influences not only direct patient care but ultimately affects health systems worldwide. In so doing, evidence-informed practice worksEbook Ethical competence in nursing practice (edition): Part 2
to reduce inequalities in care and is a matter of justice. The difference in understanding between these two terms is discussed further in the sectioApplying Ethics in Research and Evidence-Informed PracticesCatherine RobichauxLEARNING OBJECTIVES AND OUTCOMESUpon completion of this chapter, the rea Ebook Ethical competence in nursing practice (edition): Part 2 in Box 7.1.Question to Consider Before Reading On1. Have you participated in a research study? W hat was your role? Discuss your experience with a class peer or colleague.Case ScenarioJeanie, who has worked in a large medical surgical anil in an academic medical center for 5 years, recently transfe Ebook Ethical competence in nursing practice (edition): Part 2rred to the oncology unit after receiving tier RSN. Several patients on this unit are par lie ipanls in various clinic.al idols. Sarah, a S5 year oldEbook Ethical competence in nursing practice (edition): Part 2
woman with stage IV breast cancer, who has not responded to therapy, has Ixren asked Io participate in a study. She has been offered participation in Applying Ethics in Research and Evidence-Informed PracticesCatherine RobichauxLEARNING OBJECTIVES AND OUTCOMESUpon completion of this chapter, the rea Ebook Ethical competence in nursing practice (edition): Part 2ie knows that phase one trials are c onduc led to evaluate the solely of investigationalagents in terms of dosage and side effects. While participants in such trials may benefit from the intervention, that isnol the primary goal of the research and many patients may receive minimal to no benefit. Af Ebook Ethical competence in nursing practice (edition): Part 2ter reading the informed c onsent required for participation in the study, Sarah tells Jeanie, "I know this says that the treatment may not help me buEbook Ethical competence in nursing practice (edition): Part 2
t I really think it will' Jeanie is concerned that Sarah does not seem to fully understand the clinical trial informed consent and believes that the iApplying Ethics in Research and Evidence-Informed PracticesCatherine RobichauxLEARNING OBJECTIVES AND OUTCOMESUpon completion of this chapter, the rea Ebook Ethical competence in nursing practice (edition): Part 2ever limited.Question to Consider Before Reading On1. 1 low would you respond to Sarah’s initial misunderstanding of the clinical trial intervention?Applying Ethics in Research and Evidence-Informed PracticesCatherine RobichauxLEARNING OBJECTIVES AND OUTCOMESUpon completion of this chapter, the reaGọi ngay
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