A lthough evidence-based practice in clinical settings is recognized as an approach to nursing care that leads to improved patient outcomes, this approach still requires clarification. Fortunately, nurse educators are working toward facilitating an evidencebased nursing approach within clinical nursing education. Nonetheless, situational issues have made an evidence-based nursing approach difficult for registered nurses to fully incorporate into clinical practice settings. The foundation in dealing with these concerns is to have nursing education faculty and clinical nurse educators promote evidence-based nursing within practice settings. Four main areas that are explored in this article include an explanation of evidence-based nursing practice, a look at the current context of clinical nursing education, an exploration of the issues that affect the incorporation of evidence-based nursing into clinical practice, and a focus on clinical nurse educators as potential change agents for evidence-based nursing practice. BaCkgrouNd To better understand an evidence-based nursing approach, we must establish what this approach means to nursing and what benefits occur when it is used in practice. McEwen (2002) pointed out that many nursing scholars believe evidence-based nursing practice will fill the gaps that are present between research, theory, and practice. McEwen suggested that evidence-based nursing de-emphasizes ritual, isolated, and unsystematic clinical experiences and ungrounded opinions and traditions as the basis for practice. Unfortunately, many registered nurses in clinical practice do not understand the concept of evidence-based nursing or how to incorporate this approach into general clinical practice settings. Estabrooks (1998) acknowledged that the nursing profession, as a practice discipline sanctioned by society, is expected to incorporate the best sound evidence of patient care with the clear purpose of improving that care. Estabrooks concluded that evidence-based nursing practice is more than use of research because it includes all forms of practice knowledge. In essence, evidence-based nursing is a discipline in which nurses make clinical decisions using current "best" research evidence, which is then blended with approved policies and clinical guidelines, clinical expertise and judgment, and patient preferences
BackgroundGlobally, pregnant women are challenged to meet sufficient and necessary dietary intake in order to improve maternal and neonatal outcomes. These challenges are amplified in traditional communities, such as the Maasai, where the historical and cultural practices may further curtail, or impact on this dyad’s potential success. The research is intended to enhance understanding of Maasai women’s pregnancy and nutrition traditions as well as their beliefs.Method Interviews with 12 pregnant Maasai women, all originally from the (Ngorongoro Conservation Area Authority NCAA) area and have spent most or all of their adult lives in the NCAA, sought to answer two research questions: how do these women describe their current dietary pattern and what do they believe is the role of nutrition during pregnancy.ResultsInterpretive description methodology was used to reveal five themes: (1) Eating less food makes baby come easier, (2) Not producing food means more dependence, (3) Working hard harms my baby, (4) Knowing what is needed for a good pregnancy and (5) Preferring our traditional ways for pregnancy and birth.ConclusionsThere is an imperative to address nutrition throughout the perinatal period within the Maasai population and the women recognize how important nutrition is for them and their babies. Opportunities to incorporate cultural values and practices must be embedded in programmes/services to achieve success and sustainability. It is important for future prenatal programming with the Maasai in northern Tanzania and other vulnerable groups of pregnant women to build on the women’s knowledge of what leads to good pregnancy outcomes.
Background Health-care environments influence service delivery; approaches need to be more wholistic and culturally competent requiring effective interagency collaboration to bridge traditional Indigenous and mainstream health services. Despite considerable research on collaboration, the concept remains misunderstood, at worst, and formative, at best. Within the nexus of these two diverse health services, there is limited information on how collaborations could be created and sustained effectively. Purpose To explore the perspectives/experiences of collaboration of select Saskatchewan health professionals practicing across these diverse services to understand the concept from their perspectives. Methods This qualitative study explored collaboration through observation and interviews to elicit perspectives (two-eyed seeing) of health professionals working within the context of a traditional-mainstream health services partnership. Results Individual- and system-level factors and accountabilities are needed for successful cross-cultural collaboration and can be enabled by embedding the virtues of Indigenous and values of mainstream health services along with building and maintaining relationships, valuing difference, creating supportive environments and wholistic approaches, having the right people at the table, and making a change for impactful outcomes. Conclusion Findings support the need for implementing contextually relevant collaborative practice models for productive, wholistic health services. Two-eyed seeing provides the ability to capture and catalyze the tremendous value and strengths of both worlds, potentiating complementary aspects to meet the needs of clients and communities.
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