Clinical Practice Guidelines in Practice Setting Order Instructions: In order #113827 we talk of step 1, and now we are looking at step 2 note that as we make progress in this paper.
This paper is building on the paper with the order #113827 so it is important that they writer reference back to that paper to be able to write this paper. This is very important as this is a continues paper that will continue to build upon the previous paper every week. So the writer must be consistent with written the paper and referencing back to previous papers. It is also very important that the writers use sources not older than 5 years as this is an evidence base paper which requires current research. The writer must also clearly a response to all questions building upon previous paper with order # listed above. Below they are 5 critical questions to respond to and the writer must clearly respond to all questions supporting facts with peer review articles of not more than 5 years old. All examples must be based on U. S outpatient hospitals or clinics.
Step 2: Locate the Best Evidence
During this week you will focus on locating the best evidence to support your EBP proposal on Lack of proper education on a patient with type 2 diabetes.
Building on work done in the clinical practicum setting this week, and looking toward work with the EBP, address these questions:
1. What Clinical Practice Guidelines (CPG) are used in your practice setting? ( Clinical Guidelines from U.S Institutions)
2. What information can you use for conducting systematic reviews?
3. What published research sources (e.g., journals) will you use?
4. What experts in the U.S (individuals, agencies, and/or entities) provide sources of best evidence?
5. What is your own expertise? How does it fit with your EBP?
Clinical Practice Guidelines in Practice Setting Sample Answer
Locate the Best Evidence
Clinical Practice Guidelines used in the practice setting
Among the bodies in the US that are tasked with the responsibility of developing the clinical practice guidelines include the AADE (American Association of Diabetes Educators) that published the Standards of Practice, Scope of Practice, as well as the Standards of Professional Performance of Diabetes Educators. Based on these documents, pharmacists have a particular role in delivering diabetes education. AADE also came up with a framework related to optimal practice for self-management. During the process, there should be an assessment of the specific educational needs in every patient (Garber, Gross & Slonim, 2010). Second is the identification of the particular diabetes self-management goals in every person. This can go a long way in ensuring the effectiveness of the strategies used. Third, the behavioral interaction, as well as the education, should aim at ensuring that the individual achieves the identified self-management goals (Kapoor & Kleinbart, 2012). In addition, following the education sessions, there should be evaluations aimed at determining the extent to which the individual is achieving the identified self-management goals.
The other body accountable for creating the clinical practice guidelines is ADA (American Diabetes Association). According to this body, the care standards or recommendations should not preclude clinical judgment but should be applied within an excellent clinical care context, with adjustments being made for comorbidities, individual preferences, as well as patient factors. The body also emphasizes patient education that is patient-specific (Kapoor & Kleinbart, 2012).
Information for conducting systematic reviews
One aspect that can guide the systematic review is evidence supporting self-management training’s effectiveness for diabetes type 2, especially on a short-term basis. Second is evidence showing that education programs that are based on the health belief model are effective in improving self-management (Chijioke, Adamu & Makusidi, 2010). Therefore, their implementation can promote effectiveness in preventing the disease’s complications. Proper diabetes health education has short-term impacts such as knowledge of diabetes and glycemic control. Health policymakers should consider the need to train diabetes educators so that they can tailor fitting education interventions among the patients (Garber, Gross & Slonim, 2010).
Published research sources- journals to be used
The use of peer-reviewed articles will be cardinal in helping to locate credible information. Majorly, those articles are evidence-based and can ensure quality information. The journals will be obtained from authentic databases such as Proquest, GoogleScholar, and Elsevier. Research sources can also be obtained from nursing bodies’ sites as these also deliver quality information.
Experts in the US who provide sources of the best evidence
Entities or bodies such as the ADA and AADE are among the experts who promote the best evidence. Moreover, individuals, particularly those in the healthcare sector have a cardinal role in spreading best evidence. Moreover, agencies, particularly those focusing on research, help in the generation and promoting the use of best evidence.
My personal expertise and how it fits with the EBP
Diabetes type 2 patients need to develop a wide array of competencies so that they can manage to be in greater control of their disease. in connection to this, while education should promote health, it should respect the voluntary choices and self-perceived needs. Although there is the possibility of educating patients towards greater autonomy, a good number of professionals are not ready to collaborate with them. moreover, clinical staff should acquire better comprehension on diabetes management and of the theoretical principles that underlie patient empowerment. These factors need to be considered for effective EBP (Mshunqane, Stewart & Rothberg, 2012).
Clinical Practice Guidelines in Practice Setting References
Mshunqane, N., Stewart, A. V., & Rothberg, A. D. (2012). Type 2 diabetes management: patient knowledge and health care team perceptions, South Africa: original research. African Primary Health Care and Family Medicine, 4, 1, 1-7.
Kapoor, B., & Kleinbart, M. (2012). Building an Integrated Patient Information System for a Healthcare Network. Journal of Cases on Information Technology (jcit), 14, 2, 27-41.
Garber, J. S., Gross, M., & Slonim, A. D. (2010). Avoiding common nursing errors. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.
Chijioke, A., Adamu, A. N., & Makusidi, A. M. (2010). Mortality patterns among type 2 diabetes mellitus patients in Ilorin, Nigeria: original research. Journal of Endocrinology, Metabolism, and Diabetes in South Africa, 15, 2, 79-82.
