Recently, caregiving best practices have evolved from research utilization to an evidence-based nursing construct.  Evidence-based practices (EBPs) integrate the latest proven health care research, clinical expertise, patient needs, as well as cost-saving measures. Practitioners merge these elements into the framework that guides their daily work and assist patients in making informed decisions.
The nursing profession is in a transitional phase where many practitioners continue to deliver treatment based solely on experience, intuition, and tradition. Nurse educators and leaders have found difficulty transitioning practitioners from using their experience to complying with EBPs as they emerge.  However, professionals are increasingly turning to EBPs as guides in the delivery of services and treatment.
The Collaborative Model of Best Practice (CMBP) is a framework developed by researchers Kaisa Bjuresäter and Elsy Athlin of Karlstad University, Sweden that aids nurses in implementing evidence-based practices. To test the framework, the researchers implemented the framework in a study led by nurse educators and leaders. The following five components are a brief overview of a research study about the effectiveness of CMBP.
1. Starting the Transition
Evidence-based practice is embedded in the CMBP methodology. When implementing the CMBP, nurse leaders and educators collaborate to encourage, inspire, and support nurse practitioners learning to use the model. This evidence-based process includes four key steps:
1. Finding opportunities for improvement
5. Process monitoring
Overall, participants expressed a positive experience with the process.
2. Team Collaboration
Building rapport among team members is the first priority in launching the process. Perseverance is critical during this stage, as melding personalities is always a challenge. It’s also vital to take steps to ensure early interest in the initiative, taking special interest on overcoming the objections of resistors.
3. Building Interest
By developing and publishing a clearly defined outline, initiative leaders can help build early interest. This includes precise and sufficient direction regarding the effort. It’s important to disseminate this information when it will prove most effective. As an aside, partnership between the participating care provider organization and the academic faculty fostered rapport. Finally, it’s extremely important that nurse leaders actively take part in the overall process, which encourages practitioners to participate.
4. Connecting with Practitioners
Practitioners found that the guidance provided by the nurse leader made participants feel connected with the process. This was in part due to ongoing two-way communication by the nurse leader. Additionally, practitioners were encouraged by the leader’s positive attitude. This result requires a proactive approach on the part of nurse leaders. However, heavy caseloads sometimes had a detrimental effect on this positive influence.
5. Learning to Teach
Participating nurse leaders felt that the project was an awesome and ongoing learning experience. They expanded their body of knowledge and learned new research skills. Due to their limited ability to implement evidence-based practices, the nurse leaders expressed that although the project was rewarding, it was equally challenging. One major positive outcome of the process was enhanced skill in vetting EBP sources.
Leading the Initiative
During the initiative, the improvement of quality nursing care was the primary objective of nurse leaders. As facilitators, nurse educators chose the leaders to head the initiative due to their sincere interest in delivering this outcome. Another primary goal was to serve as role models for practitioners. Live practice sessions were an important learning tool, where nurses had the opportunity to receive positive feedback from their peers. Upon completion of the EBP training initiative, nurse educators and leaders expressed high satisfaction with the quality throughout various hospital wards.
Supporting Each Other as Teammates
Nurse leaders cited sincere collaboration as the critical support mechanism of the initiative. This rapport built trust among participants. Nurse leaders consider the academic partners as key to providing leadership in their capacities as both educational and medical professionals. In fact, the academic partners continued presence during implementation influenced the resulting positive outcomes and group collaboration. Moreover, nurse leaders greatly appreciated the support delivered by nurse educators.
Upon successful completion of evidence-based practice implementation, nurse leaders must institute an ongoing process to ensure the early adoption of EBPs. Additionally, incoming nursing professionals will learn their practices using this kind of evidence-based framework. The study concurred with the outcomes of other research designed to highlight the changes involved in implementing evidence-based practices in the hospital setting. Nurse educators and leaders will find a challenge in teaching this relatively new paradigm to a new generation of practitioners. However, the end result will be positive health for the United States population.