Evidence-Based Project—Paper on Diabetes assignment

Evidence-Based Project—Paper on Diabetes assignment

Based on the summary of research findings identified from the Evidence-Based Project—Paper on Diabetes that describes a new diagnostic tool or intervention for the treatment of diabetes in adults or children, complete the following components of this assignment:

Develop a PowerPoint presentation (a title slide, 6-12 slides, and a reference slide; no larger than 2 MB) that includes the following:

1. A brief summary of the research conducted in the Evidence-Based Project – Paper on Diabetes.
2. A descriptive and reflective discussion of how the new tool or intervention may be integrated into practice that is supported by sound research.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

You are not required to submit this assignment to Turnitin, unless otherwise directed by your instructor. If so directed, refer to the Student Success Center for directions. Only Word documents can be submitted to Turnitin.

The rapid rise in the prevalence of diabetes is alarming to healthcare professionals because of the serious complications of the disease, which often result in the amputation of lower extremities.[1,2] One of the most important complications of diabetes mellitus is diabetes foot ulcer.[3] Foot ulceration and amputation contribute significantly to the high rates of morbidity and mortality affecting

individuals with diabetes.[4,5] It is reported that prevalence of diabetes mellitus in Iran is 5-8%[6] with an annual increase of 5,000 patients,[7] and the prevalence of diabetes foot ulcer is 3%,[8] and the rate of lower limb amputation is to be 30%.[3] Rolfe et al.[9] (2003), in their study about the management of chronic leg ulcers by nurses, elucidated that the recurrence risk of leg ulceration needs accurate diagnosis and assessment of individual patients, and affected persons should be cared based on evidence-based recommendations contained in adopted guidelines or protocols that they provide evidence-based recommendations based on current best evidence.

Evidence-based nursing (EBN) is based on the integration of the best research evidence with clinical expertise and patient values to facilitate clinical decision making,[10] and it may become a vital part of quality improvement in nursing practice.[11] Nurses have a key role in facilitating and using evidence into practice, in order to become accountable for outcome-oriented patient care through the use of evidence-based practice (EBP).[12] It expect that trained nurses with EBN could have access to these skills. Because implementing such skills in nursing practice imperative since many organizations seek nurses who are able to analyze existing practices, discriminate between alternative and conflicting information, and use EBN to improve patient outcomes.[11]

Regarding the increasing importance of EBN for the nursing profession, recent data suggest that the US nurses are not well prepared,[13] and some nurses are unable to use scientific evidence in their clinical practice to support their critical thinking and nursing skills.[14] The lack of skills and the inaccessibility of research findings reduce readiness for research utilization,[15] and this requires an organizational environment that values the importance of EBN and its potential impact on patient care.[16] The development of a learning culture in nurses’ workplaces would facilitate improvement of their skills.[17] Results of a qualitative study in Iran showed that workplace conditions are not prepared in order to implement EBP.[18] The transition to EBN is a process of cultural change[19] and one way to bring about its implementation in clinical practice is through education.[20] Cconsequently, educational and clinical strategies for EBP in nursing could prepare nurses to interpret and integrate evidence into clinical care.[21]

A qualitative study indicated that although nursing education had been transferred to universities in Iran, public and health administrators still criticized Iranian nurses for poor-quality patient care. It seems that nurses are unable to transfer their theoretical knowledge acquired in an academic setting into the clinical area. In other word, routine – based paradigm is the dominant picture of Iranian nursing in practice and education at the baccalaureate level.