evidence based research essay

Evidence-Based Research Series-Paper 1: What Evidence-Based Research is and why is it important?

Affiliations.

• 1 Johns Hopkins Evidence-based Practice Center, Division of General Internal Medicine, Department of Medicine, Johns Hopkins University, Baltimore, MD, USA.
• 2 Digital Content Services, Operations, Elsevier Ltd., 125 London Wall, London, EC2Y 5AS, UK.
• 3 School of Nursing, McMaster University, Health Sciences Centre, Room 2J20, 1280 Main Street West, Hamilton, Ontario, Canada, L8S 4K1; Section for Evidence-Based Practice, Western Norway University of Applied Sciences, Inndalsveien 28, Bergen, P.O.Box 7030 N-5020 Bergen, Norway.
• 4 Department of Sport Science and Clinical Biomechanics, University of Southern Denmark, Campusvej 55, 5230, Odense M, Denmark; Department of Physiotherapy and Occupational Therapy, University Hospital of Copenhagen, Herlev & Gentofte, Kildegaardsvej 28, 2900, Hellerup, Denmark.
• 5 Musculoskeletal Statistics Unit, the Parker Institute, Bispebjerg and Frederiksberg Hospital, Copenhagen, Nordre Fasanvej 57, 2000, Copenhagen F, Denmark; Department of Clinical Research, Research Unit of Rheumatology, University of Southern Denmark, Odense University Hospital, Denmark.
• 6 Section for Evidence-Based Practice, Western Norway University of Applied Sciences, Inndalsveien 28, Bergen, P.O.Box 7030 N-5020 Bergen, Norway. Electronic address: [email protected].
• PMID: 32979491
• DOI: 10.1016/j.jclinepi.2020.07.020

Objectives: There is considerable actual and potential waste in research. Evidence-based research ensures worthwhile and valuable research. The aim of this series, which this article introduces, is to describe the evidence-based research approach.

Study design and setting: In this first article of a three-article series, we introduce the evidence-based research approach. Evidence-based research is the use of prior research in a systematic and transparent way to inform a new study so that it is answering questions that matter in a valid, efficient, and accessible manner.

Results: We describe evidence-based research and provide an overview of the approach of systematically and transparently using previous research before starting a new study to justify and design the new study (article #2 in series) and-on study completion-place its results in the context with what is already known (article #3 in series).

Conclusion: This series introduces evidence-based research as an approach to minimize unnecessary and irrelevant clinical health research that is unscientific, wasteful, and unethical.

Keywords: Clinical health research; Clinical trials; Evidence synthesis; Evidence-based research; Medical ethics; Research ethics; Systematic review.

Copyright © 2020 Elsevier Inc. All rights reserved.

Publication types

• Research Support, Non-U.S. Gov't
• Biomedical Research* / methods
• Biomedical Research* / organization & administration
• Clinical Trials as Topic / ethics
• Clinical Trials as Topic / methods
• Clinical Trials as Topic / organization & administration
• Ethics, Research
• Evidence-Based Medicine / methods*
• Needs Assessment
• Reproducibility of Results
• Research Design* / standards
• Research Design* / trends
• Systematic Reviews as Topic
• Treatment Outcome

Writing an Argumentative Research Paper

• Library Resources
• Books & EBooks
• What is an Argumentative Research Essay?
• Choosing a Topic
• How to Write a Thesis Statement Libguide
• Structure & Outline
• Types of Sources
• OER Resources
• Copyright, Plagiarism, and Fair Use

Examples of argumentative essays

Skyline College libguides: MLA Sample Argumentative Papers

Ebooks in Galileo

Video Tutorial

Structure & Outline

Usually written in the five-paragraph structure, the argumentative essay format consists of an introduction, 2-3 body paragraphs, and a conclusion.

A works cited page or reference page (depending on format) will be included at the end of the essay along with in-text citations within the essay.

When writing an argumentative research essay, create an outline to structure the research you find as well as help with the writing process. The outline of an argumentative essay should include an introduction with thesis statement, 3 main body paragraphs with supporting evidence and opposing viewpoints with evidence to disprove, along with an conclusion.

The example below is just a basic outline and structure

I. Introduction: tells what you are going to write about. Basic information about the issue along with your thesis statement.

 A. Basic information

B. Thesis Statement

II. Body 1 : Reason 1 write about the first reason that proves your claim on the issue and give supporting evidence

A. supporting evidence 

B. Supporting evidence 

II. Body 2 .: Reason 2 write about the third reason that proves your claim on the issue and give supporting evidence

A. supporting evidence

III. Body 3 : Reason 3 write about the fourth reason that proves your claim on the issue and give supporting evidence

IV. Counter arguments and responses. Write about opposing viewpoints and use evidence to refute their argument and persuade audience in your direction or viewpoint

A. Arguments from other side of the issue

B. Refute the arguments

V. Conclusion

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What this handout is about

This handout will provide a broad overview of gathering and using evidence. It will help you decide what counts as evidence, put evidence to work in your writing, and determine whether you have enough evidence. It will also offer links to additional resources.

Introduction

Many papers that you write in college will require you to make an argument ; this means that you must take a position on the subject you are discussing and support that position with evidence. It’s important that you use the right kind of evidence, that you use it effectively, and that you have an appropriate amount of it. If, for example, your philosophy professor didn’t like it that you used a survey of public opinion as your primary evidence in your ethics paper, you need to find out more about what philosophers count as good evidence. If your instructor has told you that you need more analysis, suggested that you’re “just listing” points or giving a “laundry list,” or asked you how certain points are related to your argument, it may mean that you can do more to fully incorporate your evidence into your argument. Comments like “for example?,” “proof?,” “go deeper,” or “expand” in the margins of your graded paper suggest that you may need more evidence. Let’s take a look at each of these issues—understanding what counts as evidence, using evidence in your argument, and deciding whether you need more evidence.

What counts as evidence?

Before you begin gathering information for possible use as evidence in your argument, you need to be sure that you understand the purpose of your assignment. If you are working on a project for a class, look carefully at the assignment prompt. It may give you clues about what sorts of evidence you will need. Does the instructor mention any particular books you should use in writing your paper or the names of any authors who have written about your topic? How long should your paper be (longer works may require more, or more varied, evidence)? What themes or topics come up in the text of the prompt? Our handout on understanding writing assignments can help you interpret your assignment. It’s also a good idea to think over what has been said about the assignment in class and to talk with your instructor if you need clarification or guidance.

What matters to instructors?

Instructors in different academic fields expect different kinds of arguments and evidence—your chemistry paper might include graphs, charts, statistics, and other quantitative data as evidence, whereas your English paper might include passages from a novel, examples of recurring symbols, or discussions of characterization in the novel. Consider what kinds of sources and evidence you have seen in course readings and lectures. You may wish to see whether the Writing Center has a handout regarding the specific academic field you’re working in—for example, literature , sociology , or history .

What are primary and secondary sources?

A note on terminology: many researchers distinguish between primary and secondary sources of evidence (in this case, “primary” means “first” or “original,” not “most important”). Primary sources include original documents, photographs, interviews, and so forth. Secondary sources present information that has already been processed or interpreted by someone else. For example, if you are writing a paper about the movie “The Matrix,” the movie itself, an interview with the director, and production photos could serve as primary sources of evidence. A movie review from a magazine or a collection of essays about the film would be secondary sources. Depending on the context, the same item could be either a primary or a secondary source: if I am writing about people’s relationships with animals, a collection of stories about animals might be a secondary source; if I am writing about how editors gather diverse stories into collections, the same book might now function as a primary source.

Where can I find evidence?

Here are some examples of sources of information and tips about how to use them in gathering evidence. Ask your instructor if you aren’t sure whether a certain source would be appropriate for your paper.

Print and electronic sources

Books, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing. Our handout on evaluating print sources will help you choose your print sources wisely, and the library has a tutorial on evaluating both print sources and websites. A librarian can help you find sources that are appropriate for the type of assignment you are completing. Just visit the reference desk at Davis or the Undergraduate Library or chat with a librarian online (the library’s IM screen name is undergradref).

Observation

Sometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart’s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.

An interview is a good way to collect information that you can’t find through any other type of research. An interview can provide an expert’s opinion, biographical or first-hand experiences, and suggestions for further research.

Surveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it’s a good idea to check with your instructor before creating or administering a survey.

Experiments

Experimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?

Personal experience

Using your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.

Using evidence in an argument

Does evidence speak for itself.

Absolutely not. After you introduce evidence into your writing, you must say why and how this evidence supports your argument. In other words, you have to explain the significance of the evidence and its function in your paper. What turns a fact or piece of information into evidence is the connection it has with a larger claim or argument: evidence is always evidence for or against something, and you have to make that link clear.

As writers, we sometimes assume that our readers already know what we are talking about; we may be wary of elaborating too much because we think the point is obvious. But readers can’t read our minds: although they may be familiar with many of the ideas we are discussing, they don’t know what we are trying to do with those ideas unless we indicate it through explanations, organization, transitions, and so forth. Try to spell out the connections that you were making in your mind when you chose your evidence, decided where to place it in your paper, and drew conclusions based on it. Remember, you can always cut prose from your paper later if you decide that you are stating the obvious.

Here are some questions you can ask yourself about a particular bit of evidence:

• OK, I’ve just stated this point, but so what? Why is it interesting? Why should anyone care?
• What does this information imply?
• What are the consequences of thinking this way or looking at a problem this way?
• I’ve just described what something is like or how I see it, but why is it like that?
• I’ve just said that something happens—so how does it happen? How does it come to be the way it is?
• Why is this information important? Why does it matter?
• How is this idea related to my thesis? What connections exist between them? Does it support my thesis? If so, how does it do that?
• Can I give an example to illustrate this point?

Answering these questions may help you explain how your evidence is related to your overall argument.

How can I incorporate evidence into my paper?

There are many ways to present your evidence. Often, your evidence will be included as text in the body of your paper, as a quotation, paraphrase, or summary. Sometimes you might include graphs, charts, or tables; excerpts from an interview; or photographs or illustrations with accompanying captions.

When you quote, you are reproducing another writer’s words exactly as they appear on the page. Here are some tips to help you decide when to use quotations:

• Quote if you can’t say it any better and the author’s words are particularly brilliant, witty, edgy, distinctive, a good illustration of a point you’re making, or otherwise interesting.
• Quote if you are using a particularly authoritative source and you need the author’s expertise to back up your point.
• Quote if you are analyzing diction, tone, or a writer’s use of a specific word or phrase.
• Quote if you are taking a position that relies on the reader’s understanding exactly what another writer says about the topic.

Be sure to introduce each quotation you use, and always cite your sources. See our handout on quotations for more details on when to quote and how to format quotations.

Like all pieces of evidence, a quotation can’t speak for itself. If you end a paragraph with a quotation, that may be a sign that you have neglected to discuss the importance of the quotation in terms of your argument. It’s important to avoid “plop quotations,” that is, quotations that are just dropped into your paper without any introduction, discussion, or follow-up.

Paraphrasing

When you paraphrase, you take a specific section of a text and put it into your own words. Putting it into your own words doesn’t mean just changing or rearranging a few of the author’s words: to paraphrase well and avoid plagiarism, try setting your source aside and restating the sentence or paragraph you have just read, as though you were describing it to another person. Paraphrasing is different than summary because a paraphrase focuses on a particular, fairly short bit of text (like a phrase, sentence, or paragraph). You’ll need to indicate when you are paraphrasing someone else’s text by citing your source correctly, just as you would with a quotation.

When might you want to paraphrase?

• Paraphrase when you want to introduce a writer’s position, but their original words aren’t special enough to quote.
• Paraphrase when you are supporting a particular point and need to draw on a certain place in a text that supports your point—for example, when one paragraph in a source is especially relevant.
• Paraphrase when you want to present a writer’s view on a topic that differs from your position or that of another writer; you can then refute writer’s specific points in your own words after you paraphrase.
• Paraphrase when you want to comment on a particular example that another writer uses.
• Paraphrase when you need to present information that’s unlikely to be questioned.

When you summarize, you are offering an overview of an entire text, or at least a lengthy section of a text. Summary is useful when you are providing background information, grounding your own argument, or mentioning a source as a counter-argument. A summary is less nuanced than paraphrased material. It can be the most effective way to incorporate a large number of sources when you don’t have a lot of space. When you are summarizing someone else’s argument or ideas, be sure this is clear to the reader and cite your source appropriately.

Statistics, data, charts, graphs, photographs, illustrations

Sometimes the best evidence for your argument is a hard fact or visual representation of a fact. This type of evidence can be a solid backbone for your argument, but you still need to create context for your reader and draw the connections you want them to make. Remember that statistics, data, charts, graph, photographs, and illustrations are all open to interpretation. Guide the reader through the interpretation process. Again, always, cite the origin of your evidence if you didn’t produce the material you are using yourself.

Do I need more evidence?

Let’s say that you’ve identified some appropriate sources, found some evidence, explained to the reader how it fits into your overall argument, incorporated it into your draft effectively, and cited your sources. How do you tell whether you’ve got enough evidence and whether it’s working well in the service of a strong argument or analysis? Here are some techniques you can use to review your draft and assess your use of evidence.

Make a reverse outline

A reverse outline is a great technique for helping you see how each paragraph contributes to proving your thesis. When you make a reverse outline, you record the main ideas in each paragraph in a shorter (outline-like) form so that you can see at a glance what is in your paper. The reverse outline is helpful in at least three ways. First, it lets you see where you have dealt with too many topics in one paragraph (in general, you should have one main idea per paragraph). Second, the reverse outline can help you see where you need more evidence to prove your point or more analysis of that evidence. Third, the reverse outline can help you write your topic sentences: once you have decided what you want each paragraph to be about, you can write topic sentences that explain the topics of the paragraphs and state the relationship of each topic to the overall thesis of the paper.

For tips on making a reverse outline, see our handout on organization .

Color code your paper

You will need three highlighters or colored pencils for this exercise. Use one color to highlight general assertions. These will typically be the topic sentences in your paper. Next, use another color to highlight the specific evidence you provide for each assertion (including quotations, paraphrased or summarized material, statistics, examples, and your own ideas). Lastly, use another color to highlight analysis of your evidence. Which assertions are key to your overall argument? Which ones are especially contestable? How much evidence do you have for each assertion? How much analysis? In general, you should have at least as much analysis as you do evidence, or your paper runs the risk of being more summary than argument. The more controversial an assertion is, the more evidence you may need to provide in order to persuade your reader.

Play devil’s advocate, act like a child, or doubt everything

This technique may be easiest to use with a partner. Ask your friend to take on one of the roles above, then read your paper aloud to them. After each section, pause and let your friend interrogate you. If your friend is playing devil’s advocate, they will always take the opposing viewpoint and force you to keep defending yourself. If your friend is acting like a child, they will question every sentence, even seemingly self-explanatory ones. If your friend is a doubter, they won’t believe anything you say. Justifying your position verbally or explaining yourself will force you to strengthen the evidence in your paper. If you already have enough evidence but haven’t connected it clearly enough to your main argument, explaining to your friend how the evidence is relevant or what it proves may help you to do so.

Common questions and additional resources

• I have a general topic in mind; how can I develop it so I’ll know what evidence I need? And how can I get ideas for more evidence? See our handout on brainstorming .
• Who can help me find evidence on my topic? Check out UNC Libraries .
• I’m writing for a specific purpose; how can I tell what kind of evidence my audience wants? See our handouts on audience , writing for specific disciplines , and particular writing assignments .
• How should I read materials to gather evidence? See our handout on reading to write .
• How can I make a good argument? Check out our handouts on argument and thesis statements .
• How do I tell if my paragraphs and my paper are well-organized? Review our handouts on paragraph development , transitions , and reorganizing drafts .
• How do I quote my sources and incorporate those quotes into my text? Our handouts on quotations and avoiding plagiarism offer useful tips.
• How do I cite my evidence? See the UNC Libraries citation tutorial .
• I think that I’m giving evidence, but my instructor says I’m using too much summary. How can I tell? Check out our handout on using summary wisely.
• I want to use personal experience as evidence, but can I say “I”? We have a handout on when to use “I.”

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Lunsford, Andrea A., and John J. Ruszkiewicz. 2016. Everything’s an Argument , 7th ed. Boston: Bedford/St Martin’s.

Miller, Richard E., and Kurt Spellmeyer. 2016. The New Humanities Reader , 5th ed. Boston: Cengage.

University of Maryland. 2019. “Research Using Primary Sources.” Research Guides. Last updated October 28, 2019. https://lib.guides.umd.edu/researchusingprimarysources .

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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What type of evidence should I use?

There are two types of evidence.

First hand research is research you have conducted yourself such as interviews, experiments, surveys, or personal experience and anecdotes.

Second hand research is research you are getting from various texts that has been supplied and compiled by others such as books, periodicals, and Web sites.

Regardless of what type of sources you use, they must be credible. In other words, your sources must be reliable, accurate, and trustworthy.

How do I know if a source is credible?

You can ask the following questions to determine if a source is credible.

Who is the author? Credible sources are written by authors respected in their fields of study. Responsible, credible authors will cite their sources so that you can check the accuracy of and support for what they've written. (This is also a good way to find more sources for your own research.)

How recent is the source? The choice to seek recent sources depends on your topic. While sources on the American Civil War may be decades old and still contain accurate information, sources on information technologies, or other areas that are experiencing rapid changes, need to be much more current.

What is the author's purpose? When deciding which sources to use, you should take the purpose or point of view of the author into consideration. Is the author presenting a neutral, objective view of a topic? Or is the author advocating one specific view of a topic? Who is funding the research or writing of this source? A source written from a particular point of view may be credible; however, you need to be careful that your sources don't limit your coverage of a topic to one side of a debate.

What type of sources does your audience value? If you are writing for a professional or academic audience, they may value peer-reviewed journals as the most credible sources of information. If you are writing for a group of residents in your hometown, they might be more comfortable with mainstream sources, such as Time or Newsweek . A younger audience may be more accepting of information found on the Internet than an older audience might be.

Be especially careful when evaluating Internet sources! Never use Web sites where an author cannot be determined, unless the site is associated with a reputable institution such as a respected university, a credible media outlet, government program or department, or well-known non-governmental organizations. Beware of using sites like Wikipedia , which are collaboratively developed by users. Because anyone can add or change content, the validity of information on such sites may not meet the standards for academic research.

12.3 Glance at Genre: Introducing Research as Evidence

Learning outcomes.

By the end of this section, you will be able to:

• Identify key terms and characteristics of evidence-based research writing.
• Participate effectively in a continuing scholarly conversation by synthesizing research and discussing it with others.
• Identify and analyze genre conventions as shaped by purpose, culture, and expectation.

Good writing satisfies audience expectations in genre, style, and content. Similarly, careful research, conducted according to the scope and method of each discipline, is a precondition of good research writing. In the humanities, research usually focuses on texts, individual ideas, speculations, insights, and imaginative connections. On the other hand, research in the social and physical sciences tends to focus on data and ideas that can be verified through observation, measurement, and testing. However, regardless of differences in disciplines and preferences of varying audiences, certain principles of research, writing, and supporting a position hold true across the curriculum.

The Genre of Research: Joining Scholarly Conversations

Conducting research on topics about which you have limited knowledge can be intimidating. To feel more comfortable with research, you can think of it as participating in a scholarly conversation, with the understanding that all knowledge on a particular subject is connected. Even if you discover only a small amount of information on your topic, the conversations around it may have begun long before you were born and may continue beyond your lifetime. Your involvement with the topic is your way of entering a conversation with other students and scholars at this time, as you discuss and synthesize information. After you leave the conversation, or finish your research, others are likely to pick it up again.

What you find through research helps you provide solid evidence that empowers you to add productively to the conversation. Thinking of research in this way means understanding the connections among your topic, your course materials, and larger historical, social, political, and economic contexts and themes. Understanding such connectedness begins with choosing your topic and continues through all phases of your research.

Key Terms in Research Writing

These are key terms and characteristics of evidence-based research writing:

• Citation . When reporting research, writers use citations to acknowledge and give credit for all borrowed materials. Citation also strengthens the credibility, or ethos, of the researcher. Citations always have two parts. Internal citations are short references that lead readers to more detailed information about how to find the sources. External citations are the entries listed, with publishing information, on the Works Cited or References page of the paper. Formatting of both internal and external citations is disciplinary specific. See the Handbook for specific information about MLA Documentation and Format and APA Documentation and Format .
• claim . Claims are the points you make in your report. They are based on and supported by research and evidence.
• Counterclaims . When it comes to research, the counterclaim is the writer’s thoughtful consideration and addressing of the other side’s objections to claims made or even to the topic itself. Counterclaims may need to be supported by further research and evidence.
• Evidence . Within the genre of research, evidence is either findings from original research or, more often, borrowed information that helps you develop your thesis and support your organizational structure and line of reasoning.
• Field research . Field research is basically primary research you conduct through observation or experimentation. Depending on your research question, you may need to seek answers by visiting museums or businesses, attending concerts, conducting interviews, observing classrooms or professionals at work, performing experiments, or following leads. Field research is covered extensively in Research Process: How to Create Sources .
• Research question . Your research question dictates your general line or lines of inquiry that ultimately guide your research. In developing your research question(s), you are narrowing the scope of your topic. Your research question(s) will come from the purpose of your research, the audience of your research product, and the genre for reporting your research.
• Thesis . The thesis is the claim, position, or hypothesis by which you attempt to answer your formulated research question(s).
• Reasoning . Similar to an argumentative essay, the line of reasoning in a research essay, report, or presentation is the organizational arrangement of the supports and evidence that back up your thesis.
• Topic . The topic is the general subject or content area of your research. Strong topics are usually those that involve some controversy or debate. Topics that are not debatable or have no nuanced perspectives do not make for strong research questions or lines of inquiry.

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177 Evidence-Based Practice Essay Topic Ideas & Examples

🏆 best evidence-based practice topics & examples, 📝 nursing evidence-based practice topics, 👍 good ebp project ideas, 📌 simple & easy evidence-based practice project examples, 💡 interesting evidence-based practice research topics, 💉 examples of evidence-based practice: nursing topics.

• Evidence-Based Practice and the Quadruple Aim The recent introduction of the Quadruple Aim approach emphasizes the importance of the healthcare system and healthcare workers. The goal of Quadruple Aim is to acknowledge the effort the healthcare system puts into the other […]
• Hand Hygiene as an Evidence-Based Practice The structure of the paper includes a critical analysis of the identified everyday practice, interpretation of the types of knowledge informing the issue, and recommendations for future practice. We will write a custom essay specifically for you by our professional experts 808 writers online Learn More
• Evidence-Based Practice and Safety Culture Standards It is up to the management to ensure that a safety culture is established by implementing strict measures to prevent it or fully informing the nurses about the potential ramifications of excessive workload.
• Sepsis in Elderly: Evidense-Based Practice What types of infection may lead to sepsis, and which of them is the most dangerous? What are the most common symptoms of sepsis?
• Independent and Dependent Variables in Evidence-Based Practice Projects However, when the experiment ends and the outcome analysis must be made, the numerical data is indispensable due to the further analysis needs.
• Fundamentals of Evidence-Based Practice in Health Care Evidence-based practice takes advantage of new knowledge developments and keeps the medical field up to date with the latest technological advances.
• Cognitive Behavior Therapy as Evidence-Based Practice The process of treatment varies from one individual to another, and the age bracket of the patient determines it. Therefore, the health care personnel must find a way to bring the patient to the understanding […]
• Delegation: Evidence-Based Practice Change Project To a greater extent, registered nurses delegate their responsibilities to the patient care technicians, the certified nurse assistants, or the unlicensed assistant personnel to undertake the necessary patient care. The RNs are highly scared to […]
• Choice of Evidence-Based Practice Model For example, the study conducted by Gorsuch et al.explored the influence of the ARCC model in EBP in 13 essential and 11 additional competencies for advanced nursing practice.
• Post-Traumatic Stress and Evidence-Based Practice The application of this strategy to work with clients includes concentration on the ideas received due to the traumatic events of the past for the purpose of reevaluation of behavior patterns they dictate.
• The Essence of Evidence-Based Practice This essay will discuss the advantages and particularities of evidence-based practice and will also examine patient-oriented and disease-oriented research.
• Choosing an Evidence-Based Practice Framework Additionally, it is important to consider the level of evidence that supports the model or framework and the generalizability of the findings.
• Nursing Research and Evidence-Based Practice: Overview In nursing’s foundation and essentials, the examination, diagnosis, scheduling, treatment, and evaluation stages, are fundamental to all nursing practices. Finally, Evidence-Based Practice is the foundation of clinical practice, and its incorporation into a nurse’s daily […]
• Evidence-Based Practice Change in Assisted Living Facility The evidence-based idea for a change in practice is the education of nurses and patients’ families about less invasive interventions such as assisted oral feeding, which also allow residents to remain in assisted living facilities.
• Dissemination of an Evidence-Based Practice Project Proposal Could providing written treatment education materials in their primary language Akan, be more effective than using an interpreter, Leading to improved controlled blood pressure and avoiding possible complications associated with the disease progression and preventing […]
• Evidence‐Based Practice Implementation in Acute Care The ability to use these policies intelligently and apply the necessary provisions to individual practice is a significant factor in providing skilled care to the population.
• Addressing Infection Control Issues in Evidence-Based Practice The first step in addressing this issue demands an organization to define the problem’s severity and impact on the hospital’s functioning. In general, my organization needs to find appropriate solutions to the infection control issue […]
• Evidence-Based Practice: Fidelity, Adaptation, and Fit The primary aim of measuring fidelity of an intervention is to document an internal validity of a study and provide evidence that the result obtained from a treatment related to the intervention. As a result, […]
• Evidence-Based Practices: Implications for Nursing Professional Development Discussing evidence-based practices was helpful from the perspective of the future appliance of some of the learned concepts in professional development as a nurse. The course contributed to the understanding of how scientific research in […]
• Evidence-Based Practice Evaluation Personally, I believe that I have a clear understanding of primary EBP principles since the current course has taught me how to collect and use evidence-based data.
• Evidence-Based Practice in Healthcare: Concept Therefore, it is crucial to understand how valid the evidence is used in practice to be confident of the decisions made.
• The Role of Evidence-Based Practice in Healthcare PICO is an acronym for the components of a medical research issue, each using their own category: Patient – the patient includes the demographic involved in the research e.g.sex, race.
• Internal and External Evidences in Evidence-Based Practice Firstly, in clinical practice, experimental study, which is widely represented as a randomized controlled trial, demonstrates the highest quality of information and should prevail above other evidence levels in case of data misalignment.
• The Role of Nursing Practitioner in Evidence-Based Practice One of these parts is the NP, and the purpose of the work is to analyze its functions as a multidisciplinary team member and its role in evidence-based practice.
• Evidence-Based Practice for Pressure Ulcer Prevention In this paper, the implementation of pressure ulcer checklists will be discussed using relevant evidence as well as applying the theoretical framework of the Iowa Model of Evidence-Based Practice.
• Evaluating of Evidence-Based Practice Research According to Bianchi et al, EBP is “the use of current best evidence in making decisions about the care of individual patients”. In addition, it will provide information on where to find and how to […]
• The Evidence-Based Practice Assessment According to Elwy et al, while the methods may be the same for different types of assessment, the timing and purpose of using the obtained data are different. Therefore, the EBP project needs both formative […]
• Evidence-Based Practice Improvement Initiative A team of professionals should analyze the issue and create a framework that can help minimize the risks that patients can be exposed to at the hospital.
• Evidence-Based Practice in Medicine As a field that directly deals with human wellness, its professionals are both personally and occupationally invested in promoting the best outcomes for their subjects; with the development in medical research and the constant introduction […]
• “Evidence-Based Practice Beliefs…” by Singleton The main objective of this study was to evaluate the impact of the curriculum on the beliefs and implementation of EBP in medical students.
• The Purpose of Evidence-Based Practice The purpose of evidence-based practice is to enable innovation with the purpose of serving patients better, improving clinical outcomes, and optimizing healthcare. One of the biggest weaknesses of EBP is the lack of evidence in […]
• Evidence-Based Practice and Healthcare Issues These issues are related to the costs of healthcare, namely the expensive services and the development of diseases due to the inaccessibility for people.
• The Role of Data in Evidence-Based Practice Program assessment enhances the management process by enabling the effective projection of risks and opportunities to ensure that the decisions benefit the organization.
• Why Should Nursing Include Evidence-Based Practice? EBP should therefore be utilized by nurses in their daily routine as it will lead to enhanced professional accountability, improved patient outcomes, and improved utilization of resources.
• Strategies for Teaching Evidence-Based Practice Simultaneously, it expands the understanding of EBP, and in combination with the research of May-Elin et al, it is possible to deliver an emphasis on training for the development of skills for nursing students.
• Evidence-Based Research in Nursing Practice The collective database of the synthesized studies as suggested by the authors of the study, can be utilized by nurses to be empowered through evidence-based materials in the formulation of changes in universal health coverage.
• Evidence-Based Practice Training Among Nurses Essentially, the project seeks to meet five major objectives that tackle both the nurses’ and patients’ well-being in the hospital setting: The first objective of the project is to explore how nurses’ level of EBP […]
• Barriers to Evidence-Based Practice in Nursing One way to secure such care is to refer to the latest scholarly findings to modify the approaches to care provision in the workplace.
• Pressure Ulcer Prevention: Evidenced-Based Practice Change The first is the overall HAPU prevalence in patients, measured as a percentage to evaluate the effect of the proposed intervention, as used by Fremmelevholm and Soegaard.
• The Ottawa Hospital: Recommending an Evidence-Based Practice Change The Ottawa Hospital is one of the most admired in Canada. There is a necessity to improve the system and encourage patients to use it.
• Implementing Evidence-Based Practice Education in Social Work That is why it is rational to suggest that sufficient data support the effectiveness of this evidence-based program, which advocates for selecting it for the Levy family. It is possible to expect that the proposed […]
• Vatsalya Adult Daycare: Evidence-Based Practice of Social Work The category of migrants’ access to social and health services, which are provided in a complex in day care centers, is assessed based on the analysis of several indicators, starting with what happens to a […]
• Evidence-Based Practice Difficulties in Nursing The study examining nurses’ turnover intentions and the influence of ethical climate appeared in a peer-reviewed Nursing Ethics journal in 2020 and was conducted by the specialists in nursing management, Aditya Simha and Jatin Pandey.
• Role of Evidence-Based Practice in Nursing Moreover, it is vital to examine levels of evidence to ensure the understanding of what sources of information are validated, relevant and can be used to implement EBP.
• Implementation of the Evidence-Based Practice Recent research suggests that continuous education and training have a positive impact on preparing staff for the possibility of CLABSI occurrence and equipping them with knowledge and skills necessary for prevention and management.
• Evidence-Based Practice as Complex Process One of the primary objectives is to inspire young students to become in an infirmary and re-employ older infirmarians to offer patients expert care. The significant benefit of the EBP is that it enables nurses […]
• Evidence-Based Practice in Preventing Patient Falls The solution to this problem seems to be subservient to each separate employee of the hospital, rather, it requires a plan and an in-depth understanding of the problem.
• Evidence-Based Practice in Nursing Intervention However, the article’s findings are limited due to the use of a broad scope of the study, leading to issues of generalizability in VAP contexts The article by Gupta et al.detailed some of the best […]
• The Relationship Between Qualitative Analysis and Evidence-Based Practice Research Consequently, in this study, the qualitative analysis helped establish that social workers’ occupational practice in foster care should broadly incorporate caregivers to be effective, proving the relationship between qualitative analysis and EBP beneficial.
• Evidenced-Based Practice and Managerial Leadership: A Systematic Review With the development of the significance of leadership and strategy implementation, how leadership strategy affects research use in healthcare systems is getting increased consideration.
• Suicide Rates: Evidence-Based Practice Position Statement The PICO or clinical question formulated in regards to the identified healthcare issue is the following: in the population of adolescents aged between 10 and 19 presenting to emergency departments or their NPs, what is […]
• Evidence-Based Practice and RN Case Management The job description of registered case manager nurses is explicitly correlated with the soft skill of finding a unique approach to the patient in order to secure long-term and efficient treatment.
• Evidence-Based Practices Overview It is vital to consider the role of culture in EBP, especially for persons who have severe and persistent mental illnesses, as it might influence the treatment outcomes.
• Catheter Associated Urinary Tract Infections: Evidence-Based Practice The recommendation to minimize unnecessary catheterization is supported by evidence from clinical trials and case control studies without randomization.
• Evidence-Based Practice in Treating Hypertension On the other hand, in most cases, the patient does not have any medical qualifications to participate in the medical decision-making, which increases the risk of assigning the wrong healthcare method.
• Men in Nursing: Evidence-Based Practice Proposal The traditional methods of addressing nurse understaffing are designed using retention and hiring practices supported by empirical evidence.
• Evidence-Based Practice for Increasing Life Expectance of Mentally Ill People Certain circumstances accompanying the mental disorders contribute to the decreased life expectancy of the ill. Therefore, individuals with mental disorders are more likely to commit suicide, suffer adverse effects of medications, and experience complicated interactions […]
• Polycystic Ovary Syndrome: Medication Management Polycystic ovary syndrome (PCOS) is a hormonal type of disorder that is observed among women of reproductive age.
• The History of Evidence-Based Practice Another important skill required for the nursing practice is the ability to apply theoretical knowledge to practice in order to secure the best result.
• Evidence-Based Practice Knowledge in Social Media The rationale for the selected dissemination method is the increasing Internet penetration of global communities and healthcare providers’ preference for synthesized facts and findings that could inform point-of-care decision-making.
• The Johns Hopkins Nursing Evidence-Based Practice: Implementing Change Project The expected outcome is eliminating the risk of falls, reducing the number of falls, and preventing the falls-related injuries.
• Creating a Culture of Evidence-Based Practice However, if it is included in the job description, and if time is allocated for nurses to engage in research, they will be more motivated to participate in the promotion of evidence-based practice.
• Evidence-Based Practice and Quadruple Aim Hence, according to the researchers, the first scholarly attempts resulted in the development of the Triple Aim, which encompassed the notions of the individual patient experience in healthcare, the tendency to improve the overall population […]
• Evidence-Based Practice in Nursing: The Influenza Vaccine The project is aimed at finding out whether the influenza vaccine helps in the reduction of morbidity and mortality due to the influenza infections among the vulnerable groups particularly the elderly.
• Evidence-Based Practice and Applied Nursing Specifically, the researchers found that in three of the four hospitals that took part in the study, the infection rates of ventilator-associated pneumonia fell by between 38 and 61 percent following the educational intervention program.
• Evidence-Based Practice in Healthcare This approach ensures the understanding of the concept while applying the tested principles to provide a high quality of healthcare and increase the effectiveness of the treatment and patient satisfaction.
• Evidence-Based Practice Changes in a Clinical Setting To ensure closer interaction between the patients and healthcare providers, the human resource departments are required to institute measures that will streamline the progress of the EBP plan.
• Evidence-Based Practice: Chronic Neck Pain and Manipulative Therapy The PICO elements are: Population = patients with chronic neck pain Intervention = spinal manipulative therapy Comparison = home exercise program Outcome = pain relief *This table reports the history of an actual search of […]
• Diabetes Management and Evidence-Based Practice Diabetes is a state of glucose intolerance that requires the management of blood glucose. Good glycemic control ensures that the level of glucose in a diabetic patient is maintained at levels similar to that of […]
• Evidence-Based Practice in Nursing & Healthcare I used the PICOT format to get research questions and thus identified patient problems, intervention processes, alternative intervention options, potential consequences, and the period for implementing interventions. By doing so, the database identified the population […]
• Evidence-Based Nursing Practice Conceptual Frameworks Founded on the Lowa model evidence-based practice, a critical thinker should seek to determine organizations priority, the groundwork of the research, and the appropriateness for the acceptance of the modification in practice.
• Evidence-Based Clinical Nursing Practice A physical examination of the patient reveals no signs of illness, obesity, no signs of acute distress and she is wearing appropriate dress and is hygienically fine. The eyelids are normal and the conjunctiva is […]
• Research Integration in Evidence-Based Practice Each source introduces a separate attitude to the problem of acute otitis media in children; the diversity of suggestions should help to define what kind of treatment is more appropriate in this case and how […]
• Evidence-Based Practice: Health and Welfare The basis of the discussion here will be to provide evidence basis for the most effective health promotion activity that is specifically related to physical activities and the need of a healthy and active community.
• Knowledge and Beliefs Concerning Evidence-Based Practice Finally it could also be a challenge of inability to appraise the evidence based practice.”The researchers must have also lost the morale to keep up carrying on the research because of the same result! A […]
• Evidence-Based Practice in Informatics In this article, Rigby et al.want to demonstrate and promote the benefits for the application of the scientific process in the design and implementation of health IT.
• Evidence-Based Multicultural Practice in Medicine Both EBP and CC share the common goal of utilizing key skills in ensuring optimal development of a client, but the former uses the latest research evidence, and the latter is based on cultural differences.
• Leadership Roles in Promoting Evidence-Based Practice In the case of clinical practice, leaders, as the main link, decide on the need to create a new culture of perception of medical work in the organization.
• Adverse Childhood Experiences and Adult Mental Well-Being: Evidenced-Based Practice The main aim of the study was to assess the effects of traumatic experiences during childhood on the overall psychological health of an individual in his or her adulthood.
• Evidence-Based Practice: Models and Theory Then, there is a general assessment of the obtained data and summing up the intermediate results, and redirection of the patient to the appointed specialist.
• The Importance of Evidence-Based Practice in Nursing The core of this interaction is to learn and understand the circumstances of the situation and to direct the course of action to achieve the desired outcome of healing and recuperation on the part of […]
• Ways of Knowing: Evidence-Based Practice To become a good and qualified nurse means to deal with several tasks, and one of them is to be sure of the quality of offered information.
• Sustaining Evidence-Based Practice Change While short-term results of EBP change implementation may be promising, the pace may change after the initial six months. First, the lack of knowledge and experience can directly influence the outcomes.
• Evidence-Based Practice and Integration Models EBM in nursing is the concept of making a decision based on the importance of practical knowledge and taking into account the interests of the patients to provide an individualized approach.
• Evidence-Based Practice: Effectiveness of Change Because enhancing patient outcomes is the main objective of any evidence-based nursing endeavor, it is imperative to measure the effects of introduced changes to be able to determine whether the new intervention or strategy is […]
• Evidence-Based Practice in Professional Nursing In addition to that, focusing on cost-effective techniques will help address the financial aspect of care and make the implementation of a project less difficult.
• Nursing Informatics and Evidence-Based Practice Evidence-based practice has become central to nursing practice and is actively promoted in both nursing education and real-world procedures to ensure that the latest and most accurate scientific data, clinical expertise, and methods of healthcare […]
• Obstacles to Evidence-Based Practice Implementation One of the most effective ways to ensure high quality of care and procedure standardization in health care is the implementation of evidence-based practice.
• Fall Prevention: Evidence-Based Practice Changes The purpose of this paper is to identify and describe the economic, legal, and political factors that may contribute to the implementation of evidence-based or sustainable practice changes.
• Evidence-Based Practice and Research in Nursing In a journal club, nurses are introduced to the concept of EBP the first step in the model of Cullen and Adams.
• Hospice Nursing and Evidence-Based Practice The use of evidence-based practice in hospice nursing is often complicated by the nature of care, as nurses rely on their personal experience and interactions with their coworkers.
• Using Health Information Technology as a Source of Evidence Based Practice For instance, nursing benefits from the use of the given approach as it provides specialists with an opportunity to investigate a particular problem using relevant data from other sources and creating the most efficient intervention […]
• Type 2 Diabetes in Bronx: Evidence-Based Practice A program that promotes health through dietary change should address the socioeconomic specificities of communities in the Bronx by offering educational classes that provide affordable alternatives to unhealthy but cheap foods.
• Evidence-Based Practice in Nursing One of the challenges of patient-centered care is the disruption of balance in addressing the needs of patients with different needs.
• Preoperative Screening as an Evidence-Based Practice The target population is the orthopedic surgical population; thus, only studies that have tested the efficacy of the MRSA screening protocol will be included in this review. Nonetheless, two nurses will be used in the […]
• Evidence Based Practice’ Impact on Nursing The selected article offers meaningful insights that can empower nursing educationists and practitioners to embrace the power of evidence-based practice. This article describes the meaning of EBP and how it can be implemented in nursing […]
• Nursing Theory: Evidence-Based Practice The nursing model that can be used as a framework to promote the management of the identified issue is patient-centered care.
• Evidence-Based Human Resource Management Practices In the first one, the researchers wanted to assess the extent to which HRM managers use evidence-based approaches when making decisions in the workplace. In the second study, the aim was to establish the forms […]
• Evidence-Based Practice in the Intensive Care Unit The purpose of this paper is to identify challenges that are associated with the implementation of an evidence-based approach in a clinical environment and describe strategies that can be used for implementing this approach.
• Evidence-Based Practice in Primary Care Unit Every practitioner in my unit is always encouraged to use EBP in order to deliver high-quality and timely medical services to the targeted patients.
• Evidence-Based Practice for Recovery and Socialization As for the healthcare sector, its development remains the main priority as it maintains the state of the nations health and tries to improve the quality of peoples life.
• Ethics in Evidence-Based Practice Implementation From the ethical perspective, a practitioner should commit to the organizational policy; however, the principle of following evidence-based practice also suggests that the intervention should be provided to meet the needs of targets.
• Palliative Care: Evidence-Based Practice This problem is rather relevant for the existing health care environment because it is pivotal to identify the best way to deal with pains in palliative cancer patients and facilitate their living through the proposed […]
• Promoting Evidence-Based Practice in the Workplace It is paramount to engage other leaders in promoting EBP throughout the organization so as to stimulate the creation of various facilitation strategies for EBP use.
• Barriers of Evidence-based Practices Some of the factors that Parahoo identified included inability of authority to change the existing practices, inadequate understandability of the research reports and less time to integrate new ideas in the nursing practices.
• Qualitative Research Studies in Evidence-Based Practice There is a need for increased use of the measures in clinical settings since physicians and nurses have experience in their effectiveness.
• Evidence-Based Practices and Students with ASD The researcher’s findings are the recommendations on how to choose the effective program for students with autism spectrum disorders and the list of the possible relevant programs and evidence-based practices.
• The Benefits of the Evidence-Based Practice in Breastfeeding
• Attitudes Towards and Implementation of Evidence-Based Practice
• Importance of the Evidence-Based Practice in the Occupational Therapy
• The Relations Between Autism and Evidence-Based Practice
• Advanced Research Methods: The Case of Evidence-Based Practice
• Best Evidence-Based Practice of Prevention and Management
• Challenges and Opportunities for Evidence-Based Practice
• The Relationships Between Childhood and Evidence-Based Practice
• Clinical Decision-Making Using Evidence-Based Practice
• Describing the Importance of Evidence-Based Practice
• Data Evidence-Based Practice on Adolescent Teeth
• Connection Between Nursing Theory and Evidence-Based Practice
• The Application of Evidence-Based Practice in Healthcare Setting
• How Evidence-Based Practice Is Applied in the Practice Setting
• Evidence-Based Practice in Alzheimer’s Disease Treatment
• The Relationship Between Evidence-Based Practice and Chiropractic Practice
• Relations Between Evidence-Based Practice and Clinical Decision Making
• Evidence-Based Practice and Empirically Supported Treatment in Future Practice
• Analysis of Evidence-Based Practice and Health Care Policy Decision
• Evidence-Based Practice and Its Impact on Health and Wellness
• Overview of Evidence-Based Practice and Psychological Treatments
• Administrative Challenges on the Example of Evidence-Based Practice
• Analyzing Evidence-Based Practice in Juvenile Justice Systems
• The Link Between Bias, Racism, and Evidence-Based Practice
• Integrating Evidence-Based Practice Into Clinical Settings
• Evidence-Based Practice in Social Services Professions
• The Relations Between Leadership Decisions and Evidence-Based Practice
• Analyzing the Pros and Cons of Evidence-Based Practice
• The Relationships Between Medical Research and Evidence-Based Practice
• The Link Between Evidence Hierarchy and Evidence-Based Practice
• Correlation of Nursing Ethics and Evidence-Based Practice
• Evidence-Based Practice Implementation in Infection Control
• Relationship Between Evidence-Based Practice and Informatics
• The Key Concepts of Evidence-Based Practice
• Relationship Between the Research Process and Evidence-Based Practice
• The Correlations Between Risk Assessment and Evidence-Based Practice
• Applying Evidence-Based Practice Interventions for PTSD
• Depiction of the Barriers to Evidence-Based Practices
• Using Evidence-Based Practice to Resolve a Nursing Issue
• Youth Care Workers’ Perspectives on and Adoption of Evidence-Based Practice
• How Did Evidence-Based Practice Transform Nursing?
• What Are the Barriers to the Implementation of Evidence-Based Practice in Underdeveloped Countries?
• How Many Evidence-Based Practices Are There in Autism?
• Why Do Nurses Use Evidence-Based Practice?
• What Is the Purpose and Focus of Evidence-Based Practice?
• How Does Evidence-Based Practice Improve Patient Care?
• What Are the Components of Evidence-Based Practice in Early Childhood?
• Should Clinicians Use Evidence-Based Practice?
• What Are the Positive Effects of Evidence-Based Practice?
• How Does Statistical Data Influence Evidence-Based Practice?
• Why Is Evidence-Based Practice Important in Nursing?
• What Is the Role of Evidence-Based Practice in Clinical Decision-Making?
• How Do Nurses Use Evidence-Based Practice in Nursing?
• What Are the Factors Influencing the Implementation of Evidence-Based Practice?
• How Does Evidence-Based Practice Benefit Nurses and Patients?
• What Is the Main Purpose of Using Evidence-Based Best Practices?
• Are Evidence-Based Practices Important in Autism?
• Which Is the Most Important Element of Evidence-Based Practice?
• What Are the Most Reliable Evidence-Based Practice Sources?
• How Can Barriers to Evidence-Based Practice Be Overcome?
• Why Are Validity and Reliability Important in Evidence-Based Practice?
• What Are the Problems With Evidence-Based Practice?
• How to Evaluate the Effectiveness of Evidence-Based Practice?
• What Evidence-Based Practice Provides Strongest Evidence for Interventions?
• What Are the Cultural Issues in Evidence-Based Practice?
• How Is Qualitative Research Used in Evidence-Based Practice?
• What Is the Impact of Evidence-Based Practice on Patient Care?
• Does Evidence-Based Practice Improve Healthcare Quality?
• Why Is Nursing Theory Important in Evidence-Based Practice?
• What Is Critical Thinking in Evidence-Based Practice?
• Chicago (A-D)
• Chicago (N-B)

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Choose Your Test

Sat / act prep online guides and tips, 3 strong argumentative essay examples, analyzed.

General Education

Need to defend your opinion on an issue? Argumentative essays are one of the most popular types of essays you’ll write in school. They combine persuasive arguments with fact-based research, and, when done well, can be powerful tools for making someone agree with your point of view. If you’re struggling to write an argumentative essay or just want to learn more about them, seeing examples can be a big help.

After giving an overview of this type of essay, we provide three argumentative essay examples. After each essay, we explain in-depth how the essay was structured, what worked, and where the essay could be improved. We end with tips for making your own argumentative essay as strong as possible.

What Is an Argumentative Essay?

An argumentative essay is an essay that uses evidence and facts to support the claim it’s making. Its purpose is to persuade the reader to agree with the argument being made.

A good argumentative essay will use facts and evidence to support the argument, rather than just the author’s thoughts and opinions. For example, say you wanted to write an argumentative essay stating that Charleston, SC is a great destination for families. You couldn’t just say that it’s a great place because you took your family there and enjoyed it. For it to be an argumentative essay, you need to have facts and data to support your argument, such as the number of child-friendly attractions in Charleston, special deals you can get with kids, and surveys of people who visited Charleston as a family and enjoyed it. The first argument is based entirely on feelings, whereas the second is based on evidence that can be proven.

The standard five paragraph format is common, but not required, for argumentative essays. These essays typically follow one of two formats: the Toulmin model or the Rogerian model.

• The Toulmin model is the most common. It begins with an introduction, follows with a thesis/claim, and gives data and evidence to support that claim. This style of essay also includes rebuttals of counterarguments.
• The Rogerian model analyzes two sides of an argument and reaches a conclusion after weighing the strengths and weaknesses of each.

3 Good Argumentative Essay Examples + Analysis

Below are three examples of argumentative essays, written by yours truly in my school days, as well as analysis of what each did well and where it could be improved.

Argumentative Essay Example 1

Proponents of this idea state that it will save local cities and towns money because libraries are expensive to maintain. They also believe it will encourage more people to read because they won’t have to travel to a library to get a book; they can simply click on what they want to read and read it from wherever they are. They could also access more materials because libraries won’t have to buy physical copies of books; they can simply rent out as many digital copies as they need.

However, it would be a serious mistake to replace libraries with tablets. First, digital books and resources are associated with less learning and more problems than print resources. A study done on tablet vs book reading found that people read 20-30% slower on tablets, retain 20% less information, and understand 10% less of what they read compared to people who read the same information in print. Additionally, staring too long at a screen has been shown to cause numerous health problems, including blurred vision, dizziness, dry eyes, headaches, and eye strain, at much higher instances than reading print does. People who use tablets and mobile devices excessively also have a higher incidence of more serious health issues such as fibromyalgia, shoulder and back pain, carpal tunnel syndrome, and muscle strain. I know that whenever I read from my e-reader for too long, my eyes begin to feel tired and my neck hurts. We should not add to these problems by giving people, especially young people, more reasons to look at screens.

Second, it is incredibly narrow-minded to assume that the only service libraries offer is book lending. Libraries have a multitude of benefits, and many are only available if the library has a physical location. Some of these benefits include acting as a quiet study space, giving people a way to converse with their neighbors, holding classes on a variety of topics, providing jobs, answering patron questions, and keeping the community connected. One neighborhood found that, after a local library instituted community events such as play times for toddlers and parents, job fairs for teenagers, and meeting spaces for senior citizens, over a third of residents reported feeling more connected to their community. Similarly, a Pew survey conducted in 2015 found that nearly two-thirds of American adults feel that closing their local library would have a major impact on their community. People see libraries as a way to connect with others and get their questions answered, benefits tablets can’t offer nearly as well or as easily.

While replacing libraries with tablets may seem like a simple solution, it would encourage people to spend even more time looking at digital screens, despite the myriad issues surrounding them. It would also end access to many of the benefits of libraries that people have come to rely on. In many areas, libraries are such an important part of the community network that they could never be replaced by a simple object.

The author begins by giving an overview of the counter-argument, then the thesis appears as the first sentence in the third paragraph. The essay then spends the rest of the paper dismantling the counter argument and showing why readers should believe the other side.

What this essay does well:

• Although it’s a bit unusual to have the thesis appear fairly far into the essay, it works because, once the thesis is stated, the rest of the essay focuses on supporting it since the counter-argument has already been discussed earlier in the paper.
• This essay includes numerous facts and cites studies to support its case. By having specific data to rely on, the author’s argument is stronger and readers will be more inclined to agree with it.
• For every argument the other side makes, the author makes sure to refute it and follow up with why her opinion is the stronger one. In order to make a strong argument, it’s important to dismantle the other side, which this essay does this by making the author's view appear stronger.
• This is a shorter paper, and if it needed to be expanded to meet length requirements, it could include more examples and go more into depth with them, such as by explaining specific cases where people benefited from local libraries.
• Additionally, while the paper uses lots of data, the author also mentions their own experience with using tablets. This should be removed since argumentative essays focus on facts and data to support an argument, not the author’s own opinion or experiences. Replacing that with more data on health issues associated with screen time would strengthen the essay.
• Some of the points made aren't completely accurate , particularly the one about digital books being cheaper. It actually often costs a library more money to rent out numerous digital copies of a book compared to buying a single physical copy. Make sure in your own essay you thoroughly research each of the points and rebuttals you make, otherwise you'll look like you don't know the issue that well.

Argumentative Essay Example 2

There are multiple drugs available to treat malaria, and many of them work well and save lives, but malaria eradication programs that focus too much on them and not enough on prevention haven’t seen long-term success in Sub-Saharan Africa. A major program to combat malaria was WHO’s Global Malaria Eradication Programme. Started in 1955, it had a goal of eliminating malaria in Africa within the next ten years. Based upon previously successful programs in Brazil and the United States, the program focused mainly on vector control. This included widely distributing chloroquine and spraying large amounts of DDT. More than one billion dollars was spent trying to abolish malaria. However, the program suffered from many problems and in 1969, WHO was forced to admit that the program had not succeeded in eradicating malaria. The number of people in Sub-Saharan Africa who contracted malaria as well as the number of malaria deaths had actually increased over 10% during the time the program was active.

One of the major reasons for the failure of the project was that it set uniform strategies and policies. By failing to consider variations between governments, geography, and infrastructure, the program was not nearly as successful as it could have been. Sub-Saharan Africa has neither the money nor the infrastructure to support such an elaborate program, and it couldn’t be run the way it was meant to. Most African countries don't have the resources to send all their people to doctors and get shots, nor can they afford to clear wetlands or other malaria prone areas. The continent’s spending per person for eradicating malaria was just a quarter of what Brazil spent. Sub-Saharan Africa simply can’t rely on a plan that requires more money, infrastructure, and expertise than they have to spare.

Additionally, the widespread use of chloroquine has created drug resistant parasites which are now plaguing Sub-Saharan Africa. Because chloroquine was used widely but inconsistently, mosquitoes developed resistance, and chloroquine is now nearly completely ineffective in Sub-Saharan Africa, with over 95% of mosquitoes resistant to it. As a result, newer, more expensive drugs need to be used to prevent and treat malaria, which further drives up the cost of malaria treatment for a region that can ill afford it.

Instead of developing plans to treat malaria after the infection has incurred, programs should focus on preventing infection from occurring in the first place. Not only is this plan cheaper and more effective, reducing the number of people who contract malaria also reduces loss of work/school days which can further bring down the productivity of the region.

One of the cheapest and most effective ways of preventing malaria is to implement insecticide-treated bed nets (ITNs).  These nets provide a protective barrier around the person or people using them. While untreated bed nets are still helpful, those treated with insecticides are much more useful because they stop mosquitoes from biting people through the nets, and they help reduce mosquito populations in a community, thus helping people who don’t even own bed nets.  Bed nets are also very effective because most mosquito bites occur while the person is sleeping, so bed nets would be able to drastically reduce the number of transmissions during the night. In fact, transmission of malaria can be reduced by as much as 90% in areas where the use of ITNs is widespread. Because money is so scarce in Sub-Saharan Africa, the low cost is a great benefit and a major reason why the program is so successful. Bed nets cost roughly 2 USD to make, last several years, and can protect two adults. Studies have shown that, for every 100-1000 more nets are being used, one less child dies of malaria. With an estimated 300 million people in Africa not being protected by mosquito nets, there’s the potential to save three million lives by spending just a few dollars per person.

Reducing the number of people who contract malaria would also reduce poverty levels in Africa significantly, thus improving other aspects of society like education levels and the economy. Vector control is more effective than treatment strategies because it means fewer people are getting sick. When fewer people get sick, the working population is stronger as a whole because people are not put out of work from malaria, nor are they caring for sick relatives. Malaria-afflicted families can typically only harvest 40% of the crops that healthy families can harvest. Additionally, a family with members who have malaria spends roughly a quarter of its income treatment, not including the loss of work they also must deal with due to the illness. It’s estimated that malaria costs Africa 12 billion USD in lost income every year. A strong working population creates a stronger economy, which Sub-Saharan Africa is in desperate need of.  

This essay begins with an introduction, which ends with the thesis (that malaria eradication plans in Sub-Saharan Africa should focus on prevention rather than treatment). The first part of the essay lays out why the counter argument (treatment rather than prevention) is not as effective, and the second part of the essay focuses on why prevention of malaria is the better path to take.

• The thesis appears early, is stated clearly, and is supported throughout the rest of the essay. This makes the argument clear for readers to understand and follow throughout the essay.
• There’s lots of solid research in this essay, including specific programs that were conducted and how successful they were, as well as specific data mentioned throughout. This evidence helps strengthen the author’s argument.
• The author makes a case for using expanding bed net use over waiting until malaria occurs and beginning treatment, but not much of a plan is given for how the bed nets would be distributed or how to ensure they’re being used properly. By going more into detail of what she believes should be done, the author would be making a stronger argument.
• The introduction of the essay does a good job of laying out the seriousness of the problem, but the conclusion is short and abrupt. Expanding it into its own paragraph would give the author a final way to convince readers of her side of the argument.

Argumentative Essay Example 3

There are many ways payments could work. They could be in the form of a free-market approach, where athletes are able to earn whatever the market is willing to pay them, it could be a set amount of money per athlete, or student athletes could earn income from endorsements, autographs, and control of their likeness, similar to the way top Olympians earn money.

Proponents of the idea believe that, because college athletes are the ones who are training, participating in games, and bringing in audiences, they should receive some sort of compensation for their work. If there were no college athletes, the NCAA wouldn’t exist, college coaches wouldn’t receive there (sometimes very high) salaries, and brands like Nike couldn’t profit from college sports. In fact, the NCAA brings in roughly $1 billion in revenue a year, but college athletes don’t receive any of that money in the form of a paycheck. Additionally, people who believe college athletes should be paid state that paying college athletes will actually encourage them to remain in college longer and not turn pro as quickly, either by giving them a way to begin earning money in college or requiring them to sign a contract stating they’ll stay at the university for a certain number of years while making an agreed-upon salary.  

Supporters of this idea point to Zion Williamson, the Duke basketball superstar, who, during his freshman year, sustained a serious knee injury. Many argued that, even if he enjoyed playing for Duke, it wasn’t worth risking another injury and ending his professional career before it even began for a program that wasn’t paying him. Williamson seems to have agreed with them and declared his eligibility for the NCAA draft later that year. If he was being paid, he may have stayed at Duke longer. In fact, roughly a third of student athletes surveyed stated that receiving a salary while in college would make them “strongly consider” remaining collegiate athletes longer before turning pro.

Paying athletes could also stop the recruitment scandals that have plagued the NCAA. In 2018, the NCAA stripped the University of Louisville's men's basketball team of its 2013 national championship title because it was discovered coaches were using sex workers to entice recruits to join the team. There have been dozens of other recruitment scandals where college athletes and recruits have been bribed with anything from having their grades changed, to getting free cars, to being straight out bribed. By paying college athletes and putting their salaries out in the open, the NCAA could end the illegal and underhanded ways some schools and coaches try to entice athletes to join.

People who argue against the idea of paying college athletes believe the practice could be disastrous for college sports. By paying athletes, they argue, they’d turn college sports into a bidding war, where only the richest schools could afford top athletes, and the majority of schools would be shut out from developing a talented team (though some argue this already happens because the best players often go to the most established college sports programs, who typically pay their coaches millions of dollars per year). It could also ruin the tight camaraderie of many college teams if players become jealous that certain teammates are making more money than they are.

They also argue that paying college athletes actually means only a small fraction would make significant money. Out of the 350 Division I athletic departments, fewer than a dozen earn any money. Nearly all the money the NCAA makes comes from men’s football and basketball, so paying college athletes would make a small group of men--who likely will be signed to pro teams and begin making millions immediately out of college--rich at the expense of other players.

Those against paying college athletes also believe that the athletes are receiving enough benefits already. The top athletes already receive scholarships that are worth tens of thousands per year, they receive free food/housing/textbooks, have access to top medical care if they are injured, receive top coaching, get travel perks and free gear, and can use their time in college as a way to capture the attention of professional recruiters. No other college students receive anywhere near as much from their schools.

People on this side also point out that, while the NCAA brings in a massive amount of money each year, it is still a non-profit organization. How? Because over 95% of those profits are redistributed to its members’ institutions in the form of scholarships, grants, conferences, support for Division II and Division III teams, and educational programs. Taking away a significant part of that revenue would hurt smaller programs that rely on that money to keep running.

While both sides have good points, it’s clear that the negatives of paying college athletes far outweigh the positives. College athletes spend a significant amount of time and energy playing for their school, but they are compensated for it by the scholarships and perks they receive. Adding a salary to that would result in a college athletic system where only a small handful of athletes (those likely to become millionaires in the professional leagues) are paid by a handful of schools who enter bidding wars to recruit them, while the majority of student athletics and college athletic programs suffer or even shut down for lack of money. Continuing to offer the current level of benefits to student athletes makes it possible for as many people to benefit from and enjoy college sports as possible.

This argumentative essay follows the Rogerian model. It discusses each side, first laying out multiple reasons people believe student athletes should be paid, then discussing reasons why the athletes shouldn’t be paid. It ends by stating that college athletes shouldn’t be paid by arguing that paying them would destroy college athletics programs and cause them to have many of the issues professional sports leagues have.

• Both sides of the argument are well developed, with multiple reasons why people agree with each side. It allows readers to get a full view of the argument and its nuances.
• Certain statements on both sides are directly rebuffed in order to show where the strengths and weaknesses of each side lie and give a more complete and sophisticated look at the argument.
• Using the Rogerian model can be tricky because oftentimes you don’t explicitly state your argument until the end of the paper. Here, the thesis doesn’t appear until the first sentence of the final paragraph. That doesn’t give readers a lot of time to be convinced that your argument is the right one, compared to a paper where the thesis is stated in the beginning and then supported throughout the paper. This paper could be strengthened if the final paragraph was expanded to more fully explain why the author supports the view, or if the paper had made it clearer that paying athletes was the weaker argument throughout.

3 Tips for Writing a Good Argumentative Essay

Now that you’ve seen examples of what good argumentative essay samples look like, follow these three tips when crafting your own essay.

#1: Make Your Thesis Crystal Clear

The thesis is the key to your argumentative essay; if it isn’t clear or readers can’t find it easily, your entire essay will be weak as a result. Always make sure that your thesis statement is easy to find. The typical spot for it is the final sentence of the introduction paragraph, but if it doesn’t fit in that spot for your essay, try to at least put it as the first or last sentence of a different paragraph so it stands out more.

Also make sure that your thesis makes clear what side of the argument you’re on. After you’ve written it, it’s a great idea to show your thesis to a couple different people--classmates are great for this. Just by reading your thesis they should be able to understand what point you’ll be trying to make with the rest of your essay.

#2: Show Why the Other Side Is Weak

When writing your essay, you may be tempted to ignore the other side of the argument and just focus on your side, but don’t do this. The best argumentative essays really tear apart the other side to show why readers shouldn’t believe it. Before you begin writing your essay, research what the other side believes, and what their strongest points are. Then, in your essay, be sure to mention each of these and use evidence to explain why they’re incorrect/weak arguments. That’ll make your essay much more effective than if you only focused on your side of the argument.

#3: Use Evidence to Support Your Side

Remember, an essay can’t be an argumentative essay if it doesn’t support its argument with evidence. For every point you make, make sure you have facts to back it up. Some examples are previous studies done on the topic, surveys of large groups of people, data points, etc. There should be lots of numbers in your argumentative essay that support your side of the argument. This will make your essay much stronger compared to only relying on your own opinions to support your argument.

Summary: Argumentative Essay Sample

Argumentative essays are persuasive essays that use facts and evidence to support their side of the argument. Most argumentative essays follow either the Toulmin model or the Rogerian model. By reading good argumentative essay examples, you can learn how to develop your essay and provide enough support to make readers agree with your opinion. When writing your essay, remember to always make your thesis clear, show where the other side is weak, and back up your opinion with data and evidence.

What's Next?

Do you need to write an argumentative essay as well? Check out our guide on the best argumentative essay topics for ideas!

You'll probably also need to write research papers for school. We've got you covered with 113 potential topics for research papers.

Your college admissions essay may end up being one of the most important essays you write. Follow our step-by-step guide on writing a personal statement to have an essay that'll impress colleges.

Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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How to Introduce Evidence in an Essay

Last Updated: December 5, 2023

This article was co-authored by Tristen Bonacci . Tristen Bonacci is a Licensed English Teacher with more than 20 years of experience. Tristen has taught in both the United States and overseas. She specializes in teaching in a secondary education environment and sharing wisdom with others, no matter the environment. Tristen holds a BA in English Literature from The University of Colorado and an MEd from The University of Phoenix. This article has been viewed 237,244 times.

When well integrated into your argument, evidence helps prove that you've done your research and thought critically about your topic. But what's the best way to introduce evidence so it feels seamless and has the highest impact? There are actually quite a few effective strategies you can use, and we've rounded up the best ones for you here. Try some of the tips below to introduce evidence in your essay and make a persuasive argument.

Setting up the Evidence

• You can use 1-2 sentences to set up the evidence, if needed, but usually more concise you are, the better.

• For example, you may make an argument like, “Desire is a complicated, confusing emotion that causes pain to others.”
• Or you may make an assertion like, “The treatment of addiction must consider root cause issues like mental health and poor living conditions.”

• For example, you may write, “The novel explores the theme of adolescent love and desire.”
• Or you may write, “Many studies show that addiction is a mental health issue.”

Putting in the Evidence

• For example, you may use an introductory clause like, “According to Anne Carson…”, "In the following chart...," “The author states…," "The survey shows...." or “The study argues…”
• Place a comma after the introductory clause if you are using a quote. For example, “According to Anne Carson, ‘Desire is no light thing" or "The study notes, 'levels of addiction rise as levels of poverty and homelessness also rise.'"
• A list of introductory clauses can be found here: https://student.unsw.edu.au/introducing-quotations-and-paraphrases .

• For example, you may write, “In the novel, Carson is never shy about how her characters express desire for each other: ‘When they made love/ Geryon liked to touch in slow succession each of the bones of Herakles' back…’”
• Or you may write, "The study charts the rise in addiction levels, concluding: 'There is a higher level of addiction in specific areas of the United States.'"

• For example, you may write, “Carson views events as inevitable, as man moving through time like “a harpoon,” much like the fates of her characters.”
• Or you may write, "The chart indicates the rising levels of addiction in young people, an "epidemic" that shows no sign of slowing down."

• For example, you may write in the first mention, “In Anne Carson’s The Autobiography of Red , the color red signifies desire, love, and monstrosity.” Or you may write, "In the study Addiction Rates conducted by the Harvard Review...".
• After the first mention, you can write, “Carson states…” or “The study explores…”.
• If you are citing the author’s name in-text as part of your citation style, you do not need to note their name in the text. You can just use the quote and then place the citation at the end.

• If you are paraphrasing a source, you may still use quotation marks around any text you are lifting directly from the source.

• For example, you may write, “In the novel, the characters express desire for each other: ‘When they made love/ Geryon liked to touch in slow succession each of the bones of Herakles' back (Carson, 48).”
• Or you may write, "Based on the data in the graph below, the study shows the 'intersection between opioid addiction and income' (Branson, 10)."
• If you are using footnotes or endnotes, make sure you use the appropriate citation for each piece of evidence you place in your essay.

• You may also mention the title of the work or source you are paraphrasing or summarizing and the author's name in the paraphrase or summary.
• For example, you may write a paraphrase like, "As noted in various studies, the correlation between addiction and mental illness is often ignored by medical health professionals (Deder, 10)."
• Or you may write a summary like, " The Autobiography of Red is an exploration of desire and love between strange beings, what critics have called a hybrid work that combines ancient meter with modern language (Zambreno, 15)."

• The only time you should place 2 pieces of evidence together is when you want to directly compare 2 short quotes (each less than 1 line long).
• Your analysis should then include a complete compare and contrast of the 2 quotes to show you have thought critically about them both.

Analyzing the Evidence

• For example, you may write, “In the novel, Carson is never shy about how her characters express desire for each other: ‘When they made love/ Geryon liked to touch in slow succession each of the bones of Herakles' back (Carson, 48). The connection between Geryon and Herakles is intimate and gentle, a love that connects the two characters in a physical and emotional way.”
• Or you may write, "In the study Addiction Rates conducted by the Harvard Review, the data shows a 50% rise in addiction levels in specific areas across the United States. The study illustrates a clear connection between addiction levels and communities where income falls below the poverty line and there is a housing shortage or crisis."

• For example, you may write, “Carson’s treatment of the relationship between Geryon and Herakles can be linked back to her approach to desire as a whole in the novel, which acts as both a catalyst and an impediment for her characters.”
• Or you may write, "The survey conducted by Dr. Paula Bronson, accompanied by a detailed academic dissertation, supports the argument that addiction is not a stand alone issue that can be addressed in isolation."

• For example, you may write, “The value of love between two people is not romanticized, but it is still considered essential, similar to the feeling of belonging, another key theme in the novel.”
• Or you may write, "There is clearly a need to reassess the current thinking around addiction and mental illness so the health and sciences community can better study these pressing issues."

Expert Q&A

You Might Also Like

• ↑ Tristen Bonacci. Licensed English Teacher. Expert Interview. 21 December 2021.
• ↑ https://writing.wisc.edu/handbook/assignments/quoliterature/
• ↑ https://writingcenter.unc.edu/tips-and-tools/evidence/
• ↑ https://wts.indiana.edu/writing-guides/using-evidence.html

About This Article

Before you introduce evidence into your essay, begin the paragraph with a topic sentence. This sentence should give the reader an overview of the point you’ll be arguing or making with the evidence. When you get to citing the evidence, begin the sentence with a clause like, “The study finds” or “According to Anne Carson.” You can also include a short quotation in the middle of a sentence without introducing it with a clause. Remember to introduce the author’s first and last name when you use the evidence for the first time. Afterwards, you can just mention their last name. Once you’ve presented the evidence, take time to explain in your own words how it backs up the point you’re making. For tips on how to reference your evidence correctly, keep reading! Did this summary help you? Yes No

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Developing Evidence-Based Arguments from Texts

About this Strategy Guide

This guide provides teachers with strategies for helping students understand the differences between persuasive writing and evidence-based argumentation. Students become familiar with the basic components of an argument and then develop their understanding by analyzing evidence-based arguments about texts. Students then generate evidence-based arguments of texts using a variety of resources. Links to related resources and additional classroom strategies are also provided.

Research Basis

Strategy in practice, related resources.

Hillocks (2010) contends that argument is “at the heart of critical thinking and academic discourse, the kind of writing students need to know for success in college” (p. 25). He points out that “many teachers begin to teach some version of argument with the writing of a thesis statement, [but] in reality, good argument begins with looking at the data that are likely to become the evidence in an argument and that give rise to a thesis statement or major claim” (p. 26).  Students need an understanding of the components of argument and the process through which careful examination of textual evidence becomes the beginnings of a claim about text.

• Begin by helping students understand the differences between persuasive writing and evidence-based argumentation: persuasion and argument share the goal of asserting a claim and trying to convince a reader or audience of its validity, but persuasion relies on a broader range of possible support. While argumentation tends to focus on logic supported by verifiable examples and facts, persuasion can use unverifiable personal anecdotes and a more apparent emotional appeal to make its case. Additionally, in persuasion, the claim usually comes first; then the persuader builds a case to convince a particular audience to think or feel the same way. Evidence-based argument builds the case for its claim out of available evidence. Solid understanding of the material at hand, therefore, is necessary in order to argue effectively. This printable resource provides further examples of the differences between persuasive and argumentative writing.
• One way to help students see this distinction is to offer a topic and two stances on it: one persuasive and one argumentative. Trying to convince your friend to see a particular movie with you is likely persuasion. Sure, you may use some evidence from the movie to back up your claim, but you may also threaten to get upset with him or her if he or she refuses—or you may offer to buy the popcorn if he or she agrees to go. Making the argument for why a movie is better (or worse) than the book it’s based on would be more argumentative, relying on analysis of examples from both works to build a case. Consider using resources from the ReadWriteThink lesson plan Argument, Persuasion, or Propaganda: Analyzing World War II Posters
• The claim (that typically answers the question: “What do I think?”)
• The reasons (that typically answer the question: “Why do I think this?”)
• The evidence (that typically answers the question: “How do I know this is the case?”).
• Deepen students’ understanding of the components of argument by analyzing evidence-based arguments about texts. Project, for example, this essay on Gertrude in Hamlet and ask students to identify the claim, reasons, and evidence. Ask students to clarify what makes this kind of text an argument as opposed to persuasion. What might a persuasive take on the character of Gertrude sound like? (You may also wish to point out the absence of a counterargument in this example. Challenge students to offer one.)
• Point out that even though the claim comes first in the sample essay, the writer of the essay likely did not start there. Rather, he or she arrived at the claim as a result of careful reading of and thinking about the text. Share with students that evidence-based writing about texts always begins with close reading. See Close Reading of Literary Texts strategy guide for additional information.
• Guide students through the process of generating an evidence-based argument of a text by using the Designing an Evidence-based Argument Handout. Decide on an area of focus (such as the development of a particular character) and using a short text, jot down details or phrases related to that focus in the first space on the chart. After reading and some time for discussion of the character, have students look at the evidence and notice any patterns. Record these in the second space. Work with the students to narrow the patterns to a manageable list and re-read the text, this time looking for more instances of the pattern that you may have missed before you were looking for it. Add these references to the list.
• Use the evidence and patterns to formulate a claim in the last box. Point out to students that most texts can support multiple (sometimes even competing) claims, so they are not looking for the “one right thing” to say about the text, but they should strive to say something that has plenty of evidence to support it, but is not immediately self-evident. Claims can also be more or less complex, such as an outright claim (The character is X trait) as opposed to a complex claim (Although the character is X trait, he is also Y trait). For examples of development of a claim (a thesis is a type of claim), see the Developing a Thesis Handout for additional guidance on this point.
• Modeling Academic Writing Through Scholarly Article Presentations
• And I Quote
• Have students use the Evidence-Based Argument Checklist to revise and strengthen their writing.

More Ideas to Try

• This Strategy Guide focuses on making claims about text, with a focus on literary interpretation. The basic tenets of the guide, however, can apply to argumentation in multiple disciplines—e.g., a response to a Document-Based Question in social science, a lab report in science.
• For every argumentative claim that students develop for a text, have them try writing a persuasive claim about the text to continue building an understanding of their difference.
• After students have drafted an evidence-based argument, ask them to choose an alternative claim or a counterclaim to be sure their original claim is argumentative.
• Have students use the Evidence-Based Argument checklist to offer feedback to one another.
• Lesson Plans
• Professional Library
• Student Interactives
• Strategy Guides

Students prepare an already published scholarly article for presentation, with an emphasis on identification of the author's thesis and argument structure.

While drafting a literary analysis essay (or another type of argument) of their own, students work in pairs to investigate advice for writing conclusions and to analyze conclusions of sample essays. They then draft two conclusions for their essay, select one, and reflect on what they have learned through the process.

The Essay Map is an interactive graphic organizer that enables students to organize and outline their ideas for an informational, definitional, or descriptive essay.

• Print this resource

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How to Write an Evidence-Based Practice Paper in Nursing

Some call it an EBP paper while some evidence-based research paper, and it comes in many other forms as well, including EBP case reports, EBP capstone projects, EBP coursework, or EBP thesis. Regardless of the name, without explicit knowledge on how to write an evidence-based practice paper, you cannot wrap your mind around it. Evidence-based papers are written by students so that they can develop confidence, research interests, critical thinking, creativity, and decision-making skills that are applicable in real-world clinical settings.

Any nursing school student must write an evidence-based practice paper. In most cases, EBP papers can come in the form of change management papers where quality improvement processes are recommended. To avoid making blunders when writing, it is vital to grasp the entire writing process.

Unlike other nursing papers and essays, evidence-based practice papers require in-depth reasoning, research, and reading. We acknowledge that writing a great evidence-based paper that is gradable takes sweat and is very challenging.

We have compiled this guideline for writing an evidence-based nursing paper to ease the burden on your side. If you quite can't find it easy even after reading this article, we have experienced nursing paper writers who can always help you.

We are the best nursing paper writing service; we do this to help you take care of your wellbeing, achieve freedom, and extend your time caring for others in your clinical. Let us dig right into it, won't we?

What is Evidence-Based Practice?

Evidence-Based Practice in the field of nursing focuses on the premise that medical practice should focus on adapted and developed principles through a cycle of evidence, research, and analysis of theory. Evidence-based practice intends to address the changes in practice based on the nursing and non-nursing theories developed through proper research.

In nursing, the implementation of EBP comes in the form of a systematic review, where research is reviewed based on a particular guideline to determine its suitability for being used as a gold standard in practice.

The systematic review helps in sense-making from the mammoth of information available for effective change management, implementation, and institutionalization. 

The EBP process involves six significant steps:

• Assessment of the need for change : This entails the formulation of a research question or hypothesis based on the gaps in current practice.
• Location of the best evidence : Depending on the levels of nursing resources or evidence, the next step entails assessing the credibility, reliability, and relevance of the evidence or peer-reviewed articles.
• Synthesis of evidence : This step involves the comparison and contrast of available sources of evidence to establish similarities and differences to determine the best course of approach.
• Designing change : through the results of the synthesis of the available evidence, the next step is to create an effective change based on the evidence collected. It also involves drafting the change implementation plan within the clinical setting.
• Implementing and Evaluating Change : After the design comes to the process of initiating the change through change advocates such as nurse leaders and nurses themselves, it is the phase where the new process is established into practice. Various change management theories can be followed to ensure the fruition of the change management plan.
• Integration and Sustaining Change : Once the new evidence has been used to implement change, it is adopted through policy or guidelines within the clinical settings. It also entails the process of continuous improvement to achieve the best.

Steps of Writing an EBP Research Paper in Nursing

Once you have been assigned to write an evidence-based paper, you need to follow the steps below to write the best essay.

1. Choose a Topic for your Paper

There are many methods you can use when choosing an EBP topic. You can get ideas from your coursework, peer-reviewed sources, class assignments, and past evidence-based projects done. Thanks to the Internet, there are various evidence-based practice topic ideas. However, choose a topic that resonates well with your passion and interest in nursing practice. For instance, if you are looking forward to improving patient flow in the ED using technology, be sure that you are cognizant of such technology as EHR or HIT. Begin by exploring the assignment and make some notes; you should then settle for a tentative topic.

2. Consult with your Professor/Instructor

Nursing education, just like nursing practice, calls for collaboration and getting feedback. Therefore, once you have selected a creative, evidence-based practice topic , you must make an appointment with either the writing center or the professor/instructor for confirmation. In some instances, your professor/instructor will request for an evidence-based practice proposal. In the EBP proposal, you must state the nursing issue you intend to solve, the change management process, and the rationale for the change. If it is convincing enough, you will get a go-ahead. Otherwise, you will need to revise the EBP nursing proposal.

Tip: SELECT a good health indicator (disease, health conditions, working/living conditions) , DESCRIBE the population or sub-population of the target, find EVIDENCE of around 7-10 peer-reviewed sources that support your proposal, and DESCRIBE the intended outcomes and rationale of the change proposed in the clinical setting.

Some of the health indicators you can use for your EBP paper include socio-economic status; gender, education, environment, employment, genetic endowment, culture, child development, healthcare services, access, quality, cost of care, social support, coping skills, etc.

The EBP papers can include a change model, population health model, nursing theory, and nursing interventions and each must be justified using credible evidence.

3. Gathering Supporting Evidence - Research

The backbone of an evidence-based paper is evidence. Therefore, you need to extensively research both online and print sources to get facts to support your EBP paper thesis statement. Once you have developed the problem statement and outlined the thesis statement, you should critically evaluate the sources to determine those that support the thesis.

In some instances, the instructor might request you to write an annotated bibliography or critically analyze each of the articles or the main article that supports your evidence-based practice paper. A common approach is through using an evidence evaluation table. When selecting the sources, remember that there are both primary and secondary sources.

You can get primary and secondary sources from databases such as PubMed, EBSCO, UpToDate, TRIP Database, OVID, The Cochrane Collaboration, and CINAHL.  Besides, you can depend on .gov, .org, and .edu websites to get information. Professional and government organizations, as well as NGOs, can be a starting point of research. They are an excellent resource for statistics, epidemiology data, and further information. Excellent research means that the research question, hypothesis, and thesis statement will be supported and answered.

Related: How to write a great thesis statement for any paper.

Deciding on the Best Resources for EBP Papers

There are primary and secondary data sources when it comes to scientific writing. Instead of collecting and analyzing real data as students do for qualitative and quantitative or mixed methods thesis, dissertation, and research papers, an EBP paper is purely based on the published findings from primary research. It is imperative, therefore, that a nursing student only uses credible, valid, and reliable sources. Here are three criteria to select a good source for your EBP paper:

• A research journal article is only reliable if published in a reliable database/journal and is peer-reviewed. It depends on the level of the evidence as well. Will the same test yield similar results if replicated?
• A valid research study has followed the strict research protocols, is up to date, and is relevant to the chosen EBP paper topic selected. Does the study measure what it says it intends to measure?
• Credible research that can be incorporated into an EBP paper must have verifiable findings, published in a reputable journal, and is scholarly. Is the research study from a reputable journal?
• Is the research report, article, or journal primary research such as qualitative research, quantitative research, randomized controlled trial, controlled case studies, or quasi-experimental study?

It is only natural that you can dislike the entire process of writing an EBP paper, not because you don't know how to, but probably because of the strict and laborious process. If this is the case, our nursing writing service is all you need for your peace of mind. We have experienced nursing assignment help experts who can craft the best papers for you. Stop, think about it, and let us know if you need some help.

Related reading: How to title an article in an academic paper.

Outline of an Evidence-Based Practice Paper

A good evidence-based paper in nursing must have several parts, each of which are completed with precision, care, and wit. If you have researched online for evidence-based practice paper examples , you will agree with us that the format or structure is more or less as broken down below. It is the same structure you will see on an evidence-based practice paper template that you will likely receive from class.  Here is a critical breakdown of what to include in your nursing evidence-based practice paper:

1. Title of the EBP Paper

A good title will either attract and keep or turn off your audience, instructor/professor. Therefore, having an excellent title for your evidence-based practice case study, report, write-up, or research paper is paramount. The title aims to set the scope of the EBP paper and provide a hint about the hypothesis or thesis statement. It is, therefore, imperative that it is concise, clear, and fine-tuned. If you decide to write the title as a question, you could paraphrase the PICOT statement, for example. Otherwise, it can also take forms such as statements or facts opposing the status quo. Whichever direction you choose to align to, the aim remains constant to give more insight to the reader from the onset.

2. Thesis Statement

While the PICOT statement can already tell what your entire EBP paper is all about, you need to develop a great thesis statement. A thesis statement, usually the last sentence or two, is like a blueprint of the entire paper. It is the foundation upon which the whole paper is built. Take note that a thesis is not a hypothesis, which is an idea that you either want to prove or refute based on a set of available evidence. An evidence-based practice paper with a thesis ultimately earns the best grade without leaving the reader to look for it the entire paper.

The thesis statement must be specific, manageable, and enjoyable. A sample EBP thesis statement can be: According to new developments in genomics and biotechnology, stem cells have reportedly been used in breast cancer treatment with higher chances of remission in the patients. Novel approaches to pain management dictate that a nurse must obtain three kinds of knowledge to respond effectively to patients' pain: knowledge of self, knowledge of standards of care, and knowledge of pain.

A thesis can also be an implied argument, which makes it descriptive. However, not so many professors like such. This paper discusses

3. Introduction

The introduction of evidence-based practice must reflect certain elements. First, you must present a background to the research question or nursing issue. It would help if you also painted a clear picture of the problem through a thorough and brief problem statement and at the same time, provide the rationale. You can organize your intro into a PICO:

Patient/Problem : What problems does the patient group have? What needs to be solved?

Intervention : What intervention is being considered or evaluated? Cite appropriate literature.

Comparison : What other interventions are possible? Cite appropriate literature.

Outcome : What is the intended outcome of the research question?

The thesis statement we have discussed above then comes in as either a sentence or two in the last part of the introduction. The research problem should help generate the research question or hypothesis for the entire EBP paper.

4. Methodology

As indicated before, an EBP research paper does not focus on research; instead, it focuses on a body of knowledge or evidence. For that matter, when writing an EBP paper, you only collect data from literature produced on your chosen topic. A confusing bit when researching evidence to use is deciding on what level of evidence to use. There are systematic reviews, literature reviews, white papers, opinion papers, practice papers, peer-reviewed journals, critically appraised topics, RCTs, Case-controlled studies, or cohort studies, you name it. You must decide which level of evidence is appropriate. It trickles down to the scholarly source's validity, reliability, and credibility. Your methodology should include:

• The databases you searched, the search terms, the total articles yielded per search, the inclusion and selection criteria, the exclusion criteria.
• You should indicate the inclusion and exclusion criteria for the articles and the number of articles you finally end up with.

You can further choose to use knowledge as evidence based on authority, a priori, theory, and tenacity, as advised by Fawcett and Garity in their book Evaluating research for evidence-based nursing practice.

5. EBP Literature Review

In the literature review section, you aim to explore the associations of the evidence chosen given your topic. It aims at either finding the gap in those studies or using the knowledge to build on the topic. For instance, if you are to come up with a new management approach for pressure ulcers in palliative care, choose credible evidence on the topic. Find the effectiveness of your proposed approach in other environments, what works well, and what precautions should be taken. It is more of comparing and contrasting the sources. You also ought to be critical as it is the only way you can develop the best EBP paper. It is here that you report your findings from the literature. You can do it in the form of a table outlining the aspects of each study including demographics, samples, methodology, and level of evidence, results, and limitations.

6. Discussion

Like any other professional research setting, the discussion section often discusses the changed practice, implementation approach, and evaluation strategies. This can be your approach as well in your EBP paper. However, go further to explore how the findings led to a given change in practice, the efficiency after that, and suggest the best strategy for implementing the change in your chosen organization. Make comparisons if necessary.

7. Conclusion

In your conclusion, you should wind up the paper, summarize the EBP paper, and leave the readers satisfied. Your revamped thesis statement can feature in the conclusion. Make your conclusion count.

Finally, your EBP paper must have references, works cited, or a bibliography section. You realize that most EBP papers are written in either APA formatting or Harvard formatting .

Furthermore, it would be best if you wrote your abstract section last, which is about 150-250 words. It aims to offer a highlight of the entire evidence-based paper.

Here is a graphic/visual representation of the entire EBP writing process for students.

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• v.348; 2014

Evidence based medicine: a movement in crisis?

Trisha greenhalgh.

1 Barts and the London School of Medicine and Dentistry, London E1 2AB, UK

Jeremy Howick

2 Centre for Evidence-Based Medicine, University of Oxford, Oxford OX2 6NW, UK

Neal Maskrey

3 Keele University, Staffs ST5 5BG, UK

Trisha Greenhalgh and colleagues argue that, although evidence based medicine has had many benefits, it has also had some negative unintended consequences. They offer a preliminary agenda for the movement’s renaissance, refocusing on providing useable evidence that can be combined with context and professional expertise so that individual patients get optimal treatment

It is more than 20 years since the evidence based medicine working group announced a “new paradigm” for teaching and practising clinical medicine. 1 Tradition, anecdote, and theoretical reasoning from basic sciences would be replaced by evidence from high quality randomised controlled trials and observational studies, in combination with clinical expertise and the needs and wishes of patients.

Evidence based medicine quickly became an energetic intellectual community committed to making clinical practice more scientific and empirically grounded and thereby achieving safer, more consistent, and more cost effective care. 2 Achievements included establishing the Cochrane Collaboration to collate and summarise evidence from clinical trials; 3 setting methodological and publication standards for primary and secondary research; 4 building national and international infrastructures for developing and updating clinical practice guidelines; 5 developing resources and courses for teaching critical appraisal; 6 and building the knowledge base for implementation and knowledge translation. 7

From the outset, critics were concerned that the emphasis on experimental evidence could devalue basic sciences and the tacit knowledge that accumulates with clinical experience; they also questioned whether findings from average results in clinical studies could inform decisions about real patients, who seldom fit the textbook description of disease and differ from those included in research trials. 8 But others argued that evidence based medicine, if practised knowledgably and compassionately, could accommodate basic scientific principles, the subtleties of clinical judgment, and the patient’s clinical and personal idiosyncrasies. 1

Two decades of enthusiasm and funding have produced numerous successes for evidence based medicine. An early example was the British Thoracic Society’s 1990 asthma guidelines, developed through consensus but based on a combination of randomised trials and observational studies. 9 Subsequently, the use of personal care plans and step wise prescription of inhaled steroids for asthma increased, 10 and morbidity and mortality fell. 11 More recently, uptake of the UK National Institute for Health and Care Excellence guidelines for prevention of venous thromboembolism after surgery has produced significant reductions in thromboembolic complications. 12

Despite these and many other successes, wide variation in implementing evidence based practice remains a problem. For example, the incidence of arthroscopic washout of the knee joint, whose benefits are unproved except when there is a known loose body, varies from 3 to 48 per 100 000 in England. 13 More fundamentally, many who support evidence based medicine in principle have argued that the movement is now facing a serious crisis (box 1). 14 15 Below we set out the problems and suggest some solutions.

Box 1: Crisis in evidence based medicine?

• The evidence based “quality mark” has been misappropriated by vested interests
• The volume of evidence, especially clinical guidelines, has become unmanageable
• Statistically significant benefits may be marginal in clinical practice
• Inflexible rules and technology driven prompts may produce care that is management driven rather than patient centred
• Evidence based guidelines often map poorly to complex multimorbidity

Distortion of the evidence based brand

The first problem is that the evidence based “quality mark” has been misappropriated and distorted by vested interests. In particular, the drug and medical devices industries increasingly set the research agenda. They define what counts as disease (for example, female sexual arousal disorder, treatable with sildenafil 16 and male baldness, treatable with finasteride 17 ) and predisease “risk states” (such as low bone density, treatable with alendronate). 18 They also decide which tests and treatments will be compared in empirical studies and choose (often surrogate) outcome measures for establishing “efficacy.” 19

Furthermore, by overpowering trials to ensure that small differences will be statistically significant, setting inclusion criteria to select those most likely to respond to treatment, manipulating the dose of both intervention and control drugs, using surrogate endpoints, and selectively publishing positive studies, industry may manage to publish its outputs as “unbiased” studies in leading peer reviewed journals. 20 Use of these kinds of tactic in studies of psychiatric drugs sponsored by their respective manufacturers enabled them to show that drug A outperformed drug B, which outperformed drug C, which in turn outperformed drug A. 21 One review of industry sponsored trials of antidepressants showed that 37 of 38 with positive findings, but only 14 of 36 with negative findings, were published. 22

Evidence based medicine’s quality checklists and risk of bias tools may be unable to detect the increasingly subtle biases in industry sponsored studies. 23 Some so called evidence based policies (such as dementia case finding for the over 75s and universal health checks for the over 40s in the UK) seem to be based largely on political conviction. 24 25 Critics have condemned the role of the drug industry in influencing the policy makers who introduced them. 26

Too much evidence

The second aspect of evidence based medicine’s crisis (and yet, ironically, also a measure of its success) is the sheer volume of evidence available. In particular, the number of clinical guidelines is now both unmanageable and unfathomable. One 2005 audit of a 24 hour medical take in an acute hospital, for example, included 18 patients with 44 diagnoses and identified 3679 pages of national guidelines (an estimated 122 hours of reading) relevant to their immediate care. 27

Marginal gains and a shift from disease to risk

Evidence based medicine is, increasingly, a science of marginal gains—since the low hanging fruit (interventions that promise big improvements) for many conditions were picked long ago. After the early big gains of highly active antiretroviral therapy for HIV 28 and triple therapy for Helicobacter pylori positive peptic ulcer, 29 contemporary research questions focus on the marginal gains of whether these drug combinations should be given in series or in parallel and how to increase the proportion of patients who take their complex medication regimen as directed. 30 31

Large trials designed to achieve marginal gains in a near saturated therapeutic field typically overestimate potential benefits (because trial samples are unrepresentative and, if the trial is overpowered, effects may be statistically but not clinically significant) and underestimate harms (because adverse events tend to be underdetected or underreported). The 74 year old who is put on a high dose statin because the clinician applies a fragment of a guideline uncritically and who, as a result, develops muscle pains that interfere with her hobbies and ability to exercise, is a good example of the evidence based tail wagging the clinical dog. In such scenarios, the focus of clinical care shifts insidiously from the patient (this 74 year old woman) to the population subgroup (women aged 70 to 75) and from ends (what is the goal of investigation or treatment in this patient?) to means (how can we ensure that everyone in a defined denominator population is taking statins?).

As the examples above show, evidence based medicine has drifted in recent years from investigating and managing established disease to detecting and intervening in non-diseases. Risk assessment using “evidence based” scores and algorithms (for heart disease, diabetes, cancer, and osteoporosis, for example) now occurs on an industrial scale, with scant attention to the opportunity costs or unintended human and financial consequences. 26

Overemphasis on following algorithmic rules

Well intentioned efforts to automate use of evidence through computerised decision support systems, structured templates, and point of care prompts can crowd out the local, individualised, and patient initiated elements of the clinical consultation. 8 For example, when a clinician is following a template driven diabetes check-up, serious non-diabetes related symptoms that the patient mentions in passing may not by documented or acted on. 32 Inexperienced clinicians may (partly through fear of litigation) engage mechanically and defensively with decision support technologies, stifling the development of a more nuanced clinical expertise that embraces accumulated practical experience, tolerance of uncertainty, and the ability to apply practical and ethical judgment in a unique case. 33

Templates and point of care prompts also contribute to the creeping managerialism and politicisation of clinical practice. 8 As Harrison and Checkland observe: “As the language of EBM becomes ever more embedded in medical practice, and as bureaucratic rules become the accepted way to implement ‘the best’ evidence, its requirements for evidence are quietly attenuated in favour of an emphasis on rules.” 34

For example, the Quality and Outcomes Framework (QOF) in UK general practice is incentivised by financial “quality points” and administered largely by non-clinical staff who generate these points by recalling patients for structured reviews and checks. QOF has been associated with significant improvements in blood pressure control, especially in deprived populations. 35 But its downside is an audit driven, technocratic exercise in which few patients are offered personalised shared decision making with a senior clinician before having the recommended tests and treatments, and in which clinical consultations are continually interrupted by pop-up point of care prompts. 32 36

Poor fit for multimorbidity

Finally, as the population ages and the prevalence of chronic degenerative diseases increases, the patient with a single condition that maps unproblematically to a single evidence based guideline is becoming a rarity. Even when primary studies were designed to include participants with multiple conditions, applying their findings to patients with particular comorbidities remains problematic. Multimorbidity (a single condition only in name) affects every person differently and seems to defy efforts to produce or apply objective scores, metrics, interventions, or guidelines. 37 Increasingly, the evidence based management of one disease or risk state may cause or exacerbate another—most commonly through the perils of polypharmacy in the older patient. 38

Return to real evidence based medicine

To address the above concerns, we believe it is time to launch a campaign for real evidence based medicine (box 2).

Box 2: What is real evidence based medicine and how do we achieve it?

Real evidence based medicine:.

• Makes the ethical care of the patient its top priority
• Demands individualised evidence in a format that clinicians and patients can understand
• Is characterised by expert judgment rather than mechanical rule following
• Shares decisions with patients through meaningful conversations
• Builds on a strong clinician-patient relationship and the human aspects of care
• Applies these principles at community level for evidence based public health

Actions to deliver real evidence based medicine

• Patients must demand better evidence, better presented, better explained, and applied in a more personalised way
• Clinical training must go beyond searching and critical appraisal to hone expert judgment and shared decision making skills
• Producers of evidence summaries, clinical guidelines, and decision support tools must take account of who will use them, for what purposes, and under what constraints
• Publishers must demand that studies meet usability standards as well as methodological ones
• Policy makers must resist the instrumental generation and use of “evidence” by vested interests
• Independent funders must increasingly shape the production, synthesis, and dissemination of high quality clinical and public health evidence
• The research agenda must become broader and more interdisciplinary, embracing the experience of illness, the psychology of evidence interpretation, the negotiation and sharing of evidence by clinicians and patients, and how to prevent harm from overdiagnosis

Individualised for the patient

Real evidence based medicine has the care of individual patients as its top priority, asking, “what is the best course of action for this patient, in these circumstances, at this point in their illness or condition?” 39 It consciously and reflexively refuses to let process (doing tests, prescribing medicines) dominate outcomes (the agreed goal of management in an individual case). It engages with an ethical and existential agenda (how should we live? when should we accept death?) and with that goal in mind, carefully distinguishes between whether to investigate, treat, or screen and how to do so. 40

To support such an approach, evidence must be individualised for the patient. This requires that research findings be expressed in ways that most people will understand (such as the number needed to treat, number needed to harm, and number needed to screen 41 ) and that practitioners, together with their patients, are free to make appropriate care decisions that may not match what “best (average) evidence” seems to suggest.

Importantly, real shared decision making is not the same as taking the patient through a series of if-then decision options. Rather, it involves finding out what matters to the patient—what is at stake for them—and making judicious use of professional knowledge and status (to what extent, and in what ways, does this person want to be “empowered”?) and introducing research evidence in a way that informs a dialogue about what best to do, how, and why. This is a simple concept but by no means easy to deliver. Tools that contain quantitative estimates of risk and benefit are needed, but they must be designed to support conversations not climb probability trees.

Judgment not rules

Real evidence based medicine is not bound by rules. The Dreyfus brothers have described five levels of learning, beginning with the novice who learns the basic rules and applies them mechanically with no attention to context. 42 The next two stages involve increasing depth of knowledge and sensitivity to context when applying rules. In the fourth and fifth stages, rule following gives way to expert judgments , characterised by rapid, intuitive reasoning informed by imagination, common sense, and judiciously selected research evidence and other rules.

In clinical diagnosis, for example, the novice clinician works methodically and slowly through a long and standardised history, exhaustive physical examination, and (often numerous) diagnostic tests. 43 The expert, in contrast, makes a rapid initial differential diagnosis through intuition, then uses a more selective history, examination, and set of tests to rule in or rule out particular possibilities. To equate “quality” in clinical care with strict adherence to guidelines or protocols, however robust these rules may be, is to overlook the evidence on the more sophisticated process of advanced expertise.

Aligned with professional, relationship based care

Real evidence based medicine builds (ideally) on a strong interpersonal relationship between patient and clinician. It values continuity of care and empathetic listening, especially for people who are seriously and incurably sick. 44 Research evidence may still be key to making the right decision—but it does not determine that decision. Clinicians may provide information, but they are also trained to make ethical and technical judgments, and they hold a socially recognised role to care, comfort, and bear witness to suffering. 45 The challenges of self management in severe chronic illness, for example, are not merely about making treatment choices but about the practical and emotional work of implementing those choices. 46 As serious illness is lived, evidence based guidelines may become irrelevant, absurd, or even harmful (most obviously, in terminal illness).

Public health dimension

Although we have focused on individual clinical care, there is also an important evidence base relating to population level interventions aimed at improving public health (such as pricing and labelling of consumables, fluoridation of water, and sex education). These are often complex, multifaceted programmes with important ethical and practical dimensions, but the same principles apply as in clinical care. Success of interventions depends on local feasibility, acceptability, and fit with context—and hence on informed, shared decision making with and by local communities, using summaries and visualisations of population level metrics. 47

Delivering real evidence based medicine

To deliver real evidence based medicine, the movement’s stakeholders must be proactive and persistent. Patients (for whose care the movement exists) must demand better evidence, better presented, better explained, and applied in a more personalised way with sensitivity to context and individual goals. 48 There are already some models of good practice here. In arthritis, for example, patient advocacy groups that emphasise the importance of experiential evidence and patient centred strategies have existed for over 30 years and have influenced the choice of outcome measures used in comparative effectiveness studies. 49 Patient input has refocused several NICE guidelines (for example, on psoriasis). 50

Third sector advisory and advocacy groups such as the UK’s Consumer Association ( www.which.co.uk ), Picker Institute ( www.pickereurope.org ), and Sense About Science ( www.senseaboutscience.org ) have a crucial role in educating citizens and contributing to public debate about the use and abuse of evidence. The James Lind Alliance ( www.lindalliance.org ) brings patients, carers, and clinicians together to prioritise research questions. Such groups must remain, as far as possible, independent of vested interests and aware of the distorting influence of tied funding.

Training must be reoriented from rule following

Critical appraisal skills—including basic numeracy, electronic database searching, and the ability systematically to ask questions of a research study—are prerequisites for competence in evidence based medicine. 6 But clinicians need to be able to apply them to real case examples. 51

Too often, teaching resources use schematic, fictionalised vignettes in which the sick patient is reduced to narrative “factoids” that can populate a decision tree or a score sheet in an objective structured clinical examination. Rather than focus on these tidy textbook cases, once they have learnt some basic rules and gained some experience, students should be encouraged to try intuitive reasoning in the clinic and at the bedside, and then use formal evidence based methods to check, explain, and communicate diagnoses and decisions. 43 They must also be taught how to share both evidence and uncertainty with patients using appropriate decision aids 52 and adapt their approach to individual needs, circumstances, and preferences. 39

Likewise, there is a strong argument for extending the continuing medical education curriculum beyond “evidence updates.” Peer observation and review, reflective case discussion in small groups (with input from patients who want to articulate their experiences, choices, and priorities) and ongoing conversations with fellow professionals can help hone and maintain the ability to manage the challenges of applying evidence based medicine in the real world. 53 The linking together of educational theory, cognitive psychology, information mastery, and implementation science into a coherent approach that supports front line decision making with patients 54 is rarely taught in practice.

Evidence must be usable as well as robust

Another precondition for real evidence based medicine is that those who produce and summarise research evidence must attend more closely to the needs of those who might use it. Lengthy and expensive reviews that are “methodologically robust” but unusable in practice often fail to inform, inspire, or influence. 55 A recent systematic review of diabetes risk scores revealed that the authors of most studies were primarily concerned with the intellectual concept of improving the predictive value of the score but had given little or no thought to how their score might be used, by whom, or for what—nor what the implications would be for real people who would be designated “at risk” by the score. 56

Evidence users include clinicians and patients of varying statistical literacy, many of whom have limited time or inclination for the small print. 41 Different approaches such as brief, plain language summaries for the non-expert (as offered by NICE), visualisations, 57 infographics, 52 option grids, 58 and other decision aids 59 should be routinely offered and widely used. Yet currently, only a fraction of the available evidence is presented in usable form, and few clinicians are aware that such usable shared decision aids exist.

Publishers must raise the bar

This raises an imperative for publishing standards. Just as journal editors shifted the expression of probability from potentially misleading P values to more meaningful confidence intervals by requiring them in publication standards, 60 so they should now raise the bar for authors to improve the usability of evidence, and especially to require that research findings are presented in a way that informs individualised conversations.

Given that real evidence based medicine is as much about when to ignore or over-ride guidelines as how to follow them, those who write guidelines should flag up the need for judgment and informed, shared decision making. The American College of Cardiology recently published new cholesterol guidelines; 61 JAMA followed with a pragmatic, patient focused article on how to apply this guideline and when to consider ignoring it, including an online visualisation tool to support conversations with patients. 62 As the authors commented, “the target for performance measures is not the percentage of patients who . . . are prescribed statins, but the proportion of eligible patients who participate in shared decision making about statin use.” 62 Their approach deserves to be emulated widely.

Research must transcend conflicts of interest

To support real evidence based medicine, and in particular to reassure policy makers, clinicians, and the public that research and the guidance derived from it can be trusted, 63 the infrastructure for research and guideline development must show the highest standards of probity. Independent funding of national bodies for medical research is crucial.

Broader, more imaginative research is needed

The research agenda for real evidence based medicine is much broader than critical appraisal and draws on a wider range of underpinning disciplines. For example, it should include the study of the patient’s experience of illness and the real life clinical encounter for different conditions and in different circumstances. The field would be enriched, for example, by qualitative research to elucidate the logic of care–that is, the numerous elements of good illness management that are complementary to the application of research evidence. 64

We need to gain a better understanding (perhaps beginning with a synthesis of the cognitive psychology literature) of how clinicians and patients find, interpret, and evaluate evidence from research studies, and how (and if) these processes feed into clinical communication, exploration of diagnostic options, and shared decision making. 54 Deeper study is also needed into the less algorithmic components of clinical method such as intuition and heuristic reasoning, and how evidence may be incorporated into such reasoning. 43

In relation to producing usable evidence, we need to identify how to balance gold standard systematic reviews with pragmatic, rapid reviews that gain in timeliness and accessibility what they lose in depth and detail. 65 In the same vein, we need research on how and in what circumstances to trade detail for brevity in developing guidelines. We need to develop decision aids that support clinicians and patients to clarify the goals of care, raise and answer questions about the quality and completeness of evidence, and understand and contextualise estimates of benefit and harm. We also need to improve both the usefulness and ease of use of these and other evidence based tools (models, scores, algorithms, and so on) including the intellectual, social, and temporal demands they make on users and the resource implications for the healthcare organisation and system.

In the educational field, it is time we extended the evidence base for integrated curriculums that promote reflection and case discussion alongside the application of evidence. 66 Discussions on how to interpret and apply evidence to real cases, and the sharing of collective knowledge and expertise in the form of “mindlines” among clinicians 53 or within illness communities 67 may provide useful data sources for such studies. It is by studying these more sophisticated forms of knowing that we are likely to determine how best to produce expert clinicians and expert patients, and to prevent the harms that arise from overdiagnosis, overtreatment, and overscreening. 33

In relation to effectiveness, we need greater attention to postmarketing research in day to day hospital and primary care settings to confirm that subsequent experience replicates the results of licensing trials. This will allow gold standard tests and their cut-off points for ruling out diagnoses and treatments to be revised to minimise overdiagnosis or underdiagnosis. 43

Finally, in relation to the collective effort to prevent the misappropriation of the evidence based quality mark, a key research priority remains the study of hidden biases in sponsored research—for example, by refining the statistical techniques for challenging findings that appear too good to be true.

Much progress has been made and lives have been saved through the systematic collation, synthesis, and application of high quality empirical evidence. However, evidence based medicine has not resolved the problems it set out to address (especially evidence biases and the hidden hand of vested interests), which have become subtler and harder to detect. Furthermore, contemporary healthcare’s complex economic, political, technological and commercial context has tended to steer the evidence based agenda towards populations, statistics, risk, and spurious certainty. Despite lip service to shared decision making, patients can be left confused and even tyrannised when their clinical management is inappropriately driven by algorithmic protocols, top-down directives and population targets.

Such problems have led some to argue for the rejection of evidence based medicine as a failed model. Instead we argue for a return to the movement’s founding principles—to individualise evidence and share decisions through meaningful conversations in the context of a humanistic and professional clinician-patient relationship (box 2). To deliver this agenda, evidence based medicine’s many stakeholders—patients, clinicians, educators, producers and publishers of evidence, policy makers, research funders, and researchers from a range of academic disciplines—must work together. Many of the ideas in this paper are not new, and a number of cross sector campaigns with similar goals have already begun (box 3). We hope that our call for a campaign for real evidence based medicine will open up debate and invite readers to contribute (for example, by posting rapid responses on bmj.com).

Box 3: Campaigns aligned with real evidence based medicine

• Too much medicine —A rapidly growing movement, led jointly by clinicians, academics and patients, aims to reduce harm from overdiagnosis, overscreening, and overtreatment. 26 33 The second of what will hopefully be an annual “preventing overdiagnosis” conference will be held in Oxford in September 2014 ( www.preventingoverdiagnosis.net )
• All trials ( www.alltrials.net )—an international initiative to ensure that all clinical trials are registered at inception and no findings are withheld from publication
• Reducing waste and increasing value in medical research ( www.thelancet.com/series/research ) — A recent Lancet series highlighting the waste and loss of value caused by research that addresses the wrong questions, uses inappropriate study designs; is weighed down by bureaucracy, or is so badly or inaccessibly reported that practitioners and policymakers simply cannot apply it
• Improving publishing standards ( www.icmje.org/urm_main.html ) — A campaign by the International Committee of Medical Journal Editors to improve the quality and transparency of medical publishing by discouraging ghost-writing and raising the standards for declarations of conflicts of interest
• Integrated medical education— Campaign to strengthen the integration of the different components of the curriculum by developing bedside clinical skills, understanding and applying research evidence, and reflecting and deliberating about complex cases 68 69

We thank Ruth Davis and Sarah Hardy for administrative support. The workshop was funded by a National Institute for Health Research senior investigator award for TG and by the Oxford Centre for Evidence Based Medicine. We also thank Bernard Higgins for advice on sections of the manuscript and Michael Rawlins and BMJ editors for helpful comments.

Contributors and sources: Other members of the Evidence Based Medicine Renaissance Group are: Jon Brassey, Druin Burch, Martin Burton, Hasok Chang, Paul Glasziou, Iona Heath, Carl Heneghan, Michael P Kelly, Richard Lehman, Huw Llewelyn, Margaret McCartney, Ruairidh Milne, and Des Spence. This essay is partly the product of a workshop held at Kellogg College, Oxford, on 13-14 January 2014 and organised collaboratively by the Centre for Evidence Based Medicine, University of Oxford and the Centre for Primary Care and Public Health, Barts and the London School of Medicine and Dentistry. TG, in correspondence with CH, conceptualised the idea for a reappraisal and renaissance of evidence based medicine and developed the plan to hold a workshop to progress this idea. TG and JH facilitated the workshop. All authors attended the workshop and contributed to the development of key themes for the paper. TG wrote the first draft of the paper and refined it with important intellectual contribution from JH and NM. All authors provided some feedback on earlier drafts of the paper and approved the final manuscript.

Competing interests: All authors have read and understood BMJ policy on declaration of interests and declare the following interests: NM and MK have senior roles in the National Institute for Health and Care Excellence; RM is employed by, and TG and JH’s salaries are part funded by, the National Institute for Health Research; MB is director of the UK Cochrane Centre. JB is a director and shareholder in the TRIP database, which offers a rapid search service. RL is a founder member, and TG a member, of the AllTrials campaign. IH is chairing the scientific committee for the preventing overdiagnosis conference in September 2014, and PG and HL have also been active in the preventing overdiagnosis campaign. RL is currently a consultant to the Yale Open Data Access project, which receives funding from Johnson and Johnson to develop methods to promote clinical trial data sharing; the project has also received funding from Medtronic.

Provenance and peer review: Not commissioned; externally peer reviewed.

Cite this as: BMJ 2014;348:g3725

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Evidence-Based? Research-Based? What does it all Mean?

Have you ever felt puzzled by trying to discern the difference between the terms, evidence-based and research-based ? Or have you ever found yourself feeling intimidated when someone asked you, “But is that program/practice evidence-based?” I know I have. To help me clarify my understanding, I reached out to my colleagues here at the Center and my old friend, Google. I’ve come to the following understandings and a bit of friendly advice – stay curious! Please keep reading if you’re feeling as perplexed as I am.

Clarifying the Difference between Research-Based and Evidence-Based

My current working definition of research-based instruction has come to mean those practices/programs that are based on well-supported and documented theories of learning. The instructional approach is based on research that supports the principles it incorporates, but there may not be specific research or its own evidence to directly demonstrate its effectiveness.

Defining evidence-based practice has been more headache-inducing as the term is frequently and widely used to mean a myriad of things. Currently, I have come to understand that evidence-based practices are those that have been researched with either experimental studies (think randomly assigned control groups), quasi-experimental studies (comparison groups that are not randomized), or studies that were well-designed and well-implemented correlational studies with statistical controls for selection bias. In brief, a specific study (or studies) has been done to test its effectiveness.

By no means are these definitions ready for Merriam-Webster, but they are helping me to make sense of the terms.

So what do you say or ask when “research” is thrown your way?

Recently, I met with a group of literacy coaches and we discussed how to respond when a fellow educator approaches them with “research” either supporting or refuting an instructional practice or program. My best advice to them probably sounded like a Viking River Cruise commercial – “Be curious!” Below are some examples of ways to respond to demonstrate that you are open to learning more.

• Thank you for bringing that information to my attention. Can you share your source of information or the article so I can read it too and we can talk about it together?
• Please talk more about what you have learned (or read or heard). I’m curious to learn more about: a. Whether the research was published in a peer-reviewed journal or if the research was sponsored by a publisher or other interested party. b. The sample size or the number of schools/students involved in the study. c. The demographics of the subjects involved in the study. d. The type of research conducted.

3. I’m wondering how many studies have been conducted that replicate those results. 4. That research sounds important. Can you share the source with me? Perhaps it will be helpful for our grade level team to read it and discuss the findings together.

As educators, we are always looking for the most effective ways to support our students. Stay open to new findings and be sure to slow the process down so you probe deeper to learn if there truly is current research to back what people are claiming. Then be sure to evaluate the credibility of the source of information, the methods or processes used to critique or research, and don’t forget to rely upon trusted sources like What Works Clearinghouse . You might also appreciate a lecture presented by Maren Aukerman that discusses comprehensive, research-informed literacy instruction . The more you dig, the more you may find that many practices and programs touted as evidence-based are either based on personal anecdotes and stories or the research base is flimsy at best.

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Evidence-Based Research: Evidence Types

Introduction.

Not all evidence is the same, and appraising the quality of the evidence is part of evidence-based practice research. The hierarchy of evidence is typically represented as a pyramid shape, with the smaller, weaker and more abundant research studies near the base of the pyramid, and systematic reviews and meta-analyses at the top with higher validity but a more limited range of topics.

Several versions of the evidence pyramid have evolved with different interpretations, but they are all comprised of the types of evidence discussed on this page. Walden's Nursing 6052 Essentials of Evidence-Based Practice class currently uses a simplified adaptation of the Johns Hopkins model .

Evidence Levels:

Level I:  Experimental, randomized controlled trial (RCT), systematic review RTCs with or without meta-analysis

Level II:  Quasi-experimental studies, systematic review of a combination of RCTs and quasi-experimental studies, or quasi-experimental studies only, with or without meta-analysis

Level III:  Nonexperimental, systematic review of RCTs, quasi-experimental with/without meta-analysis, qualitative, qualitative systematic review with/without meta-synthesis  (see Daly 2007 for a sample qualitative hierarchy) 

Level IV : Respected authorities’ opinions, nationally recognized expert committee or consensus panel reports based on scientific evidence

Level V:  Literature reviews, quality improvement, program evaluation, financial evaluation, case reports, nationally recognized expert(s) opinion based on experiential evidence

Systematic review

What is a systematic review.

A systematic review is a type of publication that addresses a clinical question by analyzing research that fits certain explicitly-specified criteria. The criteria for inclusion is usually based on research from clinical trials and observational studies. Assessments are done based on stringent guidelines, and the reviews are regularly updated. These are usually considered one of the highest levels of evidence and usually address diagnosis and treatment questions.

Benefits of Systematic Reviews

Systematic reviews refine and reduce large amounts of data and information into one document, effectively summarizing the evidence to support clinical decisions. Since they are typically undertaken by a entire team of experts, they can take months or even years to complete, and must be regularly updated. The teams are usually comprised of content experts, an experienced searcher, a bio-statistician, and a methodologist. The team develops a rigorous protocol to thoroughly locate, identify, extract, and analyze all of the evidence available that addresses their specific clinical question.

As systematic reviews become more frequently published, concern over quality led to the PRISMA Statement to establish a minimum set of items for reporting in systematic reviews and meta-analyses.

Many systematic reviews also contain a meta-analysis.

What is a Meta-Analysis?

Meta-analysis is a particular type of systematic review that focuses on selecting and reviewing quantitative research. Researchers conducting a meta-analysis combine the results of several independent studies and reviews to produce a synthesis where possible. These publications aim to assist in making decisions about a particular therapy.

Benefits of Meta-Analysis

A meta-analysis synthesizes large amounts of data using a statistical examination. This type of analysis provides for some control between studies and generalized application to the population.

To learn how to find systematic reviews in the Walden Library, please see the Levels of Evidence Pyramid page:

• Levels of Evidence Pyramid: Systematic Reviews

Further reading

• Cochrane Handbook for Systematic Reviews of Interventions *updated 2022

Guidelines & summaries

Practice guidelines.

A practice guideline is a systematically-developed statement addressing common patient health care decisions in specific clinical settings and circumstances.  They should be valid, reliable, reproducible, clinically applicable, clear and flexible. Documentation must be included and referenced. Practice guidelines may come from organizations, associations, government entities, and hospitals/health systems.

ECRI Guidelines Trust

Best Evidence Topics

Best evidence topics are sometimes referred to as Best BETs. These topics are developed and supported for situations or setting when the high levels of evidence don't fit or are unavailable. They originated from emergency medicine providers' need to conduct rapid evidence-based clinical decisions.

Critically-Appraised Topics

Critically-appraised topics are a standardized one- to two-page summary of the evidence supporting a clinical question. They include a critique of the literature and statement of relevant results. They can be found online in many repositories.

To learn how to find critically-appraised topics in the Walden Library, please see the Levels of Evidence Pyramid page:

• Levels of Evidence Pyramid: Critically-Appraised Topics

Critically-Appraised Articles

Critically-appraised articles are individual articles by authors that evaluate and synopsize individual research studies. ACP Journal Club is the most well known grouping of titles that include critically appraised articles.

To learn how to find critically-appraised articles in the Walden Library, please see the Levels of Evidence Pyramid page:

• Levels of Evidence Pyramid: Critically-Appraised Articles

Randomized controlled trial

A randomized controlled trial (RCT) is a clinical trial in which participants are randomly assigned to either the treatment group or control group. This random allocation of participants helps to reduce any possible selection bias and makes the RCT a high level of evidence. Having a control group, which receives no treatment or a placebo treatment, to compare the treatment group against allows researchers to observe the potential efficacy of the treatment when other factors remain the same. Randomized controlled trials are quantitative studies and are often the only studies included in systematic reviews.

To learn how to find randomize controlled trials, please see our CINAHL & MEDLINE help pages:

• CINAHL Search Help: Randomized Controlled Trials
• MEDLINE Search Help: Randomized Controlled Trials

Cohort study

A cohort study is an observational longitudinal study that analyzes risk factors and outcomes by following a group (cohort) that share a common characteristic or experience over a period of time.

Cohort studies can be retrospective, looking back over time at data that has already been collected, or can be prospective, following a group forward into the future and collecting data along the way.

While cohort studies are considered a lower level of evidence than randomized controlled trials, they may be the only way to study certain factors ethically. For example, researchers may follow a cohort of people who are tobacco smokers and compare them to a cohort of non-smokers looking for outcomes. That would be an ethical study. It would be highly unethical, however, to design a randomized controlled trial in which one group of participants are forced to smoke in order to compare outcomes.

To learn how to find cohort studies, please see our CINAHL and MEDLINE help pages:

• CINAHL Search Help: Cohort Studies
• MEDLINE Search Help: Cohort Studies

Case-controlled studies

Case-controlled studies are a type of observational study that looks at patients who have the same disease or outcome. The cases are those who have the disease or outcome while the controls do not. This type of study evaluates the relationship between diseases and exposures by retrospectively looking back to investigate what could potentially cause the disease or outcome.

To learn how to find case-controlled studies, please see our CINAHL and MEDLINE help pages:

• CINAHL Search Help: Case Studies
• MEDLINE Search Help: Case Studies

Background information & expert opinion

Background information and expert opinion can be found in textbooks or medical books that provide basic information on a topic. They can be helpful to make sure you understand a topic and are familiar with terms associated with it.

To learn about accessing background information, please see the Levels of Evidence Pyramid page:

• Levels of Evidence Pyramid: Background Information & Expert Opinion
• Previous Page: Levels of Evidence Pyramid
• Next Page: CINAHL Search Help
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Key EBP Nursing Topics: Enhancing Patient Results through Evidence-Based Practice

This article was written in collaboration with Christine T. and ChatGPT, our little helper developed by OpenAI.

Evidence-based practice (EBP) is the use of the best available evidence to inform clinical decision-making in nursing. EBP has become increasingly popular in nursing practice because it ensures that patient care is based on the most current and relevant research. In this article, we will discuss the latest evidence-based practice nursing research topics, how to choose them, and where to find EBP project ideas.

What is Evidence-Based Practice Nursing?

EBP nursing involves a cyclical process of asking clinical questions, seeking the best available evidence, critically evaluating that evidence, and then integrating it with the patient’s clinical experience and values to make informed decisions. By following this process, nurses can provide the best care for their patients and ensure that their practice is informed by the latest research.

One of the key components of EBP nursing is the critical appraisal of research evidence. Nurses must be able to evaluate the quality of studies, including study design, sample size, and statistical analysis. This requires an understanding of research methodology and the ability to apply critical thinking skills to evaluate research evidence.

EBP nursing also involves the use of clinical practice guidelines and protocols, which are evidence-based guidelines for clinical practice. These guidelines have been developed by expert groups and are based on the best available evidence. By following these guidelines, nurses can ensure that their practice is in line with the latest research and can provide the best possible care for their patients.

Finally, EBP nursing involves continuous professional development and a commitment to lifelong learning. Nurses must keep abreast of the latest research and clinical practice guidelines to ensure that their practice is informed by the latest research. This requires a commitment to ongoing learning and professional development, including attending conferences, reading scholarly articles, and participating in continuing education programs.

You can also learn more about evidence-based practice in nursing to gain a deeper understanding of the definition, stages, benefits, and challenges of implementing it.

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How to Choose Evidence-Based Practice Nursing Research Topics

Choosing a science-based topic for nursing practice can be a daunting task, especially if you are new to the field. Here are some tips to help you choose a relevant and interesting EBP topic:

• Look for controversial or debated issues

Look for areas of nursing practice that are controversial or have conflicting evidence. These topics often have the potential to generate innovative and effective research.

• Consider ethical issues

Consider topics related to ethical issues in nursing practice. For example, bereavement care, informed consent , and patient privacy are all ethical issues that can be explored in an EBP project.

• Explore interdisciplinary topics

Nursing practice often involves collaboration with other health professionals such as physicians, social workers, and occupational therapists. Consider interdisciplinary topics that may be useful from a nursing perspective.

• Consider local or regional issues

Consider topics that are relevant to your local or regional healthcare facility. These topics may be relevant to your practice and have a greater impact on patient outcomes in your community.

• Check out the latest research

Review recent research in your area of interest to identify gaps in the literature or areas where further research is needed. This can help you develop a research question that is relevant and innovative.

With these tips in mind, you can expand your options for EBP nursing research topics and find a topic that fits your interests and goals. Remember that patient outcomes should be at the forefront of your research and choose a topic that has the potential to improve treatment and patient outcomes.

Where to Get EBP Project Ideas

There are several sources that nurses can use to get EBP project ideas. These sources are diverse and can provide valuable inspiration for research topics. By exploring these sources, nurses can find research questions that align with their interests and that address gaps in the literature. These include:

• Clinical Practice Guidelines

Look for clinical practice guidelines developed by professional organizations or healthcare institutions. These guidelines provide evidence-based guidelines for clinical practice and can help identify areas where further research is needed.

• Research databases

Explore research databases such as PubMed, CINAHL, and the Cochrane Library to find the latest studies and systematic reviews. These databases can help you identify gaps in the literature and areas where further research is needed.

• Clinical Experts

Consult with clinical experts in your practice area. These experts may have insights into areas where further research is needed or may provide guidance on areas of practice that may benefit from an EBP project.

• Quality Improvement Projects

Review quality improvement projects that have been implemented in your healthcare facility. These projects may identify areas where further research is needed or identify gaps in the literature that could be addressed in an EBP project.

• Patient and family feedback

Consider patient and family feedback to identify areas where further research is needed. Patients and families can provide valuable information about areas of nursing practice that can be improved or that could benefit from further research.

Remember, when searching for ideas for EBP nursing research projects, it is important to consider the potential impact on patient care and outcomes. Select a topic that has the potential to improve patient outcomes and consider the feasibility of the project in terms of time, resources, and access to data. By choosing a topic that matches your interests and goals and is feasible at your institution, you can conduct a meaningful and productive EBP research project in nursing.

Nursing EBP Topics You Can Use in Your Essay

Here are some of the latest evidence-based practice nursing research topics that you can use in your essay or explore further in your own research:

• The impact of telehealth on patient outcomes in primary care
• The use of music therapy to manage pain in post-operative patients
• The effectiveness of mindfulness-based stress reduction in reducing stress and anxiety in healthcare workers
• Combating health care-associated infections: a community-based approach
• The impact of nurse-led discharge education on readmission rates for heart failure patients
• The use of simulation in nursing education to improve patient safety
• The effectiveness of early mobilization in preventing post-operative complications
• The use of aromatherapy to manage agitation in patients with dementia
• The impact of nurse-patient communication on patient satisfaction and outcomes
• The effectiveness of peer support in improving diabetes self-management
• The impact of cultural competence training on patient outcomes in diverse healthcare settings
• The use of animal-assisted therapy in managing anxiety and depression in patients with chronic illnesses
• The effectiveness of nurse-led smoking cessation interventions in promoting smoking cessation among hospitalized patients
• Importance of literature review in evidence-based research
• The impact of nurse-led care transitions on hospital readmission rates for older adults
• The effectiveness of nurse-led weight management interventions in reducing obesity rates among children and adolescents
• The impact of medication reconciliation on medication errors and adverse drug events
• The use of mindfulness-based interventions to manage chronic pain in older adults
• The effectiveness of nurse-led interventions in reducing hospital-acquired infections
• The impact of patient-centered care on patient satisfaction and outcomes
• The use of art therapy to manage anxiety in pediatric patients undergoing medical procedures
• Pediatric oncology: working towards better treatment through evidence-based research
• The effectiveness of nurse-led interventions in improving medication adherence among patients with chronic illnesses
• The impact of team-based care on patient outcomes in primary care settings
• The use of music therapy to improve sleep quality in hospitalized patients
• The effectiveness of nurse-led interventions in reducing falls in older adults
• The impact of nurse-led care on maternal and infant outcomes in low-resource settings
• The use of acupressure to manage chemotherapy-induced nausea and vomiting
• The effectiveness of nurse-led interventions in promoting breastfeeding initiation and duration
• The impact of nurse-led palliative care interventions on end-of-life care in hospice settings
• The use of hypnotherapy to manage pain in labor and delivery
• The effectiveness of nurse-led interventions in reducing hospital length of stay for surgical patients
• The impact of nurse-led transitional care interventions on readmission rates for heart failure patients
• The use of massage therapy to manage pain in hospitalized patients
• The effectiveness of nurse-led interventions in promoting physical activity among adults with chronic illnesses
• The impact of technology-based interventions on patient outcomes in mental health settings
• The use of mind-body interventions to manage chronic pain in patients with fibromyalgia
• Optimizing the clarifying diagnosis of stomach cancer
• The effectiveness of nurse-led interventions in reducing medication errors in pediatric patients
• The impact of nurse-led interventions on patient outcomes in long-term care settings
• The use of aromatherapy to manage anxiety in patients undergoing cardiac catheterization
• The effectiveness of nurse-led interventions in improving glycemic control in patients with diabetes
• The impact of nurse-led interventions on patient outcomes in emergency department settings
• The use of relaxation techniques to manage anxiety in patients with cancer
• The effectiveness of nurse-led interventions in improving self-management skills among patients with heart failure
• The impact of nurse-led interventions on patient outcomes in critical care settings
• The use of yoga to manage symptoms in patients with multiple sclerosis
• The effectiveness of nurse-led interventions in promoting medication safety in community settings
• The impact of nurse-led interventions on patient outcomes in home healthcare settings
• The role of family involvement in the rehabilitation of stroke patients
• Assessing the effectiveness of virtual reality in pain management
• The impact of pet therapy on mental well-being in elderly patients
• Exploring the benefits of intermittent fasting on diabetic patients
• The efficacy of acupuncture in managing chronic pain in cancer patients
• Effect of laughter therapy on stress levels among healthcare professionals
• The influence of a plant-based diet on cardiovascular health
• Analyzing the outcomes of nurse-led cognitive behavioral therapy sessions for insomnia patients
• The role of yoga and meditation in managing hypertension
• Exploring the benefits of hydrotherapy in post-operative orthopedic patients
• The impact of digital health applications on patient adherence to medications
• Assessing the outcomes of art therapy in pediatric patients with chronic illnesses
• The role of nutrition education in managing obesity in pediatric patients
• Exploring the effects of nature walks on mental well-being in patients with depression
• The impact of continuous glucose monitoring systems on glycemic control in diabetic patients

The Importance of Incorporating EBP in Nursing Education

Evidence-based practice is not just a tool for seasoned nurses; it’s a foundational skill that should be integrated early into nursing education. By doing so, students learn the mechanics of nursing and the rationale behind various interventions grounded in scientific research.

• Bridging Theory and Practice:

Introducing EBP in the curriculum helps students bridge the gap between theoretical knowledge and clinical practice. They learn how to perform a task and why it’s done a particular way.

• Critical Thinking:

EBP promotes critical thinking. By regularly reviewing and appraising research, students develop the ability to discern the quality and applicability of studies. This skill is invaluable in a rapidly evolving field like healthcare.

• Lifelong Learning:

EBP instills a culture of continuous learning. It encourages nurses to regularly seek out the most recent research findings and adapt their practices accordingly.

• Improved Patient Outcomes:

At the heart of EBP is the goal of enhanced patient care. We ensure patients receive the most effective, up-to-date care by teaching students to base their practices on evidence.

• Professional Development:

Familiarity with EBP makes it easier for nurses to contribute to professional discussions, attend conferences, and conduct research. It elevates their professional stature and opens doors to new opportunities.

To truly prepare nursing students for the challenges of modern healthcare, it’s essential to make EBP a core part of their education.

In summary, evidence-based practice nursing is an essential component of providing quality patient care. As a nurse, it is important to stay up to date on the latest research in the field and incorporate evidence-based practices into your daily work. Choosing a research topic that aligns with your interests and addresses a gap in the literature can lead to valuable contributions to the field of nursing.

When it comes to finding EBP project ideas, there are many sources available, including professional organizations, academic journals, and healthcare conferences. By collaborating with colleagues and seeking feedback from mentors, you can refine your research question and design a study that is rigorous and relevant.

The nursing evidence-based practice topics listed above provide a starting point for further exploration and investigation. By studying the effectiveness of various nursing interventions and techniques, we can continue to improve patient outcomes and deliver better care. Ultimately, evidence-based practice nursing is about using the best available research to inform our decisions and provide the highest quality care possible to our patients.

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Research Paper – Structure, Examples and Writing Guide

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Research Paper

Definition:

Research Paper is a written document that presents the author’s original research, analysis, and interpretation of a specific topic or issue.

It is typically based on Empirical Evidence, and may involve qualitative or quantitative research methods, or a combination of both. The purpose of a research paper is to contribute new knowledge or insights to a particular field of study, and to demonstrate the author’s understanding of the existing literature and theories related to the topic.

Structure of Research Paper

The structure of a research paper typically follows a standard format, consisting of several sections that convey specific information about the research study. The following is a detailed explanation of the structure of a research paper:

The title page contains the title of the paper, the name(s) of the author(s), and the affiliation(s) of the author(s). It also includes the date of submission and possibly, the name of the journal or conference where the paper is to be published.

The abstract is a brief summary of the research paper, typically ranging from 100 to 250 words. It should include the research question, the methods used, the key findings, and the implications of the results. The abstract should be written in a concise and clear manner to allow readers to quickly grasp the essence of the research.

Introduction

The introduction section of a research paper provides background information about the research problem, the research question, and the research objectives. It also outlines the significance of the research, the research gap that it aims to fill, and the approach taken to address the research question. Finally, the introduction section ends with a clear statement of the research hypothesis or research question.

Literature Review

The literature review section of a research paper provides an overview of the existing literature on the topic of study. It includes a critical analysis and synthesis of the literature, highlighting the key concepts, themes, and debates. The literature review should also demonstrate the research gap and how the current study seeks to address it.

The methods section of a research paper describes the research design, the sample selection, the data collection and analysis procedures, and the statistical methods used to analyze the data. This section should provide sufficient detail for other researchers to replicate the study.

The results section presents the findings of the research, using tables, graphs, and figures to illustrate the data. The findings should be presented in a clear and concise manner, with reference to the research question and hypothesis.

The discussion section of a research paper interprets the findings and discusses their implications for the research question, the literature review, and the field of study. It should also address the limitations of the study and suggest future research directions.

The conclusion section summarizes the main findings of the study, restates the research question and hypothesis, and provides a final reflection on the significance of the research.

The references section provides a list of all the sources cited in the paper, following a specific citation style such as APA, MLA or Chicago.

How to Write Research Paper

You can write Research Paper by the following guide:

• Choose a Topic: The first step is to select a topic that interests you and is relevant to your field of study. Brainstorm ideas and narrow down to a research question that is specific and researchable.
• Conduct a Literature Review: The literature review helps you identify the gap in the existing research and provides a basis for your research question. It also helps you to develop a theoretical framework and research hypothesis.
• Develop a Thesis Statement : The thesis statement is the main argument of your research paper. It should be clear, concise and specific to your research question.
• Plan your Research: Develop a research plan that outlines the methods, data sources, and data analysis procedures. This will help you to collect and analyze data effectively.
• Collect and Analyze Data: Collect data using various methods such as surveys, interviews, observations, or experiments. Analyze data using statistical tools or other qualitative methods.
• Organize your Paper : Organize your paper into sections such as Introduction, Literature Review, Methods, Results, Discussion, and Conclusion. Ensure that each section is coherent and follows a logical flow.
• Write your Paper : Start by writing the introduction, followed by the literature review, methods, results, discussion, and conclusion. Ensure that your writing is clear, concise, and follows the required formatting and citation styles.
• Edit and Proofread your Paper: Review your paper for grammar and spelling errors, and ensure that it is well-structured and easy to read. Ask someone else to review your paper to get feedback and suggestions for improvement.
• Cite your Sources: Ensure that you properly cite all sources used in your research paper. This is essential for giving credit to the original authors and avoiding plagiarism.

Research Paper Example

Note : The below example research paper is for illustrative purposes only and is not an actual research paper. Actual research papers may have different structures, contents, and formats depending on the field of study, research question, data collection and analysis methods, and other factors. Students should always consult with their professors or supervisors for specific guidelines and expectations for their research papers.

Research Paper Example sample for Students:

Title: The Impact of Social Media on Mental Health among Young Adults

Abstract: This study aims to investigate the impact of social media use on the mental health of young adults. A literature review was conducted to examine the existing research on the topic. A survey was then administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO (Fear of Missing Out) are significant predictors of mental health problems among young adults.

Introduction: Social media has become an integral part of modern life, particularly among young adults. While social media has many benefits, including increased communication and social connectivity, it has also been associated with negative outcomes, such as addiction, cyberbullying, and mental health problems. This study aims to investigate the impact of social media use on the mental health of young adults.

Literature Review: The literature review highlights the existing research on the impact of social media use on mental health. The review shows that social media use is associated with depression, anxiety, stress, and other mental health problems. The review also identifies the factors that contribute to the negative impact of social media, including social comparison, cyberbullying, and FOMO.

Methods : A survey was administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The survey included questions on social media use, mental health status (measured using the DASS-21), and perceived impact of social media on their mental health. Data were analyzed using descriptive statistics and regression analysis.

Results : The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO are significant predictors of mental health problems among young adults.

Discussion : The study’s findings suggest that social media use has a negative impact on the mental health of young adults. The study highlights the need for interventions that address the factors contributing to the negative impact of social media, such as social comparison, cyberbullying, and FOMO.

Conclusion : In conclusion, social media use has a significant impact on the mental health of young adults. The study’s findings underscore the need for interventions that promote healthy social media use and address the negative outcomes associated with social media use. Future research can explore the effectiveness of interventions aimed at reducing the negative impact of social media on mental health. Additionally, longitudinal studies can investigate the long-term effects of social media use on mental health.

Limitations : The study has some limitations, including the use of self-report measures and a cross-sectional design. The use of self-report measures may result in biased responses, and a cross-sectional design limits the ability to establish causality.

Implications: The study’s findings have implications for mental health professionals, educators, and policymakers. Mental health professionals can use the findings to develop interventions that address the negative impact of social media use on mental health. Educators can incorporate social media literacy into their curriculum to promote healthy social media use among young adults. Policymakers can use the findings to develop policies that protect young adults from the negative outcomes associated with social media use.

References :

• Twenge, J. M., & Campbell, W. K. (2019). Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Preventive medicine reports, 15, 100918.
• Primack, B. A., Shensa, A., Escobar-Viera, C. G., Barrett, E. L., Sidani, J. E., Colditz, J. B., … & James, A. E. (2017). Use of multiple social media platforms and symptoms of depression and anxiety: A nationally-representative study among US young adults. Computers in Human Behavior, 69, 1-9.
• Van der Meer, T. G., & Verhoeven, J. W. (2017). Social media and its impact on academic performance of students. Journal of Information Technology Education: Research, 16, 383-398.

Appendix : The survey used in this study is provided below.

Social Media and Mental Health Survey

• How often do you use social media per day?
• Less than 30 minutes
• 30 minutes to 1 hour
• 1 to 2 hours
• 2 to 4 hours
• More than 4 hours
• Which social media platforms do you use?
• Others (Please specify)
• How often do you experience the following on social media?
• Social comparison (comparing yourself to others)
• Cyberbullying
• Fear of Missing Out (FOMO)
• Have you ever experienced any of the following mental health problems in the past month?
• Do you think social media use has a positive or negative impact on your mental health?
• Very positive
• Somewhat positive
• Somewhat negative
• Very negative
• In your opinion, which factors contribute to the negative impact of social media on mental health?
• Social comparison
• In your opinion, what interventions could be effective in reducing the negative impact of social media on mental health?
• Education on healthy social media use
• Counseling for mental health problems caused by social media
• Social media detox programs
• Regulation of social media use

Thank you for your participation!

Applications of Research Paper

Research papers have several applications in various fields, including:

• Advancing knowledge: Research papers contribute to the advancement of knowledge by generating new insights, theories, and findings that can inform future research and practice. They help to answer important questions, clarify existing knowledge, and identify areas that require further investigation.
• Informing policy: Research papers can inform policy decisions by providing evidence-based recommendations for policymakers. They can help to identify gaps in current policies, evaluate the effectiveness of interventions, and inform the development of new policies and regulations.
• Improving practice: Research papers can improve practice by providing evidence-based guidance for professionals in various fields, including medicine, education, business, and psychology. They can inform the development of best practices, guidelines, and standards of care that can improve outcomes for individuals and organizations.
• Educating students : Research papers are often used as teaching tools in universities and colleges to educate students about research methods, data analysis, and academic writing. They help students to develop critical thinking skills, research skills, and communication skills that are essential for success in many careers.
• Fostering collaboration: Research papers can foster collaboration among researchers, practitioners, and policymakers by providing a platform for sharing knowledge and ideas. They can facilitate interdisciplinary collaborations and partnerships that can lead to innovative solutions to complex problems.

When to Write Research Paper

Research papers are typically written when a person has completed a research project or when they have conducted a study and have obtained data or findings that they want to share with the academic or professional community. Research papers are usually written in academic settings, such as universities, but they can also be written in professional settings, such as research organizations, government agencies, or private companies.

Here are some common situations where a person might need to write a research paper:

• For academic purposes: Students in universities and colleges are often required to write research papers as part of their coursework, particularly in the social sciences, natural sciences, and humanities. Writing research papers helps students to develop research skills, critical thinking skills, and academic writing skills.
• For publication: Researchers often write research papers to publish their findings in academic journals or to present their work at academic conferences. Publishing research papers is an important way to disseminate research findings to the academic community and to establish oneself as an expert in a particular field.
• To inform policy or practice : Researchers may write research papers to inform policy decisions or to improve practice in various fields. Research findings can be used to inform the development of policies, guidelines, and best practices that can improve outcomes for individuals and organizations.
• To share new insights or ideas: Researchers may write research papers to share new insights or ideas with the academic or professional community. They may present new theories, propose new research methods, or challenge existing paradigms in their field.

Purpose of Research Paper

The purpose of a research paper is to present the results of a study or investigation in a clear, concise, and structured manner. Research papers are written to communicate new knowledge, ideas, or findings to a specific audience, such as researchers, scholars, practitioners, or policymakers. The primary purposes of a research paper are:

• To contribute to the body of knowledge : Research papers aim to add new knowledge or insights to a particular field or discipline. They do this by reporting the results of empirical studies, reviewing and synthesizing existing literature, proposing new theories, or providing new perspectives on a topic.
• To inform or persuade: Research papers are written to inform or persuade the reader about a particular issue, topic, or phenomenon. They present evidence and arguments to support their claims and seek to persuade the reader of the validity of their findings or recommendations.
• To advance the field: Research papers seek to advance the field or discipline by identifying gaps in knowledge, proposing new research questions or approaches, or challenging existing assumptions or paradigms. They aim to contribute to ongoing debates and discussions within a field and to stimulate further research and inquiry.
• To demonstrate research skills: Research papers demonstrate the author’s research skills, including their ability to design and conduct a study, collect and analyze data, and interpret and communicate findings. They also demonstrate the author’s ability to critically evaluate existing literature, synthesize information from multiple sources, and write in a clear and structured manner.

Characteristics of Research Paper

Research papers have several characteristics that distinguish them from other forms of academic or professional writing. Here are some common characteristics of research papers:

• Evidence-based: Research papers are based on empirical evidence, which is collected through rigorous research methods such as experiments, surveys, observations, or interviews. They rely on objective data and facts to support their claims and conclusions.
• Structured and organized: Research papers have a clear and logical structure, with sections such as introduction, literature review, methods, results, discussion, and conclusion. They are organized in a way that helps the reader to follow the argument and understand the findings.
• Formal and objective: Research papers are written in a formal and objective tone, with an emphasis on clarity, precision, and accuracy. They avoid subjective language or personal opinions and instead rely on objective data and analysis to support their arguments.
• Citations and references: Research papers include citations and references to acknowledge the sources of information and ideas used in the paper. They use a specific citation style, such as APA, MLA, or Chicago, to ensure consistency and accuracy.
• Peer-reviewed: Research papers are often peer-reviewed, which means they are evaluated by other experts in the field before they are published. Peer-review ensures that the research is of high quality, meets ethical standards, and contributes to the advancement of knowledge in the field.
• Objective and unbiased: Research papers strive to be objective and unbiased in their presentation of the findings. They avoid personal biases or preconceptions and instead rely on the data and analysis to draw conclusions.

Advantages of Research Paper

Research papers have many advantages, both for the individual researcher and for the broader academic and professional community. Here are some advantages of research papers:

• Contribution to knowledge: Research papers contribute to the body of knowledge in a particular field or discipline. They add new information, insights, and perspectives to existing literature and help advance the understanding of a particular phenomenon or issue.
• Opportunity for intellectual growth: Research papers provide an opportunity for intellectual growth for the researcher. They require critical thinking, problem-solving, and creativity, which can help develop the researcher’s skills and knowledge.
• Career advancement: Research papers can help advance the researcher’s career by demonstrating their expertise and contributions to the field. They can also lead to new research opportunities, collaborations, and funding.
• Academic recognition: Research papers can lead to academic recognition in the form of awards, grants, or invitations to speak at conferences or events. They can also contribute to the researcher’s reputation and standing in the field.
• Impact on policy and practice: Research papers can have a significant impact on policy and practice. They can inform policy decisions, guide practice, and lead to changes in laws, regulations, or procedures.
• Advancement of society: Research papers can contribute to the advancement of society by addressing important issues, identifying solutions to problems, and promoting social justice and equality.

Limitations of Research Paper

Research papers also have some limitations that should be considered when interpreting their findings or implications. Here are some common limitations of research papers:

• Limited generalizability: Research findings may not be generalizable to other populations, settings, or contexts. Studies often use specific samples or conditions that may not reflect the broader population or real-world situations.
• Potential for bias : Research papers may be biased due to factors such as sample selection, measurement errors, or researcher biases. It is important to evaluate the quality of the research design and methods used to ensure that the findings are valid and reliable.
• Ethical concerns: Research papers may raise ethical concerns, such as the use of vulnerable populations or invasive procedures. Researchers must adhere to ethical guidelines and obtain informed consent from participants to ensure that the research is conducted in a responsible and respectful manner.
• Limitations of methodology: Research papers may be limited by the methodology used to collect and analyze data. For example, certain research methods may not capture the complexity or nuance of a particular phenomenon, or may not be appropriate for certain research questions.
• Publication bias: Research papers may be subject to publication bias, where positive or significant findings are more likely to be published than negative or non-significant findings. This can skew the overall findings of a particular area of research.
• Time and resource constraints: Research papers may be limited by time and resource constraints, which can affect the quality and scope of the research. Researchers may not have access to certain data or resources, or may be unable to conduct long-term studies due to practical limitations.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Essay on Evidence-Based Practice

Since its official introduction in 1992, Evidence-based practice (EBP) has gained lots of ground. It is the process of assembling, processing, and applying research results to improve clinical practice, the work setting, and patient outcomes. The clinical practice’s approach is currently used in other fields such as nursing, education, and psychology. This paper aims to discuss evidence-based practice, identify two of its trails, and analyze how they influence care delivery.

The measuring of blood pressure noninvasively in children is a good initiative for the prevention of hypertension. High blood pressure in children and adolescents has emerged as a public health issue, primarily driven by obesity’s widespread in the current population. (Stergiou, 2017). The main approaches for measuring blood pressure noninvasively are the auscultatory method using an aneroid device and the automated process using oscillometric devices. Auscultatory BP measurement confirms elevated BP after detection via an electrical BP monitor. The auscultatory BP measurement encounters several complications in children, majorly due to anatomic and bodily features of the undeveloped persons.

In contrast, Automated BP measurement in children has been disputed by researchers. An experiment done by Jaime Miranda in Peru on children suggested that blood measured by the oscillometric device was poorly connected; hence the use of automated blood pressure devices was concluded to have limitations and not recommended. (Miranda, 2009). Therefore, using the auscultatory method and eventually comparing the measurement against obtained data with the oscillometric form is a proper initiative to providing better care than using the processes separately.

Valuing the role of family members is also a beneficial initiative to the well-being of patients. It is estimated that 50% of healthy patients aged 65 or older have family involvement in their health care. Family members can play several roles, determined by factors such as the patient’s disease and healthcare decisions to be well-thought-out. In a study on patients with lung cancer, Siminoff discovered that their families counselled 17% of the patients to change doctors during treatment of the ailment, mainly because they were unhappy with their specialist’s style of communication (Siminoff, 2013).

Clinicians should contemplate the part family and friends play and their impact on the patient’s treatment choice. By recognizing family members input, care may be more effective and efficient. They may have a superior influence on how patients present their illnesses to doctors and the type of treatment they pursue or accept excluding those reinforced by evidence-based research. Hence, considering these influences will aid nurses to apply evidence-based research to its maximum potential.

In conclusion, Evidence-based practice is undoubtedly an operative practical approach to handling treatment. By reviewing and assessing the most recent, uppermost quality research, practitioners in healthcare deliver the best of care to patients. Based on research, using Auscultatory BP measurement to confirm elevated BP after detection by an electronic BP monitor is an operative initiative for treating hypertension in children. In addition, acknowledging the role of family members on patients results in care delivery be that of extreme quality. Studying and understanding this practice is thus vital for healthcare practitioners.

Siminoff, L. (December 2013). Incorporating Patient and Family Preferences into Evidence-based Medicine. Philadelphia, PA, United States:  https://www.researchgate.net/publication/260377781_Incorporating_patient_and_family_preferences_into_evidence-based_medicine

Miranda, J.J., Stanojevic, S., Bernabe-Ortiz, A., Gilman, H., R., Smeeth, L., (2009).  Performance of Oscillometric Blood Pressure Devices in Children in Resource-poor settings . Eur J Cardiovasc Prev Rehabil.  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2685878/

Stergiou, S., G., Boubouchairopoulou, N., Kollias, A. (2017)  Accuracy of Automated Blood Pressure Measurement in Children.  https://www.ahajournals.org/doi/full/10.1161/HYPERTENSIONAHA.116.08553

Hawai’i State Centre for Nursing. (2020).  Evidence-Based Practice (EBP) Initiatives  https://www.hawaiicenterfornursing.org/programs/evidence-based-practice-initiative/#:~:text=EBP%20refers%20to%20a%20problem,as%20well%20as%20clinician%20expertise.

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