Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/12718
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dc.contributor.authorThomson, Patricia-
dc.contributor.authorAngus, Neil J-
dc.contributor.authorScott, Julia-
dc.date.accessioned2017-09-07T00:32:14Z-
dc.date.issued2000-06-
dc.identifier.urihttp://hdl.handle.net/1893/12718-
dc.description.abstractOne challenge for nurse educators is how best to enhance the integration of theory and practice elements in relation to critical care nursing. Practice should be evidence-based, i.e. the best available empirical evidence, including recent research findings, should be applied in practice in order to aid clinical decision-making. Barriers to the implementation of research exist at many levels including the individual practitioner, the clinical team, the practice setting and wider organizational factors. The authors propose that clinical guidelines can provide a vital link between theory and practice. At varying levels the use of care protocols, clinical pathways and algorithmic guidelines (provided they are rigorously reviewed and evidence-based) can help infuse research into practice, thereby promoting quality and standardization of care. The purpose of this paper is to discuss the value and use of these frameworks in promoting and raising awareness of the need for and use of evidence-based approaches to critical care education and practice. In this paper, we present outline information relating to an assessment method, adopted for continuing education courses in critical care within our department. This approach is designed to combine the best available evidence with reflective practice through the assessment process.en_UK
dc.language.isoen-
dc.publisherElsevier for the Royal College of Nursing Critical Care Nursing Forum and Churchill Livingstone-
dc.relationThomson P, Angus NJ & Scott J (2000) Building a framework for getting evidence into critical care education and practice, Intensive and Critical Care Nursing, 16 (3), pp. 164-174.-
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.-
dc.titleBuilding a framework for getting evidence into critical care education and practiceen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31T00:00:00Z-
dc.rights.embargoreasonThe publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.-
dc.identifier.doihttp://dx.doi.org/10.1054/iccn.2000.1483-
dc.citation.jtitleIntensive and Critical Care Nursing-
dc.citation.issn0964-3397-
dc.citation.volume16-
dc.citation.issue3-
dc.citation.spage164-
dc.citation.epage174-
dc.citation.publicationstatusPublished-
dc.citation.peerreviewedRefereed-
dc.type.statusPublisher version (final published refereed version)-
dc.author.emailpatricia.thomson@stir.ac.uk-
dc.citation.date26/03/2002-
dc.contributor.affiliationHS Research - Stirling-
dc.contributor.affiliationHS Research - Highland-
dc.contributor.affiliationHS Research - Stirling-
dc.rights.embargoterms2999-12-31-
dc.rights.embargoliftdate2999-12-31-
Appears in Collections:Faculty of Health Sciences and Sport Journal Articles

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