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Evidence-Based Practice in Nursing & Healthcare –
Practice Questions & Rationalized Answers
(5th Edition, Melnyk) -
PDF
, TABLE OF CONTENTS
Chapter 1 Making the Case for Evidence-Based Practice and Cultivating a Spirit of Inquiry
Chapter 2 Asking Compelling Clinical Questions
Chapter 3 Finding Relevant Evidence to Answer Clinical Questions
Chapter 4 Critically Appraising Knowledge for Clinical Decision
Making
Chapter 5 Critically Appraising Quantitative Evidence for Clinical Decision
Making Chapter 6 Critically Appraising Qualitative Evidence for Clinical
Decision Making
Chapter 7 Integration of Patient Preferences and Values and Clinician Expertise
into Evidence-Based Decision Making
Chapter 8 Advancing Optimal Care With Robust Clinical Practice Guidelines
Chapter 9 Implementing Evidence in Clinical Settings
Chapter 10 The Role of Outcomes and Evidence- Based Quality Improvement in
Enhancing and Evaluating Practice
Chapter 11 Implementing the Evidence-Based Practice Competencies in Clinical
and Academic Settings to Ensure Healthcare Quality and Improved Patient
Outcomes
Chapter 12 Leadership Strategies for Creating and Sustaining Evidence-Based Practice
Organizations
Chapter 13 Innovation and Evidence: A Partnership in Advancing Best Practice and High
Quality Care
Chapter 14 Models to Guide Implementation and Sustainability of Evidence-Based Practice
Chapter 15 Creating a Vision and Motivating a Change to Evidence-Based Practice in
Individuals, Teams, and Organizations
Chapter 16 Teaching Evidence-Based Practice in Academic Settings
Chapter 17 Teaching Evidence-Based Practice in Clinical Settings
Chapter 18 ARCC Evidence-Based Practice Mentors: The Key to Sustaining Evidence-
Based Practice
,Chapter 19 Using Evidence to Influence Health and Organizational Policy
Chapter 20 Disseminating Evidence Through Presentations, Publications, Health Policy
Briefs, and the Media
Chapter 21 Generating Evidence Through Quantitative and Qualitative Research
Chapter 22 Writing a Successful Grant Proposal to Fund Research and Evidence-Based
Practice Implementation Project
Chapter 23 Ethical Considerations for Evidence Implementation and Evidence Generation
, Chapter 1 Making the Case for Evidence-Based Practice and Cultivating a Spirit of
Inquiry
1. In the hospital where Nurse L. provides care, tradition dictates that oral temperatures be
included in every set of patient vital signs, regardless of patient diagnosis or acuity. This is most
likely an example of which of the following phenomena?
A) The prioritization of internal evidence over external evidence
B) Practice that lacks evidence to support its application
C) The integration of personal expertise into nursing care
D) Evidence-based practice
2. The clinical nurse educator (CNE) on a postsurgical unit has recently completed a
patient chart review after the implementation of a pilot program aimed at promoting early
ambulation following surgery. Which of the following components of EBP is the nurse putting
into practice?
A) Patient preferences
B) Research utilization
C) Experience
D) Internal evidence
3. Nurse R. has observed that reorienting demented patients as frequently as possible tends
to minimize the patients' level of agitation in the evening. The nurse has shared this observation
with a colleague, who is skeptical, stating that, “It's best to stick to evidence-based practice.”
How can Nurse R. best respond?
A) “EBP can include clinicians' personal expertise.”
B) “Personal experience is often more sound than formal evidence-based practice.”
C) “Traditional practice and EBP are usually shown to be the same.”
D) “My years of experience can be just as valuable as any literature review or randomized trial.”
4. Which of the following factors provides the most important rationale for the consistent
implementation of EBP?
A) EBP provides for the most cost-effective patient care.
Evidence-Based Practice in Nursing & Healthcare –
Practice Questions & Rationalized Answers
(5th Edition, Melnyk) -
, TABLE OF CONTENTS
Chapter 1 Making the Case for Evidence-Based Practice and Cultivating a Spirit of Inquiry
Chapter 2 Asking Compelling Clinical Questions
Chapter 3 Finding Relevant Evidence to Answer Clinical Questions
Chapter 4 Critically Appraising Knowledge for Clinical Decision
Making
Chapter 5 Critically Appraising Quantitative Evidence for Clinical Decision
Making Chapter 6 Critically Appraising Qualitative Evidence for Clinical
Decision Making
Chapter 7 Integration of Patient Preferences and Values and Clinician Expertise
into Evidence-Based Decision Making
Chapter 8 Advancing Optimal Care With Robust Clinical Practice Guidelines
Chapter 9 Implementing Evidence in Clinical Settings
Chapter 10 The Role of Outcomes and Evidence- Based Quality Improvement in
Enhancing and Evaluating Practice
Chapter 11 Implementing the Evidence-Based Practice Competencies in Clinical
and Academic Settings to Ensure Healthcare Quality and Improved Patient
Outcomes
Chapter 12 Leadership Strategies for Creating and Sustaining Evidence-Based Practice
Organizations
Chapter 13 Innovation and Evidence: A Partnership in Advancing Best Practice and High
Quality Care
Chapter 14 Models to Guide Implementation and Sustainability of Evidence-Based Practice
Chapter 15 Creating a Vision and Motivating a Change to Evidence-Based Practice in
Individuals, Teams, and Organizations
Chapter 16 Teaching Evidence-Based Practice in Academic Settings
Chapter 17 Teaching Evidence-Based Practice in Clinical Settings
Chapter 18 ARCC Evidence-Based Practice Mentors: The Key to Sustaining Evidence-
Based Practice
,Chapter 19 Using Evidence to Influence Health and Organizational Policy
Chapter 20 Disseminating Evidence Through Presentations, Publications, Health Policy
Briefs, and the Media
Chapter 21 Generating Evidence Through Quantitative and Qualitative Research
Chapter 22 Writing a Successful Grant Proposal to Fund Research and Evidence-Based
Practice Implementation Project
Chapter 23 Ethical Considerations for Evidence Implementation and Evidence Generation
, Chapter 1 Making the Case for Evidence-Based Practice and Cultivating a Spirit of
Inquiry
1. In the hospital where Nurse L. provides care, tradition dictates that oral temperatures be
included in every set of patient vital signs, regardless of patient diagnosis or acuity. This is most
likely an example of which of the following phenomena?
A) The prioritization of internal evidence over external evidence
B) Practice that lacks evidence to support its application
C) The integration of personal expertise into nursing care
D) Evidence-based practice
2. The clinical nurse educator (CNE) on a postsurgical unit has recently completed a
patient chart review after the implementation of a pilot program aimed at promoting early
ambulation following surgery. Which of the following components of EBP is the nurse putting
into practice?
A) Patient preferences
B) Research utilization
C) Experience
D) Internal evidence
3. Nurse R. has observed that reorienting demented patients as frequently as possible tends
to minimize the patients' level of agitation in the evening. The nurse has shared this observation
with a colleague, who is skeptical, stating that, “It's best to stick to evidence-based practice.”
How can Nurse R. best respond?
A) “EBP can include clinicians' personal expertise.”
B) “Personal experience is often more sound than formal evidence-based practice.”
C) “Traditional practice and EBP are usually shown to be the same.”
D) “My years of experience can be just as valuable as any literature review or randomized trial.”
4. Which of the following factors provides the most important rationale for the consistent
implementation of EBP?
A) EBP provides for the most cost-effective patient care.
