, TESTBANK FOR Translation of Evidence Into
Nursing and Healthcare, 4th Edition White
Notes
1- The file is chapter after chapter.
2- We have shown you few pages sample.
3- The file contains all Appendix and Excel sheet
if it exists.
4- We have all what you need, we make update
at every time. There are many new editions
waiting you.
5- If you think you purchased the wrong file You
can contact us at every time, we can replace it
with true one.
Our email:
,INSTRUCTOR MANUAL to Accompany
Translation of Evidence Into
Nursing and Healthcare
FOURTH EDITION
Kathleen M. White, PhD, RN, NEA-BC, FAAN
Sharon Dudley-Brown, PhD, RN, FNP-BC, FAAN, FAANP
Mary F. Terhaar, PhD, RN, ANEF, FAAN
EDITORS
Copyright © 2024 Springer Publishing Company, LLC
All rights reserved.
Textbook ISBN: 978-0-8261-9115-1
This work is protected by U.S. copyright laws and is provided solely for the use of instructors in teaching their courses and as an aid
for student learning. No part of this publication may be sold, reproduced, stored in a retrieval system, or transmitted in any form or
by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Springer Publishing
Company, LLC. The author and the publisher of this Work have made every effort to use sources believed to be reliable to provide
information that is accurate and compatible with the standards generally accepted at the time of publication. The author and
publisher shall not be liable for any special, consequential, or exemplary damages resulting, in whole or in part, from the readers’
use of, or reliance on, the information contained in this book. The publisher has no responsibility for the persistence or accuracy of
1
,URLs for external or third-party websites and does not guarantee that any content on such websites is, or will remain, accurate or
appropriate.
2
,CONTENTS
Chapter 1. EVIDENCE-BASED PRACTICE
Chapter 2. THE SCIENCE OF TRANSLATION AND MAJOR FRAMEWORKS
Chapter 3. CHANGE THEORIES FOR TRANSLATION
Chapter 4. TRANSLATION OF EVIDENCE TO IMPROVE CLINICAL OUTCOMES
Chapter 5. TRANSLATION OF EVIDENCE FOR IMPROVING SAFETY AND QUALITY
Chapter 6. TRANSLATION OF EVIDENCE FOR LEADERSHIP
Chapter 7. TRANSLATION OF EVIDENCE FOR HEALTH POLICY
Chapter 8. METHODS FOR TRANSLATION
Chapter 9. PROJECT MANAGEMENT FOR TRANSLATION
Chapter 10. DATA MANAGEMENT AND EVALUATION OF TRANSLATION
Chapter 11. EDUCATION: AN ENABLER OF TRANSLATION
Chapter 12. INFORMATION TECHNOLOGY: A FOUNDATION FOR TRANSLATION
Chapter 13. TEAMWORK FOR TRANSLATION
Chapter 14. BARRIERS AND FACILITATORS TO TRANSLATION
Chapter 15. ETHICAL RESPONSIBILITIES IN THE TRANSLATION OF EVIDENCE
AND EVALUATION OF OUTCOMES
Chapter 16. LEGAL ISSUES IN TRANSLATION
Chapter 17. DISSEMINATION OF EVIDENCE
Chapter 18. ACUTE CARE EXEMPLARS
Chapter 19. PRIMARY CARE EXEMPLARS
3
,Chapter 20. CERTIFIED REGISTERED NURSE ANESTHETISTS (CRNA)
EXEMPLARS
Chapter 21. HEALTH SYSTEMS EXEMPLARS
Chapter 22 TEAM PROJECTS EXEMPLARS
4
,Chapter 1
EVIDENCE-BASED PRACTICE
LEARNING OBJECTIVES
After completing this chapter, students will be able to:
● Describe the five factors that have led to a greater need for clinicians to use
evidence to guide their practice.
● Understand the historical roots of evidence-based practice (EBP) in nursing.
● Summarize how the high visibility of healthcare’s quality and safety movement
has contributed to the greater need for EBP.
● Discuss the importance of conceptual frameworks and key EBP models used in
nursing today.
DISCUSSION QUESTIONS
1. How has the high visibility of healthcare's quality and safety movement
contributed to the greater need for EBP?
Suggested response: As quality and safety have moved to the forefront of
healthcare, clinicians need to know what practices can best improve and
optimize patient outcomes. In addition to patient health outcomes, patient
satisfaction is crucial to optimize the patient experience. The use of EBP can
ultimately improve the quality of care and safety of patients by using research-
based practices that have been proven to lead to the best outcomes.
2. What strategies should healthcare organizations use when selecting and
implementing an EBP model?
Suggested response: When selecting an EBP model, it is imperative to use a
systematic and formal process to determine which model would fit best with the
organization. During the selection process, it is important to consider the
elements of EBP models that are important to the organization, whether they
apply to all clinical situations and populations, the usability of the model, and
whether the model has been properly tested. Once a model is selected, staff
should be educated and trained to incorporate the EBP into their practice. The
organization should provide ample resources to support the implementation of
the chosen EBP model.
3. What is the goal of using a standardized approach delineated by the various
models and tools, such as offered by the Johns Hopkins EBP model, when
asking a practice question and searching for evidence?
1
, Suggested response: The goal in using standardized tools is to increase the
likelihood that more reliable, better decisions are made. Each practice question
and evidence search should be approached in a similar, systematic manner to
ensure that all types of evidence are reviewed such that in each review, relevant
stakeholders, practitioner and patent experience and the local (community,
health system or organizational) culture are all considered.
4. How is the PICO format used to develop and refine an EBP question?
Suggested response: The PICO format is used to help identify key terms to use
during an evidence search. PICO is an acronym that stands for various
components of an effective search. The “P” stands for patient, population, or
problem, “I” stands for intervention, “C” stands for comparison with other
treatments, and “O” stands for outcome. The use of these search terms can help
with the development and refinement of an EBP question.
5. What first step should be completed when using Rosswurm and Larrabee’s
model for Evidence-Based Practice Change?
Suggested response: The first step of the model involves assessing the need
for change in practice by comparing internal and external data. To compare
internal and external data, you must first collect internal data about current
practices. Once this data is collected, it can be compared with external data, and
the problem can be identified. During this step, it is important to include all
relevant stakeholders so they can contribute to the translation process.
2
,Chapter 2
THE SCIENCE OF TRANSLATION AND MAJOR
FRAMEWORKS
LEARNING OBJECTIVES
After completing this chapter, students will be able to:
Describe the key developments in translation theory and models since the 1990s.
Identify the important components of the translation models and frameworks.
Summarize the actions taken by the Translating Research Into Practice (TRIP)
programs to decrease translation time.
Understand the importance of evaluating and using equity, justice, and non-
discrimination when translating evidence into practice.
DISCUSSION QUESTIONS
1. What actions have the TRIP programs taken to decrease the time it takes to
translate research evidence into clinical practice?
Suggested response: The Agency for Healthcare Research and Quality
(AHRQ) TRIP program funded research projects to generate knowledge and to
better understand the translation of evidence into clinical practice. The TRIP-I
program funded 14 projects in 1999 to increase understanding of approaches
that promoted using evidence to improve patient care. The TRIP-II program
funded 13 additional projects to build on the first program and to focus on
implementation techniques and factors. In 2005, the National Institutes of Health
(NIH) TRIP-II research studies focused on the barriers and facilitators to
translation, developing intervention and implementation strategies, and
evaluating strategies to increase translation.
2. What are the three phases of the AHRQ Knowledge Transfer Model? What is the
purpose of each phase?
Suggested response: The first phase of the model is knowledge creation and
distillation. This phase involves conducting research and then going through it to
determine how it can be meaningful to potential users. The second phase is
diffusion and dissemination. Different strategies are used during this phase to
share the new knowledge with others. The third phase is end-user adoption,
implementation, and institutionalization. This phase aims to conduct activities to
ensure proper implementation and translation of the knowledge.
1
, 3. According to the Promoting Action on Research Implementation in Health
Services (PARiHS), successful implementation is a function of what core
elements?
Suggested response: The PARiHS framework suggests that successful
implementation is a function of three core elements. These elements include
clarity about the nature of the evidence being used, the quality of the context,
and the type of facilitation needed to ensure a successful change process.
4. According to the RE-AIM Pragmatic Robust Implementation and Sustainability
Model (PRISM), what contextual factors influence translation?
Suggested response: According to the RE-AIM PRISM, external and internal
contextual factors can influence translation. External contextual factors include
policy, resources, guidelines, and incentives. Internal contextual factors include
multilevel organizational and patient characteristics, patient perspectives, and
implementation and sustainability infrastructure.
5. What strategies can be used to incorporate considerations of the social
determinants of health and health equity when translating evidence into practice?
Suggested response: Several strategies can be used to increase attention to
the social determinants of health and health equity when planning translation
efforts. First, involving stakeholders and vulnerable populations is important to
ensure that different voices are heard. In addition, consult with the stakeholders
to ensure the translation is applicable and relevant. Also, equity can be
integrated into implementation models. Finally, it is important to evaluate the
performance gap and the barriers to care that vulnerable populations face.
2
Nursing and Healthcare, 4th Edition White
Notes
1- The file is chapter after chapter.
2- We have shown you few pages sample.
3- The file contains all Appendix and Excel sheet
if it exists.
4- We have all what you need, we make update
at every time. There are many new editions
waiting you.
5- If you think you purchased the wrong file You
can contact us at every time, we can replace it
with true one.
Our email:
,INSTRUCTOR MANUAL to Accompany
Translation of Evidence Into
Nursing and Healthcare
FOURTH EDITION
Kathleen M. White, PhD, RN, NEA-BC, FAAN
Sharon Dudley-Brown, PhD, RN, FNP-BC, FAAN, FAANP
Mary F. Terhaar, PhD, RN, ANEF, FAAN
EDITORS
Copyright © 2024 Springer Publishing Company, LLC
All rights reserved.
Textbook ISBN: 978-0-8261-9115-1
This work is protected by U.S. copyright laws and is provided solely for the use of instructors in teaching their courses and as an aid
for student learning. No part of this publication may be sold, reproduced, stored in a retrieval system, or transmitted in any form or
by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Springer Publishing
Company, LLC. The author and the publisher of this Work have made every effort to use sources believed to be reliable to provide
information that is accurate and compatible with the standards generally accepted at the time of publication. The author and
publisher shall not be liable for any special, consequential, or exemplary damages resulting, in whole or in part, from the readers’
use of, or reliance on, the information contained in this book. The publisher has no responsibility for the persistence or accuracy of
1
,URLs for external or third-party websites and does not guarantee that any content on such websites is, or will remain, accurate or
appropriate.
2
,CONTENTS
Chapter 1. EVIDENCE-BASED PRACTICE
Chapter 2. THE SCIENCE OF TRANSLATION AND MAJOR FRAMEWORKS
Chapter 3. CHANGE THEORIES FOR TRANSLATION
Chapter 4. TRANSLATION OF EVIDENCE TO IMPROVE CLINICAL OUTCOMES
Chapter 5. TRANSLATION OF EVIDENCE FOR IMPROVING SAFETY AND QUALITY
Chapter 6. TRANSLATION OF EVIDENCE FOR LEADERSHIP
Chapter 7. TRANSLATION OF EVIDENCE FOR HEALTH POLICY
Chapter 8. METHODS FOR TRANSLATION
Chapter 9. PROJECT MANAGEMENT FOR TRANSLATION
Chapter 10. DATA MANAGEMENT AND EVALUATION OF TRANSLATION
Chapter 11. EDUCATION: AN ENABLER OF TRANSLATION
Chapter 12. INFORMATION TECHNOLOGY: A FOUNDATION FOR TRANSLATION
Chapter 13. TEAMWORK FOR TRANSLATION
Chapter 14. BARRIERS AND FACILITATORS TO TRANSLATION
Chapter 15. ETHICAL RESPONSIBILITIES IN THE TRANSLATION OF EVIDENCE
AND EVALUATION OF OUTCOMES
Chapter 16. LEGAL ISSUES IN TRANSLATION
Chapter 17. DISSEMINATION OF EVIDENCE
Chapter 18. ACUTE CARE EXEMPLARS
Chapter 19. PRIMARY CARE EXEMPLARS
3
,Chapter 20. CERTIFIED REGISTERED NURSE ANESTHETISTS (CRNA)
EXEMPLARS
Chapter 21. HEALTH SYSTEMS EXEMPLARS
Chapter 22 TEAM PROJECTS EXEMPLARS
4
,Chapter 1
EVIDENCE-BASED PRACTICE
LEARNING OBJECTIVES
After completing this chapter, students will be able to:
● Describe the five factors that have led to a greater need for clinicians to use
evidence to guide their practice.
● Understand the historical roots of evidence-based practice (EBP) in nursing.
● Summarize how the high visibility of healthcare’s quality and safety movement
has contributed to the greater need for EBP.
● Discuss the importance of conceptual frameworks and key EBP models used in
nursing today.
DISCUSSION QUESTIONS
1. How has the high visibility of healthcare's quality and safety movement
contributed to the greater need for EBP?
Suggested response: As quality and safety have moved to the forefront of
healthcare, clinicians need to know what practices can best improve and
optimize patient outcomes. In addition to patient health outcomes, patient
satisfaction is crucial to optimize the patient experience. The use of EBP can
ultimately improve the quality of care and safety of patients by using research-
based practices that have been proven to lead to the best outcomes.
2. What strategies should healthcare organizations use when selecting and
implementing an EBP model?
Suggested response: When selecting an EBP model, it is imperative to use a
systematic and formal process to determine which model would fit best with the
organization. During the selection process, it is important to consider the
elements of EBP models that are important to the organization, whether they
apply to all clinical situations and populations, the usability of the model, and
whether the model has been properly tested. Once a model is selected, staff
should be educated and trained to incorporate the EBP into their practice. The
organization should provide ample resources to support the implementation of
the chosen EBP model.
3. What is the goal of using a standardized approach delineated by the various
models and tools, such as offered by the Johns Hopkins EBP model, when
asking a practice question and searching for evidence?
1
, Suggested response: The goal in using standardized tools is to increase the
likelihood that more reliable, better decisions are made. Each practice question
and evidence search should be approached in a similar, systematic manner to
ensure that all types of evidence are reviewed such that in each review, relevant
stakeholders, practitioner and patent experience and the local (community,
health system or organizational) culture are all considered.
4. How is the PICO format used to develop and refine an EBP question?
Suggested response: The PICO format is used to help identify key terms to use
during an evidence search. PICO is an acronym that stands for various
components of an effective search. The “P” stands for patient, population, or
problem, “I” stands for intervention, “C” stands for comparison with other
treatments, and “O” stands for outcome. The use of these search terms can help
with the development and refinement of an EBP question.
5. What first step should be completed when using Rosswurm and Larrabee’s
model for Evidence-Based Practice Change?
Suggested response: The first step of the model involves assessing the need
for change in practice by comparing internal and external data. To compare
internal and external data, you must first collect internal data about current
practices. Once this data is collected, it can be compared with external data, and
the problem can be identified. During this step, it is important to include all
relevant stakeholders so they can contribute to the translation process.
2
,Chapter 2
THE SCIENCE OF TRANSLATION AND MAJOR
FRAMEWORKS
LEARNING OBJECTIVES
After completing this chapter, students will be able to:
Describe the key developments in translation theory and models since the 1990s.
Identify the important components of the translation models and frameworks.
Summarize the actions taken by the Translating Research Into Practice (TRIP)
programs to decrease translation time.
Understand the importance of evaluating and using equity, justice, and non-
discrimination when translating evidence into practice.
DISCUSSION QUESTIONS
1. What actions have the TRIP programs taken to decrease the time it takes to
translate research evidence into clinical practice?
Suggested response: The Agency for Healthcare Research and Quality
(AHRQ) TRIP program funded research projects to generate knowledge and to
better understand the translation of evidence into clinical practice. The TRIP-I
program funded 14 projects in 1999 to increase understanding of approaches
that promoted using evidence to improve patient care. The TRIP-II program
funded 13 additional projects to build on the first program and to focus on
implementation techniques and factors. In 2005, the National Institutes of Health
(NIH) TRIP-II research studies focused on the barriers and facilitators to
translation, developing intervention and implementation strategies, and
evaluating strategies to increase translation.
2. What are the three phases of the AHRQ Knowledge Transfer Model? What is the
purpose of each phase?
Suggested response: The first phase of the model is knowledge creation and
distillation. This phase involves conducting research and then going through it to
determine how it can be meaningful to potential users. The second phase is
diffusion and dissemination. Different strategies are used during this phase to
share the new knowledge with others. The third phase is end-user adoption,
implementation, and institutionalization. This phase aims to conduct activities to
ensure proper implementation and translation of the knowledge.
1
, 3. According to the Promoting Action on Research Implementation in Health
Services (PARiHS), successful implementation is a function of what core
elements?
Suggested response: The PARiHS framework suggests that successful
implementation is a function of three core elements. These elements include
clarity about the nature of the evidence being used, the quality of the context,
and the type of facilitation needed to ensure a successful change process.
4. According to the RE-AIM Pragmatic Robust Implementation and Sustainability
Model (PRISM), what contextual factors influence translation?
Suggested response: According to the RE-AIM PRISM, external and internal
contextual factors can influence translation. External contextual factors include
policy, resources, guidelines, and incentives. Internal contextual factors include
multilevel organizational and patient characteristics, patient perspectives, and
implementation and sustainability infrastructure.
5. What strategies can be used to incorporate considerations of the social
determinants of health and health equity when translating evidence into practice?
Suggested response: Several strategies can be used to increase attention to
the social determinants of health and health equity when planning translation
efforts. First, involving stakeholders and vulnerable populations is important to
ensure that different voices are heard. In addition, consult with the stakeholders
to ensure the translation is applicable and relevant. Also, equity can be
integrated into implementation models. Finally, it is important to evaluate the
performance gap and the barriers to care that vulnerable populations face.
2
