In my opinion, the primary function of the MSN-prepared nurse in EBP is to integrate the latest research evidence into their clinical practice, based on prior critical appraisal of findings. However, these specialists also undertake other crucial responsibilities, such as clinical decision-making, patient education, quality improvement, advocacy, and scholarly inquiry. MSN-prepared nurses must ensure that the ethical principles set forth by the World Medical Association (WMA, 2022) are adhered to and that there are no violations of patients’ rights or autonomy. These professionals play an important role in enhancing quality within healthcare settings.
MSN-prepared nurse practitioners’ functions differ from those of RNs because the former have advanced education and training. RNs are accountable for assessing the applicability of practice changes within the healthcare institution (Fencl & Matthews, 2017). As such, they frequently serve as channels for fostering transformation. However, MSN-prepared nurse practitioners have a larger scope of practice, and their responsibilities include diagnostics, treatment, medication prescription, and management of acute and chronic diseases, among others. Therefore, while I currently possess crucial knowledge and some practical skills, I realize that pursuing an MSN will expand my abilities and possibilities in many realms, including EBP.
The literature provides insights into the challenges and opportunities associated with the introduction of EBP. Scholars have identified such barriers as limited comprehension of terminology, insufficient confidence in critically evaluating the research, and time constraints (Fencl & Matthews, 2017). Other typical issues are limited access to technology and a lack of support from managers and colleagues (Clarke et al., 2021; Fencl & Matthews, 2017). Meanwhile, the major facilitators of EPB implementation are cost-effectiveness, flexibility, autonomy, and opportunities for professional development (Mathieson et al., 2018). Despite some difficulties with the EBP application, it is clear that it is a promising approach to improving patient outcomes and developing my professional skills in both my current and future roles.
References
Clarke, V., Lehane, E., Mulcahy, H., & Cotter, P. (2021). Nurse practitioners’ implementation of evidence-based practice into routine care: A scoping review. Worldviews on Evidence-Based Nursing, 18(3), 180-189.
Fencl, J. L., & Matthews, C. (2017). Translating evidence into practice: How advanced practice RNs can guide nurses in challenging established practice to arrive at best practice. AORN Journal, 106(5), 378-392.
Mathieson, A., Grande, G., & Luker, K. (2018). Strategies, facilitators and barriers to implementation of evidence-based practice in community nursing: A systematic mixed-studies review and qualitative synthesis. Primary Health Care Research & Development 20(e6), 1–11.
World Medical Association. (2022). WMA Declaration of Helsinki – Ethical principles for medical research involving human subjects.
