Models of Implementation of Evidence Based Practice (EBP) in Nursing
- Overview of the ACE Star model
- Relevance of the ACE Star model
- Unique Insight of the ACE Star model
- Steps of the ACE Star model
- Summary of the presentation
Evidence Based Practice (EBP) is regarded as the best approach through which graduate nurses can improve safe delivery of healthcare services for better patient outcomes. It entails the use of the finest accessible evidence to make critical decisions and offer effective and active care for patients. The implementation of EBP is however challenging despite being embraced widely in the nursing fraternity. To overcome the challenges encountered in the implementation of the best EBP, different organizations and individuals have developed a number of supportive theories and models. In this paper, focus shall be on the ACE (Academic Center for Evidence-Based Practice) Star Model of Knowledge Transformation (Ramis et al., 2019). The presentation involves the overview of the model, its relevance, unique insights as well as the steps to be followed when using the model.
Overview of the ACE Star Model
- Developed by Dr. Kathleen Stevens
- Integrates old and new conceptions of healthcare
- Framework for unifying EBP processes and approaches
- Shows connection of stages of knowledge transformation
- Highlights the distinctive aspects of EBP
The ACE Star Model was developed by Dr. Kathleen Stevens with facilitation and assistance of the staff at the University of Texas Health Science Center. Stevens’ desire was to develop a model that would help practitioners to understand the sequences, nature, and features of knowledge applied across the different aspects of EBP. The model works through integrating both the old as well as the latest developments in the improvement of healthcare delivery. It provides an inclusive organization of the various EBP processes and tactics through which medical evidence is used to enable first-grade clinical decision-making (Christenbery, 2017). It involves accustomed practices and also lays emphasis on the unique aspects of EBP.
Relevance the ACE Star model
- Simplifies volumes of scientific knowledge
- Integrated in the different perspective of EBP
- Coordinates the inspection and implementation of EBP
- Streamlines nursing into a proper system of EBP
- Ensures constant updating of EBP systems
The ACE Star Model simplifies the load of scientific writings through the various stages of knowledge transformation that are easy to understand and implement. Through the ACE Star Model, previous research studies in clinical nursing are integrated in the perspective of EBP. Therefore, it functions as a coordinator for scrutinizing and implementing EBP, and streamlines nursing into a proper system of EBP (Ramis et al., 2019). They cycle of knowledge transformation also provides a foundation for continuously updating EBP with fresh evidence.
Unique Insight of the ACE Star model
- Centered on promoting the use of EBP
- Based on knowledge transformation
- Makes use of qualitative evidence
- Identifies factors affecting innovation
- Is not based on non-researched information
The ACE Star Model focuses to enhance the use of EBP in a distinctive way for the community nurses. It achieves this uniqueness by using carefully researched qualitative evidence. The main aim of the model is to facilitate knowledge transformation (Alvarez et al., 2021). In addition, it does not include non-research data such as the experience of the practitioners or patient values. The model simply finds factors that influence the acceptance of innovation.
Steps of the ACE Star model of Knowledge Transformation
- Discovering new knowledge through research
- Summarizing of the acquired knowledge and evidence
- Translating the evidence into guidelines
- Integrating the evidence into practice
- Evaluating the impact of EBP
The ACE Star Model functions through a series of five steps. The process starts with the discovery of fresh knowledge by conducting scrutinizing past and present research studies. Second, the knowledge and evidence acquired in the first step is summarized into a meaningful, simple and organized form. It involves generating new knowledge through the findings. Third, the new knowledge is translated into a standard of best practice in clinical nursing. At this stage new guidelines are developed based on the summary of evidence obtained in step two. In the fourth stage, the guidelines are integrated into practice through effective and efficient decision-making for high-quality healthcare delivery. It entails the greatest impact of the EBP on individuals and organizations. Lastly, an evaluation of the EBP is conducted to assess its impact on patient outcomes (Christenbery, 2017). It involves exploring the effect of the application of EBP on patient healthiness, provider fulfillment, financial effect, effectiveness, and the productivity of the community nurses.
Summary of the Presentation
- Link between EBP and ACE Star Model
- Who developed the ACE Star Model?
- How does ACE Star Model function?
- Is the ACE Star Model function relevant?
- How is the ACE Star Model unique?
The summary involves answering five key questions out of the presentation. The EBP needs to be implemented within a framework in order to be relevant in the nursing profession. The ACE Star Model provides a simple and organized structure of transforming knowledge into practice. Developed by Dr. Stevens, the model works through five key steps through which knowledge is acquired, organized and applied. It involves accustomed practices and also lays emphasis on the unique aspects of EBP (Alvarez et al., 2021). By integrating the old as well as the latest research developments, the ACE Star Model helps to improve in healthcare delivery.
Alvarez, G., Justribo, C., Sundberg, T., Thomson, O.P. and Leach, M.J. (2021). A national cross-sectional survey of the attitudes, skills and use of evidence-based practice amongst Spanish osteopaths. BMC Health Services Research, 21(1):130. Web.
Christenbery, T.L. (2017). Evidence-based practice in nursing: Foundations, skills, and roles. Springer Publishers.
Ramis, M.A., Chang, A., Conway, A., David. L., Munday, J. and Nissen, L. (2019). Theory-based strategies for teaching evidence-based practice to undergraduate health students: A systematic review. BMC Medical Education 19, 267. Web.