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Evidence-based practice (EBP) uses the best evidence available along with clinical expertise and the patient’s opinion to make the best decision when caring for patients (Melnyk & Fineout-Overholt, 2019). Research is the study of a single topic using the scientific process to generate new knowledge (Chien L. Y., 2019, Melnyk & Fineout-Overholt, 2019). Finally, quality improvement is a process that is used by organizations, usually for a specific problem or population, to improve patient care (Melnyk & Fineot-Overholt, 2019). 

All three terms are similar in that they have one goal in common, to improve patient outcomes. However, EBP uses current research and is a rigorous and systematic process to change practice (Melnyk & Fineout-Overholt, 2019). Quality improvement is a form of research because it takes a problem, and action is taken and evaluated to see if that intervention resulted in improved outcomes; however, it does not follow the research process. We have quality improvement (CQI) projects to improve patient outcomes at an organizational and departmental level (Melnyk & Fineot-Overholt, 2019). For example, one year, our CQI project was to improve patient adherence to physical activity goals. One of our actions taken included providing pedometers to our patients. This improved adherence and helped patients meet their physical activity goals. In practice, we have evidence-based guidelines to help guide our decisions for patient care. For example, the American Diabetes Association puts out new evidence-based guidelines with the most up-to-date recommendations every year. Evidence-based guidelines are based on systematic reviews and translated as best practices (Melnyk & Fineot-Overholt, 2019). Since I don’t have time to read every article published on a topic, I can refer to the guidelines. As a certified diabetes educator, I have the American Diabetes Association guidelines and my clinical expertise and patient beliefs and values to make the best decision for my patients. That is putting evidence (research) into practice (EBP). However, not everything is in the guidelines, and I often must refer to current research to help guide my practice as a diabetes educator. That is one of the reasons I decided to go back to school for my MSN. I struggled to find information on a topic and then had difficulty interpreting the findings. I learned so much last semester in our Nursing Research course about appraising current research, and I feel more confident in my current and future role as a nurse practitioner.

Nursing research plays a vital role for EBP and is needed for EBP to be effective (Powers, 2019). Powers (2019) explains that nursing research provides the foundation for nursing practice, and I agree. The EBP process includes searching and collecting research evidence and processing the findings by critically appraising the articles (Melnyk & Fineout-Overholt, 2019). If there is not enough research on our topic, we might consider broadening our search. On the other hand, too much information on a topic might mean that we need to be more specific (Melnyk & Fineout-Overholt, 2019). Therefore, appraising research will be a critical step in our EBP project.