Research & Evidence-Based Practice Project Priorities: 2020

Background, Methods, and Frameworks

Soon after the 2016 ACHNE Research Priorities were released, the Research Committee began grappling with perspective designs. They deliberated on whether to employ a Research “to” Practice (R2P) or Research “for” Practice (R4P) mentality to guide them into the second decade of the 21st century.

By June 2017, ACHNE Research Committee volunteer members collaborated to modernize funding priorities for 2020. Four workgroups were established: a Core Team, a Review Team, the Executive Review Team, and External Reviewers. The roles of each of these teams will be presented in follow-up publications. The entire team was comprised of nurse researchers, educators, practice professionals, and various types of public health and community-based agencies representing all geographic regions of the country.

The figure below depicts the various subcommittees and task groups making up the team. Although the overall team was not comprised of multiple disciplines (interprofessional), it was diverse because it represented a wide variety of nursing academic and practice professionals (intraprofessionals). In addition, the team assessed multiple clinical issues, focusing on the overarching exigency for community-based population health. 

Subcommittees and task groupsSubcommittees and task groups of the Review Team

As a result of teamwork and collaboration, the teams proposed a Research in Action reality established from empirical evidence. The empirical evidence was gathered by completing a research study and using an evidence-based practice (EBP) process. In May 2019, the Research in Action Model was adopted by the Research Committee.  The model combines findings from an integrative review and an EBP process.  Ultimately, ACHNE’s Research in Action Model aligns Community/Public Health Nursing Education, with ACHNE’s Mission and Strategic Goals in order that high-ranking research findings inform practice and education with bi-directionality. The idea is that as research studies and EBP project priorities are unified. The Research Committee contends that unified effort is where membership activity begins. That is, by members collaborating with one another to develop studies, projects, and other scholarly papers such as innovative teaching strategies, assignments, rubrics, and web enhancements, synergy will be created. Further, unified effort will set forth evidence related to Community/Public Health Nursing Education into motion (practice).

ACHNE Research in Action Model

Research Priorities from the Integrative Review

The research study team set out to answer the question: What are the associated concepts of nursing practice from public health and population health that are integral to undergraduate and graduate nursing education in the future? Whittemore and Knafl’s (2005) five-step integrative review process was followed. Fifty-two articles were identified using the key terms: nursing education, population health, community health, public health, graduate, undergraduate, recommendations, and future trends. Teams found that ACHNE is addressing clinical teaching strategies and working with partners in environmental health, emergency response, and culture. The team recommended the following research priorities to upscale research to high-level designs and measurements that adhere to the scientific process. Specifics on how the research priorities were identified are pending dissemination through publication. The four research priorities are listed below.

ACHNE Research Priorities

Evidence-Based Practice Project Priorities

The EBP project priorities team used the Johns Hopkins Evidence-Based Practice Model (© The Johns Hopkins Hospital/The Johns Hopkins University) (permissions obtained) and completed Dang and Dearholt’s (2017) 19-Step Practice-Evidence-Translation Process to determine “What DNP Scholarly projects provide community-based population health outcomes since 2014.  The team reviewed 75 articles and arrived at four EBP project priorities. Specifics on how the EBP project priorities were identified are pending dissemination through publication. The four EBP project priorities are listed below.

ACHNE Evidence Based Practice Project Priorities

Examples for Priorities “in Action”

Please realize that although ACHNE now has two sets of updated priorities, Research and EBP project priorities, the focus remains education that impacts population health. The research priorities are design-focused to build evidence. The EBP project priorities focus on translation of research to practice.

Future work is all about tailoring design and measurement, and adhering to the scientific process in order that high ranking evidence is translated to practice. Below are some examples of how the ACHNE Research Committee envisions implementation of the priorities. Observe how the alignment between theory and practice emerging as unifying efforts.

Topic

Example

Demonstrate unified action across Community/Public Health Nursing Education system levels

Explores concept of readiness in emergency preparedness among home dwelling elderly

Joint research program between school of nursing and practice partner

Explores use of academic health department to implement child vaccinations programs

Inform policy, address health inequity, promote health culture addressing macro, meso and/or micro levels

Use Benner’s model to guide nurse involvement in lobbying for state level policy change for nurse-led health clinic reimbursement

Test and translate theoretical concepts into practice such as integration of an electronic infrastructure offering solutions that align with professional standards and population health benchmarks

Measurement of student learning outcomes from integrating Omaha Systems and QSEN competencies  by use of public health case studies

Demonstrate unified action across Community/Public Health Nursing Education system levels

Create innovative teaching strategy for health policy and psychometrically test rubric to validate both graduate & undergraduate student learning mastery

Joint research program between school of nursing and practice partner

Explores concept of advocacy among DNP students serving on regional addiction prevention task force

Inform policy, address health inequity, promote health culture addressing macro, meso and/or micro levels

Employs focus groups to determine promotional planning via the communication-persuasion matrix to guide a national health promotion/disease prevention campaign for Community/Public Health Nursing Education

Test/translate theoretical concepts into practice IE: integration of an electronic infrastructure offering solutions that align with professional standards and population health benchmarks

Effectiveness of a web-based Resource Center to advance scholarship opportunities/activities among a national Community/Public Health Nursing Education organization, thereby creating an outcomes-based funding database



References

Dang, D., & Dearholt, S. L. (2017). Johns Hopkins nursing evidence-based practice: Model and guidelines. Sigma Theta Tau.

Johns Hopkins Evidence-Based Practice Model. © The Johns Hopkins Hospital/The Johns Hopkins University. Permission.

Whittemore, R., & Knafl, K. (2005). The integrative review: updated methodology. Journal of advanced nursing52(5), 546-553.