From the desk of Adrianne E. Avillion, DEd, RN

Staff Development Weekly: Insight on Evidence-Based Practice in Education, April 6, 2012

Editor's note: This feature is written by nursing professional development expert Adrianne E. Avillion, DEd, RN. Each week, Adrianne writes about an important issue in the area of professional development or answers reader questions. If you have a question for Adrianne, e-mail her at

Communicating your EBP findings
EBP in Nursing Professional Development (NPD) requires that we communicate with each other and with members of other departments (including administration) in a manner that clearly explains what we do, why we do it, and what impact our actions have on job performance and patient outcomes. Focusing on evidence prevents us from going off track and talking about facets of our practice that are not relevant to others.

For example, if we are discussing nursing orientation with nurse managers we don't want to become embroiled in discussions about a particular nurse's failure to move swiftly through orientation or how a certain preceptor is rude to new nurses. By speaking in terms of evidence we can explain, briefly, the program we are talking about (i.e., orientation), what evidence we have pertaining to impact and other evaluation levels as appropriate, and what, if any, actions need to be taken as a result of the evidence we have.

By speaking in evidence-based terms, we stay on topic and don't veer off into a discussion of personalities or the latest hospital gossip. Don't rely solely on your memory. Bring notes that help you to focus on evidence such as turnover rates, patient outcomes, etc. This will not only help you to describe the impact of education but will enhance your communication skills and credibility as well.

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