Building a framework for getting evidence into critical care education and practice



Thomson P, Angus NJ & Scott J (2000) Building a framework for getting evidence into critical care education and practice. Intensive and Critical Care Nursing, 16 (3), pp. 164-174.

One challenge for nurse educators is how best to enhance the integration of theory and practice elements in relation to critical care nursing. Practice should be evidence-based, i.e. the best available empirical evidence, including recent research findings, should be applied in practice in order to aid clinical decision-making. Barriers to the implementation of research exist at many levels including the individual practitioner, the clinical team, the practice setting and wider organizational factors. The authors propose that clinical guidelines can provide a vital link between theory and practice. At varying levels the use of care protocols, clinical pathways and algorithmic guidelines (provided they are rigorously reviewed and evidence-based) can help infuse research into practice, thereby promoting quality and standardization of care. The purpose of this paper is to discuss the value and use of these frameworks in promoting and raising awareness of the need for and use of evidence-based approaches to critical care education and practice. In this paper, we present outline information relating to an assessment method, adopted for continuing education courses in critical care within our department. This approach is designed to combine the best available evidence with reflective practice through the assessment process.

Intensive and Critical Care Nursing: Volume 16, Issue 3

Publication date30/06/2000
Publication date online26/03/2002
Date accepted by journal06/02/2000
PublisherElsevier for the Royal College of Nursing Critical Care Nursing Forum and Churchill Livingstone

People (1)


Mrs Julia Scott

Mrs Julia Scott

Senior Teaching Fellow, Health Sciences Stirling