Evidence-based practice, or EBP, is a clinical decision-making process in patient care that integrates the best available evidence to solve problems and improve clinical outcomes. Urinary tract infections (UTIs) are common infections that affect the urinary tract and can have many causes based on their origin. The treatment for a UTI is based on its etiology and can range anywhere from increasing fluids to taking antibiotics, based on the severity of its symptoms. UTIs can potentially lead to permanent renal failure and life-threatening sepsis if not treated effectively. Acquiring the most accurate evidence for aiding a novice nurse in treating a patient with a UTI is crucial for proper disease management and preventing recurring infections. Evidence suggests that discouraging the use of EBP research for UTI management halts the transfer of knowledge, leading to worsening symptoms and an increase in prevalence. “In addition, nurses who have had EBP education may not know how to translate EBP knowledge into practice” (Green, 2014). Applying this EBP knowledge into practice can be done so through mentorship. Women make up a disproportionate share of UTI patients, with at least 8 million annual visits to U.S. healthcare institutions for different UTI-related issues.
Most illnesses are cystitis and bladder infections (Brusch, 2020). A lifetime occurrence of a urinary tract infection (UTI) affects 20% of females. Some related names include pyelonephritis (upper UTI), bacteriuria (yeast in urine), and funguria (bacteria in urine) (Brusch, 2020). Locating the UTI, the patient history of physical impairments like diabetes, and aggravating conditions like nephrolithiasis, prostatic abnormalities, and resistant organisms are all crucial components of an effective diagnosis and treatment approach (Brusch, 2020). Educating novice nurses on evidence-based urinary tract infection (UTI) treatment reduces infection rates and improves patient outcomes. As an experienced nurse precepting a new nurse assigned to a UTI patient, communication should promote self-driven learning using reputable sources. First, assessing the nurse’s baseline knowledge allows tailored recommendations on areas needing further research, such as risk factors, signs and symptoms, diagnostic tests, and treatment options for UTIs (Atkins et al., 2020). Express enthusiasm for building competence and offer to discuss or clarify anything unclear.
When researching, instill the importance of scrutinizing source credibility based on the author/organization’s expertise, objectiveness, citable references, currency, accuracy, and intended audience (Atkins et al., 2020). Once quality information is found, apply it under supervision at the patient’s bedside until competence is demonstrated through skilled assessment, sound clinical judgment, and safe care. Provide or guide access to reputable UTI references like peer-reviewed journals through hospital libraries. Offer to show how to search PubMed/CINAHL using the PICO framework combining UTI Problem/Patient/Population details with relevant Intervention and Comparison terms to yield optimal articles with meaningful Outcomes. Also, direct attention to recognized medical institutions’ patient education websites for understandable overviews, like Mayo Clinic’s UTI pages outlining common symptoms (e.g., burning urination), diagnostic tests (e.g., urine culture), and treatment standards (e.g., antibiotics) (Mayo Clinic, 2022). Allow time to study materials before the meeting to discuss key learnings and outstanding questions. By coupling a caring approach with high standards for information quality, new nurses gain confidence in best practices for treating this commonly encountered infection. Success is measured by competent assessment skills, clinical knowledge and safe, effective UTI interventions improving infection cure rates and patient experiences.
Communication Strategies to Encourage Diagnosis-Based Research
To enhance the knowledge and skills of the nursing team in UTI management, it is crucial to establish open communication channels and promote collaborative learning (Aita et al., 2007). In order to elevate the standard of UTI management within the nursing team, fostering a culture of open communication and collaborative learning is essential (Green et al., 2014). Motivating nurses to discuss specific UTI cases and express their research needs while creating an environment where inquiries about evidence-based practices are welcomed and actively encouraged is important for decreasing the prevalence of urinary tract infections (Aita et al., 2007).
It is crucial to provide practical guidance on navigating valuable resources like the Cochrane Library, emphasizing its user-friendly features, and demonstrating effective ways to search for systematic reviews related to UTIs (Cochrane Library, n.d.; Aita et al., 2007). By doing so, nurses can access comprehensive analyses of interventions, treatments, and preventive measures, contributing to their knowledge base (Aita et al., 2007). To further enrich the team’s collective expertise, promoting peer discussions and collaborations centered around UTI research is essential (Aita et al., 2007). Schedule time during team meetings to explore and discuss findings from the Cochrane Library, fostering a collaborative approach to evidence-based solutions (Cochrane Library, n.d.; Aita et al., 2007).
Recognizing the importance of mentorship and knowledge transfer within the nursing team, pairing novice nurses with seasoned counterparts is a valuable strategy (Aita et al., 2007; Green et al., 2014). This collaborative learning approach establishes a supportive relationship where the seasoned nurse provides close supervision, guidance, and practical insights to enhance the novice nurse’s proficiency in delivering care (Aita et al., 2007; Green et al., 2014). This mentorship strategy contributes to skill development and boosts confidence in effectively managing UTIs (Aita et al., 2007). Incorporating these strategies into the team culture ensures continuous professional growth, empowering the new nursing staff to apply evidence-based practices in UTI management (Aita et al., 2007; Green et al., 2014). Regular check-ins and opportunities for shared learning experiences further solidify these collaborative approaches within the clinical setting, ultimately enhancing the overall competence and confidence of the nursing team in addressing UTIs (Aita et al., 2007; Green et al., 2014).
The Best Places to Complete the Research
In healthcare, conducive workplace environments and strategic resource utilization are crucial for effective research. The hospital’s library and resource center are essential hubs for focused exploration, offering a rich collection of scholarly materials (Smith & Schub, 2018). Additionally, dedicated research rooms within the facility provide clinicians with quiet spaces conducive to in-depth analysis, enabling a comprehensive understanding of research findings and their application to clinical scenarios.
Accessing relevant research is facilitated by leveraging the hospital’s subscriptions to reputable medical journal databases, emphasizing resources like CINAHL (Smith & Schub, 2018). CINAHL, which specializes in nursing and allied health literature, provides a user-friendly platform for nurses to explore various peer-reviewed articles and studies (Smith & Schub, 2018). Simultaneously, exploring hospital policy databases and guidelines is imperative to align clinical practices with institutional standards (Smith & Schub, 2018). Incorporating CINAHL’s nursing-centric focus, this integrated approach establishes a strong foundation for evidence-based practice, ensuring healthcare practitioners have access to a spectrum of resources within the dynamic healthcare environment (Smith & Schub, 2018).
Identification of Five Sources for Evidence of Clinical Diagnosis
Properly diagnosing urinary tract infections (UTIs) is critical before initiating treatment, as inaccurate diagnoses can lead to antibiotic overuse, antimicrobial resistance, and poor patient outcomes (Atkins et al., 2020). As an experienced nurse precepting a novice, it is imperative to provide education on evidence-based UTI diagnosis by directing them to reputable nursing information sources. The Worldviews on Evidence-Based Nursing journal, published by the authoritative Cochrane Library, should be the first stop, offering peer-reviewed articles on nursing practices substantiated by research (Atkins et al., 2020). Articles detail rigorous systematic reviews such as the study by Atkins et al. (2020), which synthesized evidence on interventions to reduce catheter-associated UTIs. Next, I recommend perusing the Journal of Continuing Education in Nursing, indexed on MEDLINE/PubMed, for additional research-based guidance to inform nursing education and clinical decision-making (Brusch, 2020). MEDLINE also provides diagnostic summaries like the UTI overview from Brusch (2020), highlighting common signs/symptoms, risk factors, and diagnostic tests.
For understandable, practical overviews geared towards working nurses, suggest accessing the American Nurse Journal from the prominent American Nurses Association or an evidence-based guide like the Urinary Catheter Use and Prevention of Infection guide located in the Cumulative Index to Nursing and Allied Health Literature (CINAHL) database (Mayo Clinic, 2022). Rounding out top sources is the Cochrane Library itself, which houses systematic reviews to inform healthcare practices. Across these diverse evidence-based sources, novice nurses gain tremendous insights on accurately diagnosing UTIs prior to treatment. With UTI misdiagnosis contributing to antibiotic resistance, nurses must consult reputable sources in diagnosing them. By directing novices to leading nursing journals, professional associations, databases, and systematic review libraries, accuracy and evidence-based practice improve decision-making and patient outcomes. Combining practice wisdom and current evidence equips nurses for excellence across the assessment, diagnostic, intervention, and evaluation spectrum.
Explanation of Why the Sources Provide the Best Evidence
The article “Illuminating the Processes of Knowledge Transfer in Nursing” was published in a peer-reviewed journal and specifically addressed the knowledge transfer processes in nursing. Understanding how knowledge is transferred is crucial in evidence-based practice and clinical diagnosis. The source is scholarly, and the content will likely provide insights into effective knowledge transfer methods in nursing. This source contributes to strategies that directly impact the improvement of evidence-based practices within the nursing team. The source by Green et al. was published in a reputable nursing education journal and focuses on increasing the capacity for evidence-based practice. It is particularly relevant for clinical diagnosis as it emphasizes the importance of evidence-based practices. The following source by Smith is a nursing guide. Found in the CINAHL Nursing Guide, this resource provides practical insights into urinary catheter use and infection prevention. As urinary tract infections are a common concern in clinical settings, especially with catheter use, this source can contribute evidence and best practices for diagnosis and prevention. Lim, F. (2023). UTI revisited: Optimizing best practices. American Nurse Journal, 18(12), 6–11. Published in the American Nurse Journal, this article revisits urinary tract infections, focusing on optimizing best practices. Given the recent publication date and the journal’s reputable standing, the content will likely provide updated and relevant information on best practices in UTI diagnosis and management. This reference was chosen because it is the most current and up-to-date, released just last year, and contains the most recent information regarding the utilization of best evidence-based practices used in managing patients who acquire a UTI. The source is a peer-reviewed article from an academic journal in the CINAHL database. Finally, while the Cochrane Library is an essential resource for evidence-based information, it is placed last on this list. The Cochrane Library is a comprehensive resource for systematic reviews; however, its general nature and broad focus make it slightly less specific to the targeted areas of knowledge transfer, evidence-based practice capacity, UTI management, and urinary catheter use.
Conclusion
In conclusion, fostering a culture of open communication and collaborative learning within the nursing team is essential for improving urinary tract infection (UTI) management through evidence-based practice. Communication strategies, such as encouraging discussions, promoting peer collaborations, and implementing mentorship programs, contribute to effectively transferring knowledge and skills among nurses. Emphasizing valuable resources like the Cochrane Library and providing practical guidance on navigating them further enhances the team’s ability to access evidence for UTI management. Identifying credible sources for evidence is crucial in ensuring that nurses receive accurate and reliable information. The recommended sources, including the Worldviews on Evidence-Based Nursing Journal, The Journal of Continuing Education in Nursing, American Nurse Journal, Urinary Catheter Use and Prevention of Infection Nursing Guide, and the Cochrane Library, offer a diverse and comprehensive range of information relevant to clinical diagnosis and evidence-based practices. Each source has been carefully selected based on its scholarly nature, focus on nursing practices, and commitment to evidence-based approaches. Likewise, the emphasis on creating conducive workplace environments and utilizing strategic resources, such as the hospital’s library, research rooms, and medical journal databases like CINAHL, contributes to effective research and continuous learning within the healthcare setting. Integrating these communication strategies, identifying credible sources, and utilizing valuable resources collectively support novice nurses in acquiring the necessary knowledge and skills for evidence-based UTI management. By incorporating these approaches into the nursing team’s culture, we can enhance overall competence, confidence, and the ability to provide optimal care, ultimately contributing to improved patient outcomes in urinary tract infections.
References
Aita M, Richer M, & Héon M. (2007). Illuminating the processes of knowledge transfer in nursing. Worldviews on Evidence-Based Nursing, 4(3), 146–155. https://doi-org.library.capella.edu/10.1111/j.1741-6787.2007.00087.x
Atkins, L., Sallis, A., Chadborn, T., Shaw, K., Schneider, A., Hopkins, S., Bunten, A., Michie, S., & Lorencatto, F. (2020). Reducing catheter-associated urinary tract infections: a systematic review of barriers and facilitators and strategic behavioral analysis of interventions. Implementation Science, 15(1). https://doi.org/10.1186/s13012-020-01001-2
Brusch, J. L. (2020). Urinary Tract Infection (UTI) and Cystitis (Bladder Infection) in Females: Practice Essentials, Background, Pathophysiology. EMedicine. https://emedicine.medscape.com/article/233101-overview
de Queiroz Miranda, M. E., Rosa, M. R., Novelli e Castro, M. C., Mendes Bertoncello Fontes, C., & Mangini Bocchi, S. C. (2023). Nursing protocols to reduce urinary tract infection caused by indwelling catheters: an integrative review. Revista Brasileira de Enfermagem, 76(2), 1–11. https://doi-org.library.capella.edu/10.1590/0034-7167-2022-0067
Green, A., Jeffs, D., Huett, A., Jones, L. R., Schmid, B., Scott, A. R., & Walker, L. (2014). Increasing Capacity for Evidence-Based Practice Through the Evidence-Based Practice Academy. The Journal of Continuing Education in Nursing, 45(2), 83-90. https://doi.org/10.3928/00220124-20140124-20
Lim, F. (2023). UTI revisited: Optimizing best practices. American Nurse Journal, 18(12), 6–11. https://doi-org.library.capella.edu/10.51256/ANJ122306Cochrane Library. (2024, February 1). https://www.cochranelibrary.com/)
Mayo Clinic. (2022, September 14). Urinary tract infection (UTI) – Diagnosis and treatment – Mayo Clinic. Mayoclinic.org. https://www.mayoclinic.org/diseases-conditions/urinary-tract-infection/diagnosis-treatment/drc-20353453
Smith, N., & Schub, T. (2018). Urinary Catheter Use and Prevention of Infection. CINAHL Nursing Guide.
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