Johns Hopkins Nursing Evidence-Based Practice Thrid Edition: Model and Guidelines

(^64) Johns Hopkins Nursing Evidence-Based Practice: Model and Guidelines, Third Edition
to define and develop a comprehensive understanding of the problem, followed
by refinement of the evidence-based practice (EBP) question, identification of
stakeholders, selection of a project leader, assignment of team responsibilities, and
development of the meeting schedule. The Johns Hopkins Nursing Evidence-Based
Practice (JHNEBP) Question Development Tool (see Appendix B) facilitates this
phase.

The Interprofessional EBP Team

Having interprofessional representation on the EBP team is critical to the team’s

success. The range of disciplines of team members depends on the focus and

scope of the problem. For example, if the problem is postoperative hypothermia

management, representatives from anesthesia and surgery should be included.

Anticipating whose practice may be affected determines which individuals or

groups should be involved either as team members or as stakeholders. The EBP

team members should have expertise relevant to the problem under consider-

ation. Usually, the team includes nurses, physicians, and other professional staff

who contribute significantly or are knowledgeable of the problem. For example,

if the question relates to best practices in the management of nausea for the pa-

tient undergoing chemotherapy, the team may consist of nurses, pharmacists, and

oncologists.

The number of members should be small enough to promote efficiency and be

large enough to provide content expertise—typically, six to eight people. Con-

sider involving a patient as a stakeholder or team member for patient-centered

Box 4.1 Steps in Practice-Question Phase—the P in PET Process

Step 1: Recruit the interprofessional team

Step 2: Define the problem

Step 3: Develop and refine the EBP question

Step 4: Identify the stakeholders

Step 5: Determine the responsibility for project leadership

Step 6: Schedule the team meetings