Similarities and Differences Between Evidence-Based Practice, Research Studies,

Similarities and Differences Between Evidence-Based Practice, Research Studies, and Nursing Research.
The healthcare sector is becoming more and more complicated; hence the patient’s experience has become the main focus. For this reason, many nurses are actively and continuously participating in evidence-based practice (EBP), research studies, and nursing research to ensure that the patients’ outcomes are enhanced. Evidence-based practice (EBP), research studies, and nursing research have common differences and similarities that make it difficult or easy for nursing professionals to determine the best alternative to evaluate a clinical challenge. The paper discusses the similarities and differences between evidence-based practice (EBP), research studies, and nursing research.
All three research methods support the three main goals of magnet recognition and the magnet model of knowledge innovation and improvement components. These goals include disseminating the best practices in the nursing services and practices, determining excellence in the service delivery to residents or patients, and quality enhancement of professional practice through various settings. To realize the objectives of magnetic recognition and the new magnet model of knowledge, innovation, and components of improvement, all nurses of healthcare institutions are expected to be engaged. However, many nurses are unaware of the significance and contributions to developing new knowledge, improvements, and innovations needed among these processes.
The EBP process is a lifelong method in clinical practice that involves integrating systematic research and accurate research study synthesis, patient preferences, clinical professionalism, and values (Barwick, 2014). In contrast, the research process is the integration of research developments, analysis, and testing to create and contribute to generalized knowledge. Nursing research involves the combination of patients, families, healthcare experts, planners, researchers, and educators attempting to make changes that can lead to significant professional growth and better patient performance in the system.
In their purposes, the research process tests the research hypothesis, answers research questions, and describes, explores, predicts, discovers, and explains the hypothesis. The EBP process promotes consistency in nursing practice, enhances treatment efficiency, and encourages approaches taken (Meijuan Cao, Shu Li, & Zhu, 2019). The nursing process helps improve health care in a specific environment faster, maximizing cost-effectiveness, comparing institutions to their standards, and making the process more effective.
In their impacts, the research process generates new ideas, knowledge, and practice skills hence adding to the knowledge and skills of the health professional (T.Conner, 2014). The methods apply quantitative and qualitative research methods such as research questionnaires, scientific or hypothesis techniques, practice implications, and research findings dissemination. The EBP process translates the skills and knowledge for practice enhancement. It applies the PICOT methods, evaluation of results, evidence in practice, finding the appropriate clinical evidence, ACE star model of transforming knowledge, and evidence appraisal. The nursing research process helps strengthen the patients’ healthcare process in any healthcare environment. It applies methods such as lean six sigma, plan-do-study-act (PDSA), Plan-do-check-act (PDCA), and six sigma (LoBiondo-Wood & Haber, 2016).
In conclusion, there are numerous similarities and differences between evidence-based practice (EBP), research studies, and nursing research. The processes apply the three main goals of magnet recognition and the magnet model of knowledge innovation and improvement components. Their differences are evident in the methods used for research purposes and their impacts on nursing practice.

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