Translation of Evidence Into Nursing and Healthcare

Designed as both a text for the DNP curriculum and a practical resource for seasoned health professionals, this acclaimed book demonstrates the importance of using an interprofessional approach to translating evidence into nursing and healthcare practice in both clinical and nonclinical environments. This third edition reflects the continuing evolution of translation frameworks by expanding the Methods and Process for Translation section and providing updated exemplars illustrating actual translation work in population health, specialty practice, and the healthcare delivery system. It incorporates important new information about legal and ethical issues, the institutional review process for quality improvement and research, and teamwork and building teams for translation. In addition, an unfolding case study on translation is threaded throughout the text.

Reorganized for greater ease of use, the third edition continues to deliver applicable theory and practical strategies to lead translation efforts and meet DNP core competency requirements. It features a variety of relevant change-management theories and presents strategies for improving healthcare outcomes and quality and safety. It also addresses the use of evidence to improve nursing education, discusses how to reduce the divide between researchers and policy makers, and describes the interprofessional collaboration imperative for our complex healthcare environment. Consistently woven throughout are themes of integration and application of knowledge into practice.

NEW TO THE THIRD EDITION:
• Expands the Methods and Process for Translation section
• Provides updated exemplars illustrating translation work in population health, specialty practice, and the healthcare delivery system
• Offers a new, more user-friendly format
• Includes an entire new section, Enablers of Translation
• Delivers expanded information on legal and ethical issues
• Presents new chapter, Ethical Responsibilities of Translation of Evidence and Evaluation of Outcomes
• Weaves an unfolding case study on translation throughout the text

KEY FEATURES:
• Delivers applicable theories and strategies that meet DNP core requirements
• Presents a variety of relevant change-management theories
• Offers strategies for improving outcomes and quality and safety
• Addresses the use of evidence to improve nursing education
• Discusses how to reduce the divide between researchers and policy makers
• Supplies extensive lists of references, web links, and other resources to enhance learning
• Purchase includes digital access for use on most mobile devices or computers

Kathleen M. White, PhD, RN, NEA-BC, FAAN, is a professor at the Johns Hopkins University School of Nursing. She holds a joint faculty appointment in the Hopkins Carey School of Business and the Hopkins School of Education. Dr. White also holds a joint appointment as a clinical nurse specialist (CSN) at Johns Hopkins Hospital, where she was a member of a collaborative team that developed the widely published, award-winning Johns Hopkins Nursing Evidence-Based Practice Model and guidelines. Dr. White was a senior advisor at the Health Resources and Services Administration from 2010 to 2013, where she worked in the National Center for Health Workforce Analysis and the Office of Performance Management. Her numerous practice policy and leadership roles have included serving as the chairperson of the American Nursing Association Congress on Nursing Practice and Economics from 2006 to 2010, as a member of the Maryland Governor's Health Quality and Cost Council from 2009 to 2015, and the Maryland Patient Safety Center's board of directors, where she served as their inaugural chairperson until 2011. She currently serves on the Maryland Health Care Commission's Hospital Performance Evaluation Guide Advisory Committee and is the vice-chairperson of the Johns Hopkins Howard County General Hospital Board of Trustees.

Sharon Dudley-Brown, PhD, RN, FNP-BC, FAAN, is an associate professor and Director, Doctor of Nursing Practice Program at the University of Delaware. She also holds an appointment at the Johns Hopkins University School of Medicine, where she sees patients as well as conducts research on patients with inflammatory bowel disease. Dr. Dudley-Brown has held several academic appointments, both nationally and internationally, and has worked as a nurse practitioner at several institutions over the past 25+ years. She has published numerous peer-reviewed papers and abstracts in the fields of nursing, inflammatory bowel disease, Crohn's disease, and ulcerative colitis, and is currently a member of several editorial boards, including that of Gastroenterology Nursing, where she is the online editor. She is an active member of the Crohn's and Colitis Foundation (CCF) and serves on the National Nurse and Advanced Practice Provider Committee as well as on her local medical advisory committee.

Mary F. Terhaar, PhD, RN, ANEF, FAAN, is the Arline H. and Curtis F. Garvin Professor and Associate Dean for Academic Affairs at the Frances Payne Bolton School of Nursing at Case Western Reserve University. She is responsible for the quality and integrity of academic programing, global nursing, recruitment, student services, and accreditation. Formerly, Dr. Terhaar served as director of the DNP program and was an associate professor at Johns Hopkins University School of Nursing. Based on over 35 years' experience in perinatal, neonatal, pediatric and administrative nursing, she has led performance improvement and translation efforts in large academic healthcare institutions, community hospitals, and educational programs. Dr. Terhaar leads faculty preparing clinical scholars who will transform practice and care through the meticulous translation of evidence toward the solution of significant practice challenges. She teaches across the baccalaureate, graduate, and doctoral programs. Dr. Terhaar designed the Scholarly Project sequence, as well as the Foundations for Scholarship course, which prepares students for the return to academics, for the rigor of scholarly writing, and for impactful dissemination. She has published and presented the curriculum, the multimodal approach to evaluation, which involves performance-improvement activities designed to increase the rigor of the education provided to the DNP, and the outcomes that have resulted from the work of both the faculty and students.