The recognition of evidence-based practice (EBP) activities and competencies remain one of the main aspects of nursing education at different levels. Hande, Williams, Robbins, Kennedy, and Christenbery (2017) underline that evidence-based practice is usually characterized by certain challenges and warrants, and every nurse has to be ready to work hard and consider all possible changes and identify improvements.
For example, advanced registered nurse practitioners (ARNPs) who work with hospitalized children should improve the quality of offered care, as well as reduce costs on training and other expenses, by reading specialized journals, surf the web, and consult MEDLINE or PubMed databases regularly, call other departments, communicate with colleagues from other hospitals, and attend hospital libraries or special chat rooms. Another important example of EBP activities for ARPNs in child care includes the development of or participation in research in terms of which safety and quality can be achieved.
The evaluation of theoretical perspectives and the investigation of current health care services that are offered to patients prove that consumer-driven health care may have its positive and negative aspects. On the one hand, the supporters of consumer-driven health care aim at developing lower deductible plans and programs to reduce healthcare costs and develop educated decisions (McDonald, Mecklenburg, & Martin, 2015).
On the other hand, not all nurses are able to identify the main steps, and some consumers fail to benefit from such care. However, many EBP activities help nurses understand patients and their needs and, as a result, introduce high-quality care. Therefore, it is possible to say that consumers have all chances to benefit from EBS activities and discover some new aspects of care and communication between patients, nurses, and other medical stakeholders involved in a working process.
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