UP NSG 456 Week 1 Health Risk Factors of Bad Weight Management Research Questions

Buy ready-to-submit essays. No Plagiarism Guarantee!

Note: Our papers are 100% human-written. 

Check before you submit. Get Turnitin Score Report in 15 Minutes.

Don't risk the 'Red' score. Get the exact same Turnitin report your professor uses. Join 50,000+ students who submitted their essays with confidence this semester.

Get Turnitin Score Report Request Human Rewrite

UP NSG 456 Week 1 Health Risk Factors of Bad Weight Management Research Questions ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON UP NSG 456 Week 1 Health Risk Factors of Bad Weight Management Research Questions Assignment Content This assignment is designed to guide your thinking about the research process and help you explore topics that may be of interest or relevant in your practice.See examples of research problems and questions. Complete the Research Foundations Worksheet . UP NSG 456 Week 1 Health Risk Factors of Bad Weight Management Research Questions Submit your assignment. You need to fill the worksheet given above and as per my understanding, it will be 175-260 words + 2-3 sentences work, but please go through details. The identified Topic, Problem and Question need to reflect the guidelines in the chapter readings ThanksUP NSG 456 Week 1 Health Risk Factors of Bad Weight Management Research Questions attachment_1 attachment_2 attachment_3 CHAPTER 1 Introduction to Nursing Research and Evidence-Based Practice CHAPTER OVERVIEW What Is Nursing Research? What Is Evidence-Based Practice? Purposes of Research for Implementing an Evidence-Based Nursing Practice Description Explanation Prediction Control Historical Development of Research in Nursing Florence Nightingale Nursing Research: 1900s through the 1970s UP NSG 456 Week 1 Health Risk Factors of Bad Weight Management Research Questions Nursing Research: 1980s and 1990s Nursing Research: in the Twenty-First Century Acquiring Knowledge in Nursing Traditions Authority Borrowing Trial and Error Personal Experience Role Modeling Intuition Reasoning Acquiring Knowledge through Nursing Research Introduction to Quantitative and Qualitative Research Introduction to Outcomes Research Understanding Best Research Evidence for Practice Strategies Used to Synthesize Research Evidence Levels of Research Evidence Introduction to Evidence-Based Guidelines What Is Your Role in Nursing Research? Key Concepts References Learning Outcomes After completing this chapter, you should be able to: Define research, nursing research, and evidence-based practice. Describe the purposes of research in implementing an evidence-based practice for nursing. Describe the past and present activities influencing research in nursing. UP NSG 456 Week 1 Health Risk Factors of Bad Weight Management Research Questions Discuss the link of Quality and Safety Education for Nurses (QSEN) to research. Apply the ways of acquiring nursing knowledge (tradition, authority, borrowing, trial and error, personal experience, role modeling, intuition, reasoning, and research) to the interventions implemented in your practice. Identify the common types of research—quantitative, qualitative, or outcomes—conducted to generate essential evidence for nursing practice. UP NSG 456 Week 1 Health Risk Factors of Bad Weight Management Research Questions Describe the following strategies for synthesizing healthcare research: systematic review, meta-analysis, meta-synthesis, and mixed-methods systematic review. Identify the levels of research evidence available to nurses for practice. Describe the use of evidence-based guidelines in implementing evidence-based practice. Identify your role in research as a professional nurse. KEY TERMS Authority, p. 16 Best research evidence, p. 3 Borrowing, p. 16 Case study, p. 11 Clinical expertise, p. 4 Control, p. 8 Critical appraisal of research, p. 27 Deductive reasoning, p. 18 Description, p. 6 Evidence-based guidelines, p. 25 Evidence-based practice (EBP), p. 3 Explanation, p. 7 Gold standard, p. 25 Inductive reasoning, p. 18 Intuition, p. 18 Knowledge, p. 15 Mentorship, p. 18 Meta-analysis, p. 22 Meta-synthesis, p. 23 Mixed-methods systematic review, p. 23 Nursing research, p. 3 Outcomes research, p. 21 Personal experience, p. 17 Prediction, p. 7 Premise, p. 18 Qualitative research, p. 20 Qualitative research synthesis, p. 23 Quality and Safety Education for Nurses (QSEN), p. 15 Quantitative research, p. 19 Reasoning, p. 18 Research, p. 3 Role modeling, p. 17 Systematic review, p. 22 Traditions, p. 16 UP NSG 456 Week 1 Health Risk Factors of Bad Weight Management Research Questions Trial and error, p. 17 Welcome to the world of nursing research. You may think it strange to consider research a world, but it is a truly new way of experiencing reality. Entering a new world means learning a unique language, incorporating new rules, and using new experiences to learn how to interact effectively within that world. As you become a part of this new world, you will modify and expand your perceptions and methods of reasoning. For example, using research to guide your practice involves questioning, and you will be encouraged to ask such questions as these: What is the patient’s healthcare problem? UP NSG 456 Week 1 Health Risk Factors of Bad Weight Management Research Questions What nursing intervention would effectively manage this problem in your practice? Is this nursing intervention based on sound research evidence? Would another intervention be more effective in improving your patient’s outcomes? How can you use research most effectively in promoting an evidence-based practice (EBP)? Because research is a new world to many of you, we have developed this text to facilitate your entry into and understanding of this world and its contribution to the delivery of quality, safe nursing care. This first chapter clarifies the meaning of nursing research and its significance in developing an evidence-based practice (EBP) for nursing. This chapter also explores the research accomplishments in the profession over the last 160 years. The ways of acquiring knowledge in nursing are discussed, and the common research methodologies used for generating research evidence for practice (quantitative, qualitative, and outcomes research) are introduced. The critical elements of evidence-based nursing practice are introduced, including strategies for synthesizing research evidence, levels of research evidence or knowledge, and evidence-based guidelines. Nurses’ roles in research are described based on their level of education and their contributions to the implementation of EBP. What is Nursing Research? The word research means “to search again” or “to examine carefully.” More specifically, research is a diligent, systematic inquiry, or study that validates and refines existing knowledge and develops new knowledge. Diligent, systematic study indicates planning, organization, and persistence. The ultimate goal of research is the development of an empirical body of knowledge for a discipline or profession, such as nursing. Defining nursing research requires determining the relevant knowledge needed by nurses. Because nursing is a practice profession, research is essential to develop and refine knowledge that nurses can use to improve clinical practice and promote quality outcomes ( Brown, 2014 ; Doran, 2011 ). Expert researchers have studied many interventions, and clinicians have synthesized these studies to provide guidelines and protocols for use in practice. Practicing nurses and nursing students, like you, need to be able to read research reports and syntheses of research findings to implement evidence-based interventions in practice and promote positive outcomes for patients and families. For example, extensive research has been conducted to determine the most effective technique for administering medications through an intramuscular (IM) injection. This research was synthesized and used to develop evidence-based guidelines for administering IM injections ( Cocoman & Murray, 2008 ; Nicoll & Hesby, 2002 ). Nursing research is also needed to generate knowledge about nursing education, nursing administration, healthcare services, characteristics of nurses, and nursing roles. The findings from these studies influence nursing practice indirectly and add to nursing’s body of knowledge. Research is needed to provide high- UP NSG 456 Week 1 Health Risk Factors of Bad Weight Management Research Questionsquality learning experiences for nursing students. Through research, nurses can develop and refine the best methods for delivering distance nursing education and for using simulation to improve student learning. Nursing administration and health services studies are needed to improve the quality, safety, and cost-effectiveness of the healthcare delivery system. Studies of nurses and nursing roles can influence nurses’ quality of care, productivity, job satisfaction, and retention. In this era of a nursing shortage, additional research is needed to determine effective ways to recruit individuals and retain them in the profession of nursing. This type of research could have a major impact on the quality and number of nurses providing care to patients and families in the future. In summary, nursing research is a scientific process that validates and refines existing knowledge and generates new knowledge that directly and indirectly influences nursing practice. Nursing research is the key to building an EBP for nursing ( Brown, 2014 ). What is Evidence-Based Practice? The ultimate goal of nursing is an evidence-based practice that promotes quality, safe, and cost- effective outcomes for patients, families, healthcare providers, and the healthcare system ( Brown, 2014 ; Craig & Smyth, 2012 ; Melnyk & Fineout-Overholt, 2011 ). Evidence-based practice (EBP) evolves from the integration of the best research evidence with clinical expertise and patients’ needs and values ( Institute of Medicine [IOM], 2001 ; Sackett, Straus, Richardson, Rosenberg, & Haynes, 2000 ). Figure 1-1 identifies the elements of EBP and demonstrates the major contribution of the best research evidence to the delivery of this practice. The best research evidence is the empirical knowledge generated from the synthesis of quality study findings to address a practice problem. Later, this chapter discusses the strategies used to synthesize research, levels of best research evidence, and sources for this evidence. A team of expert researchers, healthcare professionals, and sometimes policy makers and consumers will synthesize the best research evidence to develop standardized guidelines for clinical practice. For example, a team of experts conducted, critically appraised, and synthesized research related to the chronic health problem of hypertension (HTN) to develop an EBP guideline. Research evidence from this guideline is presented as an example later in this section. FIG 1-1 Model of Evidence-Based Practice (EBP). Clinical expertise is the knowledge and skills of the healthcare professional who is providing care. The clinical expertise of a nurse depends on his or her years of clinical experience, current knowledge of the research and clinical literature, and educational preparation. The stronger the nurse’s clinical expertise, the better is his or her clinical judgment in using the best research evidence in practice ( Brown, 2014 ; Craig & Smyth, 2012 ). EBP also incorporates the needs and values of the patient (see Figure 1-1 ). The patient’s need(s) might focus on health promotion, illness prevention, acute or chronic illness management, rehabilitation, and/or a peaceful death. In addition, patients bring values or unique preferences, expectations, concerns, and cultural beliefs to the clinical encounter. With EBP, patients and their families are encouraged to take an active role in the management of their health. It is the unique combination of the best research evidence being applied by expert nurse clinicians in providing quality, safe, and cost-effective care to a patient and family with specific health needs and values that results in EBP. Extensive research is needed to develop sound empirical knowledge for synthesis into the best research evidence needed for practice. Findings from a single study are not enough evidence for determining the effectiveness of an intervention in practice. Research evidence from multiple studies are synthesized to develop guidelines, standards, protocols, algorithms (clinical decision trees), or policies to direct the implementation of a variety of nursing interventions. As noted earlier, a national guideline has been developed for the management of hypertension, The Seventh Report of the Joint National Committee on Prevention, Detection, Evaluation, and Treatment of High Blood Pressure (JNC 7). The complete JNC 7 guideline for the management of high blood pressure is available online at www.nhlbi.nih.gov/guidelines/hypertension ( National Heart, Lung, and Blood Institute [NHLBI], 2003 ). In January of 2014, the American Society of Hypertension (ASH) and the International Society of Hypertension (ISH) published new clinical practice guidelines for the management of hypertension in the community ( Weber et al, 2014 ). The JNC 7 guideline and the ASH and ISH clinical practice guideline identified the same classification system for blood pressure ( Table 1-1 ). These guidelines include the classification of blood pressure as normal, prehypertension, hypertension stage 1, and hypertension stage 2. Both guidelines also recommend life style modifications (balanced diet, exercise program, normal weight, and nonsmoker) and cardiovascular disease (CVD) risk factors (hypertension, obesity, dyslipidemia, diabetes mellitus, cigarette smoking, physical inactivity, microalbuminuria, and family history of premature CVD) education. You need to use an evidence-based guideline in monitoring your patients’ blood pressure (BP) and educating them about lifestyle modifications to improve their BP and reduce their CVD risk factors ( NHLBI, 2003 ; Weber et al., 2014 ). Table 1-1 Classification of Blood Pressure with Nursing Interventions for Evidence-Based Practice (EBP) Classification of Blood Pressure (BP) Nursing Interventions † BP Category Systolic BP (mm Hg) * Diastolic BP (mm Hg) * Lifestyle Modification ‡ Cardiovascular Disease (CVD) Risk Factors Education § Normal < 120 and < 80 Encourage Yes Prehypertension 120-139 or 80-89 Yes Yes Stage 1 hypertension 140-159 or 90-99 Yes Yes Stage 2 hypertension < 160 or < 100 Yes Yes Adapted from National Heart, Lung, and Blood Institute. (2003). The seventh report of the Joint National Committee on Prevention, Detection, Evaluation, and Treatment of High Blood Pressure (JNC 7). Retrieved June 18, 2013 from, www.nhlbi.nih.gov/guidelines/hypertension/ ; and Weber, M. A., Schiffrin, E. L., White, W. B., Mann, S., Lindholm, L. H., Kenerson, J. G., et al. (2014). Clinical practice guidelines for the management of hypertension in the community: A statement by the American Society of Hypertension and the International Society of Hypertension. Journal of Hypertension, 32 (1), 4-5. * Treatment is determined by the highest BP category, systolic or diastolic. † Treat patients with chronic kidney disease or diabetes to BP goal of < 130/80 mm Hg. UP NSG 456 Week 1 Health Risk Factors of Bad Weight Management Research Questions ‡ Lifestyle modification—balanced diet, exercise program, normal weight, and nonsmoker. CVD risk factors—hypertension; obesity (body mass index ? 30 kg/m 2 ), dyslipidemia, diabetes mellitus, cigarette smoking, physical inactivity, microalbuminuria, estimated glomerular filtration rate 55 years for men, > 65 years for women), and family history of premature CVD (men < 55 years, women < 65 years). UP NSG 456 Week 1 Health Risk Factors of Bad Weight Management Research Questions The Eighth Joint National Committee (JNC 8) published “2014 Evidence-Based Guideline for the Management of High Blood Pressure in Adults” in December of 2013 ( James et al. 2013 ). However, these guidelines currently lack the recognition of any national organization. Additional work is needed to ensure that the guidelines are approved by the NHLBI, ASH, the American Heart Association (AHA), and/or the American College of Cardiology (ACC). For this textbook, the evidence-based guidelines for management of hypertension presented in Table 1-1 are recommended for students and nurses to use in caring for their patients ( Weber et al., 2014 ). Figure 1-2 provides an example of the delivery of evidence-based nursing care to African American women with high BP. In this example, the best research evidence is classification of BP and education on lifestyle modification (LSM) and CVD risk factors based on the ASH ( Weber et al., 2014 ) and JNC 7 ( NHLBI, 2003 ) guidelines for management of high BP (see Table 1-1 ). These guidelines, developed from the best research evidence related to BP, LSM, and CVD risks monitoring and education, is translated by registered nurses and nursing students to meet the needs and values of African American women with high BP. The quality outcome of EBP in this example is women with a BP less than 140/90 mm Hg or referral for medication treatment (see Figure 1-2 ). A detailed discussion of how to locate, critically appraise, and use national standardized guidelines in practice is found in Chapter 13 . FIG 1-2 Evidence-based practice for African American women with high blood pressure (BP). Purposes of Research for Implementing an Evidence-Based Nursing Practice Through nursing research, empirical knowledge can be developed to improve nursing care, patient outcomes, and the healthcare delivery system. For example, nurses need a solid research base to implement and document the effectiveness of selected nursing interventions in treating particular patient problems and promoting positive patient and family outcomes. Also, nurses need to use research findings to determine the best way to deliver healthcare services to ensure that the greatest number of people receive quality, safe care. Accomplishing these goals will require you to locate EBP guidelines or to appraise critically, synthesize, and apply research evidence that provides a description, explanation, prediction, and control of phenomena in your clinical practice. Description Description involves identifying and understanding the nature of nursing phenomena and, sometimes, the relationships among them ( Chinn & Kramer, 2011 ). Through research, nurses are able to (1) describe what exists in nursing practice; (2) discover new information; (3) promote understanding of situations; and (4) classify information for use in the discipline. Some examples of clinically important research evidence that have been developed from research focused on description include: Identification of the incidence and spread of infection in healthcare agencies Identification of the cluster of symptoms for a particular disease Description of the responses of individuals to a variety of health conditions and aging Description of the health promotion and illness prevention strategies used by a variety of populations Determination of the incidence of a disease locally (e.g., incidence of West Nile virus in Texas), nationally, and internationally (e.g., spread of bird flu). Rush, Watts, and Janke (2013, p. 10) have conducted a qualitative study to describe “rural and urban older adults’ perspectives of strength in their daily lives.” (The types of research conducted in nursing—quantitative, qualitative, and outcomes—are discussed later in this chapter.) They noted the following in this study: “Nurses’ strength enhancement efforts should raise older adults’ awareness that strength is not an unlimited resource but needs to be constantly replenished…. Older adult participants described changes in strength that ranged from fluctuating daily changes to insidious, gradual declines and to drastic and unexpected losses…. Older adults’ strategies for staying strong were consistent with their more holistic views of strength but may not be approaches nurses typically take into account. Although nurses need to give continued emphasis to promoting physical activity, they must also give equal attention to encouraging mental and social activities because of the important role they play for older adults staying strong.” Rush et al., 2013, p. 15 The findings from this study provided nurses with descriptions of older adults’ perspectives of strength and the strategies that they use to stay strong. You can use the findings from this study to encourage physical, mental, and social activities to assist older adults in staying strong. This type of research, focused on description, is essential groundwork for studies to provide explanations, predictions, and control of nursing phenomena in practice. Explanation Explanation clarifies the relationships among phenomena and identifies possible reasons why certain events occur. Research focused on explanation provides the following types of evidence essential for practice: Determination of assessment data (subjective data from the health history and objective data from the physical examination) that need to be gathered to address a patient’s health need The link of assessment data to a diagnosis The link of causative risk factors or causes to illness, morbidity, and mortality Determination of the relationships among health risks, health behaviors, and health status Determination of links among demographic characteristics, disease status, psychosocial factors, and patients’ responses to treatment. For example, Manojlovich, Sidani, Covell, and Antonakos (2011) conducted an outcomes study to examine the links or relationships between a “nurse dose” (nurse characteristics and staffing) and adverse patient outcomes. The nurse characteristics examined were education, experience, and skill mix. The staffing variables included full-time employees, registered nurse (RN)-to-patient ratio, and RN hours per patient day. The adverse outcomes examined were methicillin-resistant Staphylococcus aureus (MRSA) infections and reported patient falls for a sample of inpatient adults in acute care units. The researchers found that the nurse characteristics and staffing variables were significantly correlated with MRSA infections and reported patient falls. Therefore the nursing characteristics and staffing were potential predictors of the incidence of MRSA infections and patient falls. This study illustrates how explanatory research can identify relationships among nursing phenomena that can be the basis for future research focused on prediction and control. Prediction Through prediction , one can estimate the probability of a specific outcome in a given situation ( Chinn & Kramer, 2011 ). However, predicting an outcome does not necessarily enable one to modify or control the outcome. It is through prediction that the risk of illness or injury is identified and linked to possible screening methods to identify and prevent health problems. Knowledge generated from research focused on prediction is critical for EBP and includes the following: Prediction of the risk for a disease or injury in different populations Prediction of behaviors that promote health and prevent illness Prediction of the health care required based on a patient’s need and values Lee, Faucett, Gillen, Krause, and Landry (2013) conducted a quantitative study to examine the factors that were perceived by critical care nurses (CCNs) to predict the risk of musculoskeletal (MSK) injury from work. They found that greater physical workload, greater job strain, more frequent patient-handling tasks, and lack of a lifting team or devices were predictive of the CCNs’ perceptions of risk of MSK injury. They recommended that “occupational health professionals, nurse managers, and nursing organizations should make concerted efforts to ensure the safety of nurses by providing effective preventive measures. Improving the physical and psychosocial work environment may make nursing jobs safer, reduce the risk of MSK injury, and improve nurses’ perceptions of job safety” ( Lee et al., 2013 , p. 43). This predictive study isolated independent variables (physical workload, job strain, patient-handling tasks, and lack of lifting devices or teams) that were predictive of MSK injuries in CCNs. The variables identified in predictive studies require additional research to ensure that their manipulation or control results in quality outcomes for patients, healthcare professionals, and healthcare agencies ( Creswell, 2014 ; Doran, 2011 ; Kerlinger & Lee, 2000 ). Control If one can predict the outcome of a situation, the next step is to control or manipulate the situation to produce the desired outcome. In health care, control is the ability to write a prescription to produce the desired results. Using the best research evidence, nurses could prescribe specific interventions to meet the needs of patients and their families ( Brown, 2014 ; Craig & Smyth, 2012 ). The results of multiple studies in the following areas have enabled nurses to deliver care that increases the control over the outcomes desired for practice: Testing interventions to improve the health status of individuals, families, and communities Testing interventions to improve healthcare delivery Synthesis of research for development into EBP guidelines Testing the effectiveness of EBP guideline in clinical agencies Extensive research has been conducted in the area of safe administration of IM injections. This research has been critically appraised, synthesized, and developed into evidence-based guidelines to direct the administration of medications by an IM route to infants, children, and adults in a variety of practice settings ( Cocoman & Murray, 2008 ; Nicoll & Hesby, 2002 ). The EBP guideline for IM injections is based on the best research evidence and identifies the appropriate needle size and length to use for administering different types of medications, the safest injection site (ventrogluteal) for many medications, and the best injection technique to deliver a medication, minimize patient discomfort, and prevent physical damage ( Cocoman & Murray, 2008 ; Greenway, 2004 ; Nicoll & Hesby, 2002 ; Rodger & King, 2000 ). Using the evidence-based knowledge for administering IM injections helps control the achievement of the following outcomes in practice: (1) adequate administration of medication to promote patient health; (2) minimal patient discomfort; and (3) no physical damage to the patient. Broadly, the nursing profession is accountable to society for providing quality, safe, and cost-effective care for patients and families. Therefore the care provided by nurses must be constantly evaluated and improved on the basis of new and refined research knowledge. Studies that document the effectiveness of specific nursing interventions make it possible to implement evidence-based care that will produce the best outcomes for patients and their families. The quality of research conducted in nursing affects not only the quality of care delivered, but also the power of nurses in making decisions about the healthcare delivery system. The extensive number of clinical studies conducted in the last 50 years has greatly expanded the scientific knowledge available to you for describing, explaining, predicting, and controlling phenomena within your nursing practice. UP NSG 456 Week 1 Health Risk Factors of Bad Weight Management Research Questions Historical Development of Research in Nursing The development of research in nursing has changed drastically over the last 160 years and holds great promise for the twenty- UP NSG 456 Week 1 Health Risk Factors of Bad Weight Management Research Questionsfirst century. Initially, nursing research evolved slowly, from the investigations of Nightingale in the nineteenth century to the studies of nursing education in the 1930s and 1940s and the research of nurses and nursing roles in the 1950s and 1960s. From the 1970s through the 2010s, an increasing number of nursing studies that focused on clinical problems have produced findings that directly affected practice. Clinical research continues to be a major focus today, with the goal of developing an EBP for nursing. Reviewing the history of nursing research enables you to identify the accomplishments and understand the need for further research to determine the best research evidence for use in practice. Table 1-2 outlines the key historical events that have influenced the development of research in nursing. Table 1-2 Historical Events Influencing the Development of Research in Nursing Year Event 1850 Florence Nightingale is recognized as the first nurse researcher. UP NSG 456 Week 1 Health Risk Factors of Bad Weight Management Research Questions 1900 American Journal of Nursing is published. 1923 Teachers College at Columbia University offers the first educational doctoral program for nurses. 1929 First Master’s in Nursing Degree is offered at Yale University. 1932 Association of Collegiate Schools of Nursing is organized to promote conduct of research. 1950 American Nurses Association (ANA) publishes study of nursing functions and activities. 1952 First research journal in nursing, Nursing Research, is published. 1953 Institute of Research and Service in Nursing Education is established. 1955 American Nurses Foundation is established to fund nursing research. 1957 Southern Regional Educational Board (SREB), Western Interstate Commission on Higher Education (WICHE), Midwestern Nursing Research Society (MNRS), and New England Board of Higher Education (NEBHE) are established to support and disseminate nursing research. 1963 International Journal of Nursing Studies is published. 1965 ANA sponsors the first nursing research conferences. 1967 Sigma Theta Tau International Honor Society of Nursing publishes Image, emphasizing nursing scholarship; now Journal of Nursing Scholarship. 1970 ANA Commission on Nursing Research is established. 1972 Cochrane published Effectiveness and Efficiency, introducing concepts relevant to evidence-based practice (EBP). ANA Council of Nurse Researchers is established. 1973 First Nursing Diagnosis Conference is held, which evolved into North American Nursing Diagnosis Association (NANDA). 1976 Stetler/Marram Model for Application of Research Findings to Practice is published. 1978 Research in Nursing & Health and Advances in Nursing Science are published. 1979 Western Journal of Nursing Research is published. 1980s-1990s Sackett and colleagues developed methodologies to determine “best evidence” for practice. 1982-1983 Conduct and Utilization of Research in Nursing (CURN) Project is published. 1983 Annual Review of Nursing Research is published. 1985 National Center for Nursing Research (NCNR) is established to support and fund nursing research. 1987 Scholarly Inquiry for Nursing Practice is published. 1988 Applied Nursing Research and Nursing Science Quarterly are published. v 1989 Agency for Healthcare Policy and Research (AHCPR) is established and publishes EBP guidelines. 1990 Nursing Diagnosis, official journal of NANDA, is published; now International Journal of Nursing Terminologies and Classifications. ANA established the American Nurses Credentialing Center (ANCC), which implemented the Magnet Hospital Designation Program for Excellence in Nursing Services. 1992 Healthy People 2000 is published by U.S. Department of Health and Human Services (U.S. DHHS). Clinical Nursing Research is published. 1993 NCNR is renamed the National Institute of Nursing Research (NINR) to expand funding for nursing research.UP NSG 456 Week 1 Health Risk Factors of Bad Weight Management Research Questions Journal of Nursing Measurement is published. Cochrane Collaboration is initiated, providing systematic reviews and EBP guidelines ( http://www.cochrane.org ). 1994 Qualitative Health Research is published. 1999 AHCPR is renamed Agency for Healthcare Research and Quality (AHRQ). 2000 Healthy People 2010 is published by U.S. DHHS. Biological Research for Nursing is published. 2001 Stetler publishes her model Steps of Research Utilization to Facilitate Evidence-Based Practice. Institute of Medicine (IOM) report Crossing the Quality Chasm: A New Health System for the 21st Century published, focusing on key healthcare issues of quality and safety. 2002 The Joint Commission revises accreditation policies for hospitals supporting evidence-based health care. NANDA becomes international—NANDA-I. 2003 IOM report Health Professions Education: A Bridge to Quality published, identif