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Related Experiment Video

Updated: Jun 10, 2026

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Published on: February 16, 2011

Showcasing differences between quality improvement, evidence-based practice, and research.

Maria R Shirey¹, Sheila L Hauck, Jennifer L Embree

¹University of Southern Indiana, College of Nursing and Health Professions, Evansville, IN 47712, USA. mrshirey@usi.edu

Journal of Continuing Education in Nursing

|August 3, 2010

Summary

This summary is machine-generated.

Quality Improvement (QI), Evidence-Based Practice (EBP), and research are often confused. This study clarifies their distinct roles and applications using a literature synthesis and a comparative table for practical use.

Related Experiment Videos

Last Updated: Jun 10, 2026

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Published on: February 16, 2011

Area of Science:

Healthcare Management
Clinical Practice
Research Methodology

Background:

Widespread confusion exists regarding the definitions and applications of Quality Improvement (QI), Evidence-Based Practice (EBP), and research.
These three concepts are critical for advancing healthcare but are frequently conflated in literature and practice.

Purpose of the Study:

To provide clarity on the distinctions between QI, EBP, and research.
To synthesize existing literature differentiating these three healthcare concepts.
To introduce a practical tool for understanding their unique characteristics.

Main Methods:

A comprehensive literature synthesis was conducted to identify and articulate the differences between QI, EBP, and research.
A novel comparative table was developed, integrating findings from the literature review.
The application of this table in various healthcare settings was explored.

Main Results:

The literature review highlighted significant overlap and confusion in the conceptualization of QI, EBP, and research.
A comparative table was created, effectively synthesizing key distinctions across the three domains.
The table demonstrates utility in clarifying roles and applications in diverse healthcare environments.

Conclusions:

Clear differentiation between QI, EBP, and research is essential for effective healthcare strategy.
The developed comparative table serves as a valuable resource for educators, clinicians, and administrators.
Implementing this tool can enhance understanding and appropriate utilization of QI, EBP, and research in practice.