A Reflection on Research, Theory, Evidence-based Practice, and Quality Improvement

Recently, use of research, theory, evidence-based practice (EBP), and quality improvement (QI) has increased dramatically in the professional manuscripts and discourses of the health related literature. However, inadequate knowledge and inability to recognize the differences between these processes have led to uncertainty in some of these practices. Elucidation of such processes is of paramount importance for students of different branches of health sciences, registered nurses, and even scholars. As such, certain distinctions have to be outlined in the methodologies and goals of these scientific processes. The principal objective of research, around which all the other goals revolve, is to produce new knowledge and/or add to the existing body of knowledge in a specific area of science. This could be the knowledge that is directly applicable for practice or the knowledge that needs further verification before application. The process of research has been well illuminated in the literature. Scientific research methods are based on a research problem definition, which is used to formalize a research protocol in order to answer the research question (1). One example of a research question is as follows: “Does the use of sitters prevent hospitalized elderly patients from falling?” Research is defined as the systematic inquiry to generate new knowledge and refine or validate the existing knowledge regarding a specific subject. Theorizing aims at the formulation and systematization of research findings and knowledge in order to define a certain phenomenon or problem methodically (2). In this process, logical and interconnected concepts, statements, and propositions are manipulated to describe, explain, predict or control the phenomenon. Therefore, research findings should be presented in the form of theories (scientific and systematic description of knowledge) and asserted hypotheses in qualitative and quantitative research approaches, respectively (3). In other words, research knowledge and findings resemble the effective substances of a medicine, which must turn into different forms in order to be used in medical practice effectually. Accordingly, theory and theorizing are considered the cornerstones of every scientific discipline. In the positivist approach towards science, theory comes before research in all academic achievements. On the other hand, the most recent paradigms have recognized and substantially emphasized the significance of EBP as an inherent and definitive index to assess the quality of professional healthcare practice. EBP is an attempt to answer clinical questions through evaluating the existing evidence (1). Using EBP, the clinician applies the most credible evidence available in order to deliver the necessary care procedures under all circumstances. While scientific evidence is considered a main component of the overall structure of EBP, other sources should be taken into account as well.