JHNEBP and Star Model

Comparison Element

John hopkins Model

Star Model

• The model is used by practicing nurses, instructors and practitioners

• Instructors and practitioners use the model. This also includes  groups of nurses  and practicing nurses

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• Used in clinic settings, patient care agencies and nursing schools

• Used in nursing agencies, Schools and clinical situations

• Emphasis is placed upon finding evidence and evaluating processes through close collaboration to advance and implement research as well as promote action in clinical practice (Stevens, 2013).
• Steps: The three cornerstones supporting the processes in this conceptual model are practice, education and research (PET). It therefore assesses practice, education and data translation processes

• Lays emphasis on finding evidence and evaluating processes through close collaboration to advance and implement research as well as promote action in clinical practice (Stevens, 2013).
• Steps: Discovery, Summary, Translation, Integration and Evaluation.

• A framework that is widely used in a nurse setting to guide evidence into practice by conducting synthesis and translation processes of data.  Whereas gathering and processing evidence is being correlated to excessive work by practising nurses, Ogilvie, Craig, Griffin, Macintyre and Wareham (2009) argue that their involvement in the change process is crucial.  In addressing stakeholders and constructs using the model, Graham and Tetroe (2009) indicate that the JHNEBP can be regarded as a researcher to adopter kind of knowledge transfer. The implication of this is that it can be inadvertently misunderstood as a case where adopters possess limited knowledge. This may lead to a form of resistance to change or a genuine misinformation of particularistic demands.
• The practice, educational and translation processes (PET) of the model are crucial in changing internal and external aspects in an organization.
• Different organizations have diverse rules and norms. Users of John Hopkins model may keep their findings secret, be biased and unwilling to publish their results (Tappen 2010). It does not effectively generate strong involvement of all practitioners in specific interventions since it is a key concept that facilitates harmony and spread of knowledge among all subjects.

• In evidence-based practice (EBP), the model improves nursing care provision by combining both old and new concepts as a whole, critical for providing approaches for processing EBP.
• As new knowledge is brought into practice, the model acts as a tool that parsimoniously depicts how knowledge moves from one stage to another
• The star model relies on familiar processes, organizes the application of EPB processes and mainstreams nursing and former scientific work into EPB network.

areas

Useful in a wide variety of large organizations in providing quality care in  specialty areas, most notably acute care clients

The process of analyzing, reviewing and translating evidence is time consuming and cumbersome for nurses undertaking a project (Graham & Tetroe, 2009)

The valuable guidance Star model provides guides experienced EBP practitioner in any setting large or small

While knowledge is critical in nursing, dealing with the form of knowledge and a pile of literature is cumbrous (Graham & Tetroe, 2009).

Not all knowledge is critical for nursing practice.

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