History of the Catholic Church on the death penalty and how it has changed over time Essay Example for Free

History of the Catholic Church on the death penalty and how it has changed over time Essay Whereas the ancient Catholic Church did not have much of a problem with capital punishment, the modern Catholic Church stands resolutely against capital punishment. The stand of the Catholic Church concerning death penalty gives a clear illustration of centuries of tension in addition to uncertainties. However, the Catholic Church with its stern stand has been able to manage all the tensions that emanate from this serious issue. The role of the Catholic Church in the debate concerning death penalty has got a rich history. This paper through qualitative analysis of legitimate websites and published work is going to look at the history of the Catholic Church on the death penalty as well as how it has changed over time. Introduction There are various ways that have been employed by human beings to get rid of evil doers since the inception of the world. The techniques chosen by people to punish perpetrators of violence present the society with great challenges. Death penalty, also referred to as capital punishment, is one of the ways through which evil doers can be punished. Implementation of death penalty has, however, been a controversial issue that has been debated for years without coming to a rational conclusion. The issue of death penalty has been debated for years by the public, religious organizations and professionals without coming to an agreement. The Catholic Church, for example, is one of the religious organizations that have for decades been in the front line in the fight against death penalty. The Catholic Church argues that instead of imposing death penalty, more lenient forms of punishment should be employed (Megivern p, 391). The principle objective of the Catholic Church, as far as death penalty is concerned, is to break the cycle of violence, get rid of the culture of death, and seek justice without revenge. Victims of violence have every right to see perpetrators of such violent deeds face the law, and the public acting out of faith has the mandate to assist the victims of violence in their attempt to come to terms with their condition (Mahony para, 5). It is also the right of the general public to seek justice when laws have been violated, peaceful coexistence gotten rid of, and the rights of human beings violated by a variety of violent acts. The position of the Catholic Church has undergone extensive evolution over the last few decades in calling the public to seek justice rather than revenge (Anon p, 1). The Catholic Church also makes it clear that putting perpetrators to death does not restore the condition as it was before the crime was carried out. The papal authority has constantly called for an end to capital punishment. The Catholic Church under the leadership of the pope issues numerous appeals for clemency for those awaiting punishment by death around the world (Gregory para, 20). History of the Catholic Church on the death penalty and how it has changed over time The history of the utilization of death penalty, as a mode of punishment for evil deeds, is a story that entails exceptional conducts of the human beings stuffed with all sorts of anomalies. It incorporates religious matters and touches on almost all aspects of culture. The deep involvement of the leaders of the Catholic Church in the in the process of approving the deliberate destruction of the lives of human beings has resulted in development of a novel set of complex beliefs and practices that make up a kind of tradition. The early Catholic Church beliefs concerning capital punishment resulted in it being regarded as a different mode of punishment. The Bible, according to Hodgkinson and Schabas, is believed to have been the base on which early Catholic Church beliefs concerning death penalty were shaped (p, 117). Had death not been so clearly signified as an exquisitely ordained penalty for all who committed serious crimes, as it is in the Hebrew Bible, the practice of punishing criminals through death would not have gained the kind of momentum it gained in addition to occupying the central position in the Christian history (Megivern p, 8). The Catholic Church has a rich history of backing up death penalty. In the Vatican city is was death penalty was legal until it was prohibited by Pope Paul VI in the year 1969. The early Catholic Church did not have much of problem with capital punishment (Megivern p, 8). Death penalty, according to Megivern, was taken as an important tool for punishing those who threatened the social and political order (p, 9). This perception has however, changed over the years. There are numerous contradictions when it comes to the teachings and the stand of the Catholic Church on death penalty. Even though it has not been totally eliminated, the scope of capital punishment has been reduced drastically. Whereas the previous pope was totally against death penalty, constantly writing to law makers and judges to get rid of death penalty, in the United States and other developed countries, the official teaching of the Catholic Church makes it clear that capital punishment is not ethically incorrect in all cases. This calls for understanding of the cases where death penalty is an applicable means of punishing wrong doers (Gregory, para, 30). Over the years, â€Å"against the death penalty†, has turned out to be a common phrase among the Catholic Church faithful. Death penalty is treated as a form of intrinsic evil among Catholic Church faithful. The Catholic Church teachings have, over and over, made it clear that human life is sacred due to the fact that human beings were created by God. It is therefore the duty of each and every person to safeguard and defend the human life at all times. Human life according to the Catholic Church is a gift from God, and all people regardless of the social and economic backgrounds are called upon to enhance it. The Catholic Church argues that it is morally wrong to take away the life of another person (Cline para, 2). Nevertheless, the Catholic Church has always protected the government in its development and implementation of policies aimed at getting rid of wrong doers from society. This is why at certain times, in the history of the Catholic Church, Christians have supported capital punishment for certain crimes. However, as the Catholic Church continues growing in wisdom and experience, its teachings result in constant refining of capital punishment (Cline para, 4). The earlier edition of Catholic Church catechism, according not Gregory para, holds onto the traditional teaching of the church concerning death penalty (para, 6). These teachings allowed for the use of death penalty as a way of punishment with intent of protecting public order and defending life. As a result these church teachings redressed the disorder that emanated from the offense. However, the Catholic Church teachings made it clear that bloodless means of punishment should be employed. It also emphasized on the notion that Christians globally are supposed to show mercy and not revenge (Gregory para, 7). In 1997 the Catholic Church revised the section on death penalty. This revision was executed as a result of the changes in the catechetical presentation of the Catholic Church’s moral stand (Gregory para, 8). However, the purpose of death penalty as a means of restoring public order was not part of the revision. The corresponding perception of death penalty as a way of deterring further serious crimes was also minimized. After the 1997 revision of catholic catechism had failed to institute capital punishment as a means of restoring public order, the only reason for deterrent values of death punishment was that it provided protection to human beings against perpetrators (Gregory para, 8). In 2005, John Paul II after consultation with Roman Catholic bishops from all over the world came up with a conclusion that death penalty should only be permitted in cases of utter necessity, when it would be impossible to defend the society through other means of punishment (Gregory para, 10). John Paul II, as indicated by Gregory, pointed out that the world possesses the capacity to protect itself in addition to safeguarding the common good without the need for death penalty (para, 10). The Catholic Church holds onto the fact that various forms of punishment, with the exception of death penalty, have the capacity to protect and defend the safety of the people from perpetrators, and that modern authority is flexible enough to restrict itself to such means. John Paul II advocated for the use of other punishment modalities such as long periods of imprisonment with intent of promoting safety of the public (Gregory para, 14). These means would punish evil doers without necessarily having to kill them. Since the 1980s catholic bishops in the United States have persistently called for an end to the use of capital punishment in the country. They asserted that sanctity of all human life should be respected, innocent life should be protected, justice should be achieved through law and public order should be preserved (Gregory para, 30). The bishops claimed that capital punishment does not aid the main intent of reform due to the fact that the opportunity for a prisoner to reform is eliminated. They also argued that even though death penalty protects society from a particular criminal, who committed a serious crime for which death penalty is prescribed; it does not eliminate chances of similar crimes being committed in the future. Catholic Church leadership argued that communities are not made whole and societies are not strengthened through killing those who commit capital crimes. Death penalty according to the church leadership perpetuates a dangerous cycle of violence that eventually diminishes everyone (Gregory para, 31). In 1999 these bishops made an appeal to prohibit the use of capital punishment and followed it up in 2000 with Responsibility, Rehabilitation and Restoration: A Catholic Perspective on Crime and Criminal Justice Document (Gregory para, 29). This was after Pope John Paul II‘s visit to the United States in 1999. The Pope called for the abolition of death penalty. The Pope challenged the catholic faithful globally to protect the lives of innocent people, in a similar manner to abortion and euthanasia, in addition to protecting the lives of those who may have committed capital crime (Mahony para, 6). In 2005, Catholic bishops revived their fight against death penalty and began educating both Catholics and non-Catholics on the evils associated with death penalty. The American Catholic Church, currently, holds onto the perception that capital punishment under the conditions of the modern American society is not justified in the view of conventional rationale of punishment. Catholic Church leadership in the United States has developed careful guidelines concerning death penalty, which apply the teachings of the universal Church to the American culture. The modern American Catholic Church leadership has expressed its opinion against death penalty (Gregory para, 30). Whereas the ancient Catholic Church allowed for punishment of capital offenders with death, over the last four decades the Catholic Church has come out strongly against state-sponsored capital punishment (Megivern p, 14). This deviation from the Catholic Church teachings, which have been in existence for almost two millennia, is highly likely to provoke disagreement within the ranks of Catholic faithful. Modern Catholic Church leadership, as indicated by Hodgkinson and Schabas, charges that there are numerous flaws associated with the use of capital punishment including racial disparity and economic disproportion that take root in the trials of serious offenders (p, 126). Catholic leadership also makes it clear that chances of wrongly convicting men and women are very high, and therefore death punishment would result in the death of innocent people (Hodgkinson, and Schabas p, 127). Even though the validity of capital punishment has not been totally rejected, the circumstances in which they are approved are so limited that they are virtually impossible. The society is left without an option, rather than stick to the teachings of the Catholic Church. Conclusion  It can therefore be concluded that whereas the ancient Catholic Church did not have much of a problem with capital punishment, the modern Catholic Church stands resolutely against capital punishment. The Bible is believed to have been the base on which early Catholic Church beliefs concerning death penalty were shaped. The Catholic Church has a rich history of backing up death penalty. In the Vatican city is was death penalty was legal until it was prohibited by Pope Paul VI in the year 1969. Death penalty was taken as an important tool for punishing those who threatened the social and political order. This perception has however, changed over the years. The modern Catholic Church leadership has expressed its opinion against death penalty. The Catholic Church teachings make it clear that bloodless means of punishment should be employed. The Catholic Church leadership also asserts that human life is sacred due to the fact that human beings were created by God, and therefore it should be respected.

Jazz historiography Essay -- American Culture, Music

The rapid development of jazz in both the United States and Europe generated a number of diverse musical expressions, including musics that most listeners today would not recognize as â€Å"jazz† music. In order to remedy this situation, jazz musicians and critics after 1930 began to codify what â€Å"real† jazz encompassed, and more importantly, what â€Å"real† jazz did not encompass. This construction of authenticity, often demarcated along racial lines, served to relegate several artists and styles (those outside a â€Å"mainstream† to the margins of historiography. The issue of race is central to all discourses of jazz. Alongside race goes the problem of representation, or, who gets to play what for whom and under what circumstance. Problems of representation abound from the beginning of jazz history, usually centered on white representation of black music and culture from a negative vantage point. Iconic examples of this phenomenon include the 1917 release of Livery Stable Blues by the Original Dixieland Jazz Band and Paul Whiteman‘s 1924 Aeolian Hall concert. The ODJB‘s recording was the first jazz record and the first representation of jazz to the majority of Americans, both black and white. Whiteman’s concert was invested in representing jazz to white Americans, showing how it had progressed from its primitive black beginnings to a more sophisticated style rooted in the fundamentals of European practice. Indeed, ideas of creation and control in jazz have usually been drawn along racial lines: black as creator, white as curator. In this mode of racial understanding in jazz, white jazz fans and musicians supposedly lack an essential â€Å"something† that makes them unable to innovate in jazz. Conversely, black musicians, while highly c... ... of which modern jazz big band dance music (for example, the Fletcher Henderson, Duke Ellington and Count Basie Orchestras), bebop, and later Free Jazz- emerged. Modern jazz, and particularly bebop, because of its hybrid nature has presented cultural critics, and especially critics of music, with a set of unresolvable issues. The music itself embodies contradiction. It can accurately be called both popular and high culture; it has an oral, vernacular lineage and one related to more innovative compositional techniques; it is Afro-American and European, romantic and revolutionary; and it has both escapist (ie, Sun Ra and late-era John Coltrane) and resistant (ie. Archie Shepp, Ornette Coleman) tendencies. As a result, jazz has become one of the most highly discusses and debated modern musical forms with controversial discourse surrounding its development.

Evidence based practice Essay

INTRODUCTION: Evidence-Based Practice (EBP) is a thoughtful integration of the best available evidence, coupled with clinical expertise. As such it enables health practitioners of all varieties to address healthcare questions with an evaluative and qualitative approach. EBP allows the practitioner to assess current and past research, clinical guidelines, and other information resources in order to identify relevant literature while differentiating between high-quality and low-quality findings. UNIT BACKGROUND: Evidence based practices was founded by Dr.Ardice Cochrane , a British epidemiologist.Cochrane was a strong proponent using evidence from randomized clinical trials because he believed that this was the strongest evidence on which clinical practice division is to be based.Evidence based health care practices are available for a number of conditions such as asthma,smoking cessation,heart failure and others.However these practices are not be implemented in care delivery and variation of practices[CMS,2008;Institute of medicine ,2001].Recent findings in the united states and Netherlands suggest that 30% to 40 % of patients are not receiving evidence based care,and 20% to30% of patients are receiving unneeded or potentially harmful care. DEFINITION: The most common definition of Evidence-Based Practice (EBP) is from Dr. David Sackett. EBP is â€Å"the conscientious, explicit and judicious use of current best evidence in making decisions about the care of the individual patient. It means integrating individual clinical expertise with the best available external clinical evidence from systematic research.† (Sackett D, 1996) Muir Gray suggests that evidence based health care is: â€Å"an approach to decision making in which the clinician uses the best evidence available, in consultation with the patient, to decide upon the option which suits the patient best†(Muir Gray, 1997) PURPOSES 1. Evidence based practice is an approach which tries to specify the way in which professionals or other decision mkers should make decisions by identifying such evidence that there may be for a practice and rating it according to how scientifically sound it may be. 2. Its goal is to eliminate unsound or excessively risky practices in favour of those that have better outcomes. 3. Evidence based practices has contributed a lot towards better patient outcomes. 4. The ultimate goal of evidenced based nursing is to provide the highest quality and most cost-efficient nursing care possible. 5. The purpose of evidence based practice in nursing is mainly to improve the quality of nursing care. For example: If you are caring for a child who was in a motor vehicle accident and sustained a severe head injury, would you want to know and use the effective ,empirically supported treatment established from randomized controlled trials to decrease his or her intracranial pressure? If the answer is â€Å"yesâ€Å",the empirical evidences are essentially very important in most of the clinical decision-making situations. The goal of EBP is the integration of: (a) clinical expertise/expert opinion, (b) external scientific evidence, and (c) client/patient/caregiver values to provide high-quality services reflecting the interests, values, needs, and choices of the individuals we serve. Conceptually, the trilateral principles forming the bases for EBP can be represented through a simple figure: STEPS OF EVIDENCED BASED PRACTICE : Evidence based practice process involves 5 steps as: 1. Formulating a clear question based on a clinical problem  2. Literture review to search for the best available evidences 3. Evaluating and analyzing the strengths and weaknessof that evidence in terms of validity and genelisability 4. Implementing useful findings in clinical practice based lon valid evidence 5. Evaluating efficacy and performance of evidences through a process of self reflection , audit, or peer aseessment 1.Formulating a clear question based on a clinical problem:[ ASK the question ] The first step is to formulate a clear question based on clinical problems.Ideas come from different sources but are categorized in  two areas: Problem focused triggers and Knowledgee focused triggers. Problem focused triggers are identified by healthcare staff through quality improvement,risk surveillance,benchmarking data,financial data, or recurrent clinical problems.Problem focused triggers could be clinical problems,or risk management issues. Example:Increased incidence of deep vein thrombosis and pulmonary emboli in trauma and neurosurgical patients.Diagnosis and proper treatment of a DVT is a very important task for health care professionals and is meant to prevent pulmonary embolism.This is an example of an important re tht more research can be conducted to add into evidence –based practice. Knowledge focused triggers are created when health care staff read research, listen to scientific papers at research conferences.Knowledge based triggers could be new research findings that further enhance nursing ,or new practice guidelines. Example: Pain management .,prevention of skin breakdown , assessing placement of nasogastric tubes, and use of saline to maintain patency of arterial lines. When selecting a question ,nurses should formulate questions that are likely to gain support from people within the organization.The priority of the question should be considered as well as the sevearity of the problem.Nurses should consider whether the topic would apply to many or few clinical areas.Also,the availability of the solid evidence should be considered.This will increase the staff willingness to implement into nursing practice. When forming a clinical question the following should be considered:the disorder or disease of the patient, the intervention or finding being reviewed, possibly a comparison intervention and the outcome.An acronym used to remember this is called the PICO model.: P-Who is the patient population? I-What is the potential intervention or area of interest? C-Is there a a comparison intervention or control group? O-What is the desired outcome? 2.Literature review to search for the best available evidence :[ ACQUIRE the evidence ] Once the topic is selected ,the research relevant to the topic must be reviewed . It is important that clinical studies , integrative literature reviewes , meta analysis, and well known and reliable existing evidence based practices guidelines are accessed in the literature retrieval process .The article can be loaded with optionated nd or biased statements that would clearly taint the findings, thus lowering the credibility and quality of article.Time management is crucial to information retrieval.To maintain high standards for evidence based practice implementation, education in research review is necessary to distinguish good research from poorly conducted research.it is important to review the current materials.Once the literature is located, it is helpful to classify the articles either conceptual or data-based.Before reading and critiquing the research ,it is useful to read theoretical and clinical articles to have a broad view of the nature of the topic and related concepts , and to then review existing evidence based practice guidelines. 3. Evaluating and analyzing the strengths and weakness of that evidence in terms of validity and generalisability: [APPRAISE the evidence] Use of rating systems to determine the quality of the research is crucial to the development of evidence based practice. Once you have found some potentially useful evidence it must be critically appraised to determine its validity and find out whether it will indeed answer your question. When appraising the evidence the main questions to ask, therefore, are: Can the evidence (e.g. the results of the research study) be trusted? What does the evidence mean? Does this answer my question? Is it relevant to my practice? Different appraisal and interpreting skills must be used depending on the kind of evidence being considered. Additionally, guidance and training on appraising different types of evidence are available from some of the websites listed on the Useful Internet Resources. 4.Implimenting useful findings in clinical practice based on valid evidence :Evidence is used alongside clinical expertise and the patient’s perspectives to plan care:[ APPLY:talk with the patient ] After determining the internal and external validity of the study ,a decisions is arrived at whether the information gathered does apply to your initial question.It is important to address questions related to diagnosis ,therpy ,harm, and prognosis. Once you have concluded that the evidence is of sound quality, you will need to draw on your own expertise, experience and knowledge of your unique patient and clinical setting. This will help you to decide whether the evidence should be incorporated into your clinical practice. You must consider both the benefits and risks of implementing the change, as well as the benefits and risks of excluding any alternatives. This decision should be made in collaboration with your patient, and in consultation with your manager or multidisciplinary team where appropriate.The information gathered should be interpreted according to many criteria and should always be shared with other nurses . 5.Evaluating efficacy and performance of evidences through a process of self reflection ,audit , or peer assessment: [self-evaluation ] Finally after implementation of the useful findings for the clinical practices;efficacy and performance is evaluated through process of self reflection ,internal or external audit or peer assessment.Part of the evaluation process involves following upto determine if your actions or decisions achieved the desired outcome. The Steps in the EBP Process: ASSESS the patient 1. Start with the patient — a clinical problem or question arises from the care of the patient ASK the question 2. Construct a well built clinical question derived from the case ACQUIRE the evidence 3. Select the appropriate resource(s) and conduct a search APPRAISE the evidence 4. Appraise that evidence for its validity (closeness to the truth) and applicability (usefulness in clinical practice) APPLY: talk with the patient 5. Return to the patient — integrate that evidence with clinical expertise, patient preferences and apply it to practice Self-evaluation 6. Evaluate your performance with this patient BARRIERS IN EVIDENCE BASED PRACTICE There are many barriers to promoting evidence based practices such as: Lack of professional ability to critically appraise research.this includes having a considerable amount of research evaluation skills ,access to journals ,nd hospital support to spend time are limited to the nurses. Lack of time workload pressure ,and competing priorities of patient care can impede use of evidence based practice. Lack of knowledge of research methods Lack of support from the professional colleges and organizations , and lack of confidence nd authority in the research area Practice environment can be resistant to changing tried and true conventional methods of practice.It is important to show nurses who may be resistant to changes the nursing practice the benefits that nurses, their patients and their institutions can reap from the implementation of evidence base nursing practices which is to provide better nursing care. Values ,resources and evidence are the three factors that influence decision making with regard to health care.In adition the nurses need to be more aware of how to assess the information and determine its applicability to the practice. Lack of continuing educational programs . Practices donot give have the means to provide workshops to teach new skills due to lack of funding, staff and time ;therefore research may be tossed dismissed.if this will occur valuable treatment may never be utilized in the practice. Another barrier is introducing newly learned method for improving the treatments or patients.New nurses might feel it is not their place to suggest oreven tell a superior nurse that newer , more efficient methods and practices are available. The perceived threat to clinical freedom offered by evidence – based practice is neither logical nor surprising.When we make decisions based upon good quality information we are inconsistent and biased. MODELS OF THE EVIDENCE – BASED PRACTICE PROCESS A number of different models and theories of evidence based practice has been developed and are important resources.These models offer frameworks for understanding the evidence based practice process and for implementing an evidence based practice project in a practice setting.Models that offer a framework for guiding an evidence based practice include the following : Advancing research and clinical practice through close collaboration(ARCC) model [Melynk and fineout-overholt ,2005] Diffusion of innovations theory [Rogers , 1995] Framework for adopting an evidence –based innovation [DiCenso et.al.,2005] Iowa model of research in practice [titler et al ,2001] Johns Hopkins nursing evidence based practice models [Newhouse et.al, 2005] Ottawa model of research use [Logan and Graham ,1998] Promoting action on research implementation in health services (PARIHS] model-,[Rycroft – Malone et.al2002 ,2007] Stetler model of research utilization.[Stetler ,2001] Although each model offers different perspectives on how to translate research findings into practice .It provides an overview of key activities and processes in evidence based practice efforts ,based on a a distillation of common elements from the various models.The most prominent models are Stetler model of research utilization and Iowa model of research in practice. Stetler model of research utilization: The Stetler model of evidence-based practice would help individual public health practitioners to use evidence in daily practice to inform program planning and implementation. The Stetler model of research utilization helps practitioners assess how research findings and other relevent evidence can be applied in practice. This model examines how to use evidence to create formal change within organizations, as well how individual practitioners can use research on an informal basis as part of critical thinking and reflective practice. Research use occurs in three forms Instrumental use refers to the concrete, direct application of knowledge. Conceptual use occurs when using research changes the understanding or the  way one thinks about an issue. Symbolic use or political/strategic use happens when information is used to justify or legitimate a policy or decision, or otherwise influence the thinking and behaviour of others. The Stetler model of evidence-based practice based on the following assumptions 1. The formal organization may or may not be involved in an individual’s use of research or other evidence. 2. Use may be instrumental, conceptual and/or symbolic/strategic. 3. Other types of evidence and/or non-research-related information are likely to be combined with research findings to facilitate decision making or problem solving. 4. Internal or external factors can influence an individual’s or group’s review and use of evidence. 5. Research and evaluation provide probabilistic information, not absolutes. 6. Lack of knowledge and skills pertaining to research use and evidence-informed practice can inhibit appropriate and effective use Phase I: Preparation—Purpose, Context and Sources of Research Evidence Identify the purpose of consulting evidence and relevant related sources. Recognize the need to consider important contextual factors that could influence implementation. Note that the reasons for using evidence will also identify measurable outcomes for Phase V (Evaluation). Phase II: Validation—Credibility of Findings and Potential for/Detailed Qualifiers of Application Assess each source of the evidence for its level of overall credibility, applicability and operational details, with the assumption .Determine whether a given source has no credibility or fit and thus whether to accept or reject it for synthesis with other evidence .Summarize relevant details regarding each source in an ‘applicable statement of findings’ to look at the implications for practice in Phase III. A summary of findings should: reflect the meaning of study findings reflect studied variables or relationships in ways that could be practically used Phase III: Comparative Evaluation/Decision Making—Synthesis and Decisions/Recommendations per Criteria of Applicability Logically organize and display the summarized findings from across all  validated sources in terms of their similarities and differences. Determine whether it is desirable or feasible to apply these summarized findings in practice others involved). Based on the comparative evaluation, the user makes one of four choices: Decide to use the research findings by putting knowledge into effect Consider use by gathering additional internal information before acting broadly on the evidence. Delay use since more research is required which you may decide to conduct based on local need Reject or not use . Phase IV: Translation/Application—Operational Definition of Use/Actions for Change Write generalizations that logically take research findings and form action terms Identify type of research use (cognitive, symbolic and instrumental). Identify method of use (informal/formal, direct/indirect). Identify level of use (individual, group, organization). Assess whether translation or use goes beyond actual findings/evidence. Consider the need for appropriate, reasoned variation in certain cases. Plan formal dissemination and change strategies. Phase V: Evaluation Clarify expected outcomes relative to purpose of seeking evidence Differentiate formal and informal evaluation of applying findings in practice. Consider cost-benefit of various evaluation efforts. Use Research Utilization as a process to enhance the credibility of evaluation data. Include two types of evaluation data: formative and outcome CONCLUSION Evidence based practices as using the best evidence available to guide clinical decision making.Evidence based practice in nursing is a pocess of locating ,appraising and applying the best evidence from the nursing and medical literature to improve the quality of clinical nursing practices. Evidence-Based Practice (EBP) is a thoughtful integration of the best  available evidence, coupled with clinical expertise. As such it enables health practitioners of all varieties to address healthcare questions with an evaluative and qualitative approach. EBP allows the practitioner to assess current and past research, clinical guidelines, and other information resources in order to identify relevant literature while differentiating between high-quality and low-quality findings.Evidence based practice involves making clinical division on the basis of the best possible evidence ,usually best evidence come from the rigrous research. REFERENCE 1. Anne M Barker. Advanced Practice Nursing-Essentials of knowledge for the profession. United States of America: Jons and Batlett publishers; 2009. P.337-338 . 2. Suresh k Sharma. Nursing research and statistics. Haryana: Elsevier; 2011. P. 22-27. 3. Dennise F Polit ,Cheryl Tatano Beck. Essentials of nursing research-Appraising evidence for nursing practice. 7th ed. Noida: Lippincot Willaims and Wilkins; 2009. P. 25-47. 4. Potter Perry. Basic Nursing. 7th ed. Haryana: Rajkamal Electric Press; 2009. P. 54-57. 5. Dr.R.Bincy. Nursing Research-Building Evidence for Practice. NewDelhi: Viva Books; 2013. P. 286-297. 6. Judith Habour. Nursing Research. 5th ed. United States of America: Mosby Elsevier; 2010. P. 386-427. 7. Neelam Makhija. A practice based on evidence based practice. Nightingale Nursing Times-A window for health. 2007 September; Vol 3: 18-21. 8. Models of evidence based practice. www.nccmt.ca/registry/view/eng/83-html. Accesed october 15, 2013.

Low Self-Esteem Linked to Domestic Violence

In many cases, self-esteem and domestic violence  go hand in hand. Low self-esteem can be brought on by a variety of factors and can be a serious issue for women (and men) who are victims of domestic violence. Contrary to what many believe, domestic violence is not just about physical violence. It can also include sexual abuse, emotional abuse, financial abuse, and stalking. Basically, domestic violence offenders always feel the need to be in control of their victims. The less in control an offender feels, the more they want to hurt others. If victims of domestic violence have low self-esteem, it can cause them to stay in an abusive relationship. This can lead to serious injuries and even death. Maria Phelps, a survivor of brutal domestic violence and the blogger behind A Movement Against Domestic Violence, notes: Self-esteem alone cannot combat domestic violence. A woman with high self-esteem can be affected by domestic violence, but I feel that the woman with better self-image will be more empowered to leave a relationship where there is abuse, and that is the important thing to focus on. Women with low self-esteem feel that they cannot do better than the situation they are in, which makes them far less likely to leave than a woman who has high self-esteem and can stand up for herself. Domestic violence offenders tend to prey on women who have low self-esteem, realizing that the victim will want and need them no matter what they do. Because of the connection between self-esteem and domestic violence, it is critical to teach children about self-esteem. According to Overcoming.co.uk, a website that focuses on mental health issues, â€Å"Crucial experiences that help to form our beliefs about ourselves often (although not always) occur early in life.† It is, therefore, essential that children are introduced to the concept of self-esteem at an early age. In order to help prevent domestic violence in future generations, children need to understand if what they are feeling is healthy and learn positive ways to feel better about themselves. Alexis A. Moore, founder of Survivors In Action, observes: Women don’t leave because of fear and self-esteem. Most women, if we ask them to say the truth, are fearful of going out on their own. It’s a self-esteem issue primarily that is compounded by fear that they can’t make it alone without their batterer. Offenders are very aware of this and use it to their advantage. If an abuser feels that his partner is becoming more empowered to leave, hell turn on the charm to convince the victim that he actually does love her, then take something away from her to control and dominate her. That something could be the victim’s right to money or privacy or any number of other rights. He may tell the victim that shes nothing compared to him, causing the victim to feel vulnerable and afraid. Even if a victim seems like she has nothing else to lose, an offender can still find something to control and that usually has a significant impact on the victim’s self-esteem, causing her to stay with her abuser for just that little bit longer. Women dealing with domestic violence need to remember that they are not alone. Friends and family members of victims should provide ongoing reminders that they can get out of the situation and lead a normal life. Victims need support to feel empowered to live a life free of violence. Phelps, who was battered for years by her husband -- a teacher and a martial arts black belt -- knows how hard it is to leave. Yet she has one response to domestic violence victims who ask what they should do: The only answer to this question is to run. It is never the right choice to stay in a relationship where there is abuse involved. A victim of domestic violence should form a safety plan and get out of the situation at the first chance they can. Every victim of domestic violence needs to remember that it doesn’t matter how small and vulnerable your attacker makes you feel. You are worth more and deserve to be treated with respect and dignity, just like everyone else.