Conocimiento tácito: características en la práctica enfermera

Self-perceived competences in evidence-based practice of clinical-teaching nurses versus clinical nurses

AIM

To compare the evidence-based practice (EBP) self-perceived competences of clinical teacher nurses (CTN) versus clinical nurses (CN) to detect areas for improvement in practical training.

METHOD

A cross-sectional study by means of a self-assessment questionnaire sent to nurses of two public hospitals of Castilla y León was performed, between February to May 2020. Variables included competences in evidence based practice (EBP) - attitude, knowledge, skills and use-, sociodemographic, job, academic, teaching relations and training in investigation methodology and/or EBP. A validated questionnaire EBP-COQ prof© of 35 questions with answers type Likert (1, very disagree-5, very agree) was used. Data analysis (descriptive and bivariate) was performed by means SPSS v.24 program.

RESULTS

171 questionnaires were answered by nurses. CN 52%, CTN 48%. There were no significant differences between both groups regarding sociodemographic variables. Mean age was 43.6 ± 9.9 and 42.9 ± 8.5 for CN and CTN, respectively. Total sample showed a mean EBP competency score of 3.54 ± 1.00 (attitudes: 4.40 ± 0.60; knowledge: 3.08 ± 0.94; skills: 3.57 ± 0.66; utilization: 3.36 ± 0.75). The CTN group obtained higher mean scores in knowledge dimension, compared with CN (P = .02) and with total sample (P = .02). There were no significant differences in other dimensions.

CONCLUSION

CTN showed better self-perceived competences scores only in the knowledge dimension compared with CN. Taking in account the level of responsibility they support in their daily practice, it would be advisable to design management strategies in order to improve attitudes, skills and utilize EBP, acting as professional role models for students and peer mentors.

Investigación enfermera: más allá de la responsabilidad del profesional

“Hablar del personal de enfermería es hablar de los profesionales del cuidado, es hablar de la excelencia sanitaria, es hablar de la competencia investigadora, y por supuesto, es hablar de la cercanía con los pacientes. Son fundamentales en nuestro sistema de salud”. Con estas palabras de Carolina Darias, Ministra de Sanidad, comienza un video promovido por Investen-isciii y que se difundía recientemente por redes sociales.La investigación constituye junto a la asistencia, la docencia y la gestión, los cuatro pilares en los que se fundamenta la disciplina enfermera. Sin embargo, no ha sido hasta la incorporación de los estudios de enfermería en el Espacio Europeo de Educación Superior y la obtención del título de Grado, cuando desde nuestra profesión se ha podido acceder al segundo y tercer ciclo de las enseñanzas universitarias oficiales, permitiendo la realización de los estudios de doctorado, que supone el nivel académico más alto y la capacitación investigadora de una profesión.