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Elsheikh R, Le Quang L, Nguyen NQT, Van PT, Hung DT, Makram AM, Huy NT. The role of nursing leadership in promoting evidence-based nursing practice. J Prof Nurs 2023; 48:93-98. [PMID: 37775247 DOI: 10.1016/j.profnurs.2023.06.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2022] [Revised: 06/20/2023] [Accepted: 06/20/2023] [Indexed: 10/01/2023]
Abstract
Although the undermining of the nursing profession, time constraints, and the lack of inclusive teaching of evidence-based nursing (EBN) in the nursing school's curriculum have long been identified as being some of the main barriers to the adoption of evidence-based practice (EBP) by nurses, the specific role of nurse leaders in directly influencing and supporting evidence-based nursing is not well demonstrated. This opinion piece discusses potential factors that influence the implementation of EBP into clinical routine practice, as well as how nursing leadership styles can contribute to its promotion in contemporary healthcare settings.
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Affiliation(s)
- Randa Elsheikh
- Deanery of Biomedical Sciences at Edinburgh Medical School, University of Edinburgh, Edinburgh, United Kingdom; Online Research Club (http://www.onlineresearchclub.org), Nagasaki, Japan.
| | - Loc Le Quang
- Online Research Club (http://www.onlineresearchclub.org), Nagasaki, Japan; Faculty of Medicine, University of Medicine and Pharmacy, Ho Chi Minh City, Viet Nam
| | - Ngoc Quynh Tram Nguyen
- Online Research Club (http://www.onlineresearchclub.org), Nagasaki, Japan; Faculty of Medicine, University of Debrecen, Debrecen, Hungary
| | - Phu Tran Van
- Online Research Club (http://www.onlineresearchclub.org), Nagasaki, Japan; Tra Vinh University, Tra Vinh City, Viet Nam
| | - Dang The Hung
- Online Research Club (http://www.onlineresearchclub.org), Nagasaki, Japan; Faculty of Medicine, University of Medicine and Pharmacy, Ho Chi Minh City, Viet Nam
| | - Abdelrahman M Makram
- Online Research Club (http://www.onlineresearchclub.org), Nagasaki, Japan; School of Public Health, Imperial College London, London, United Kingdom.
| | - Nguyen Tien Huy
- Online Research Club (http://www.onlineresearchclub.org), Nagasaki, Japan; School of Tropical Medicine and Global Health, Nagasaki University, 1-12-4 Sakamoto, Nagasaki 852-8523, Japan.
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Multi-university assessment of Biggs's constructive alignment as an index of nursing research competencies among Saudi students. TEACHING AND LEARNING IN NURSING 2022. [DOI: 10.1016/j.teln.2021.09.004] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Horntvedt MET, Nordsteien A, Fermann T, Severinsson E. Strategies for teaching evidence-based practice in nursing education: a thematic literature review. BMC MEDICAL EDUCATION 2018; 18:172. [PMID: 30055612 PMCID: PMC6064179 DOI: 10.1186/s12909-018-1278-z] [Citation(s) in RCA: 112] [Impact Index Per Article: 18.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/17/2018] [Accepted: 07/13/2018] [Indexed: 05/30/2023]
Abstract
BACKGROUND Evidence-based practice (EBP) is imperative for ensuring patient safety. Although teaching strategies to enhance EBP knowledge and skills are recommended, recent research indicates that nurses may not be well prepared to apply EBP. A three-level hierarchy for teaching and learning evidence-based medicine is suggested, including the requirement for interactive clinical activities in EBP teaching strategies. This literature review identifies the teaching strategies for EBP knowledge and skills currently used in undergraduate nursing education. We also describe students' and educators' experiences with learning outcomes and barriers. METHODS We conducted literature searches using Medline, Embase, CINAHL, ERIC and Academic Search Premier. Six qualitative studies and one mixed-method study met the inclusion criteria and were critically evaluated based on the Critical Appraisal Skills Programme. Using Braun and Clarke's six phases, the seven studies were deductively and thematically analysed to discover themes. RESULTS Four teaching strategy themes were identified, including subthemes within each theme: i.e., interactive teaching strategies; interactive and clinical integrated teaching strategies; learning outcomes; and barriers. Although four studies included a vague focus on teaching EBP principles, they all included research utilisation and interactive teaching strategies. Reported learning outcomes included enhanced analytical and critical skills and using research to ensure patient safety. Barriers included challenging collaborations, limited awareness of EBP principles and poor information literacy skills. CONCLUSION Four of the seven analysed studies included a vague focus on the use of EBP teaching strategies. Interactive teaching strategies are used, but primary strategies focus on searching for and critically appraising research for practice-based application. Although this review included a relatively small sample of literature, the findings indicate a need for more qualitative research investigating interactive and clinically integrated teaching strategies towards further enhancing EBP undergraduate nursing students' knowledge and skills.
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Affiliation(s)
- May-Elin T. Horntvedt
- Faculty of Health and Social Sciences, the Department of Nursing and Health Sciences, University of South-Eastern Norway, P.O. Box 235, N-3603 Kongsberg, Norway
| | - Anita Nordsteien
- Department of Research and Internationalisation, University of South-Eastern Norway, P.O. Box 235, N-3603 Kongsberg, Norway
| | - Torbjørg Fermann
- Faculty of Health and Social Sciences, the Department of Nursing and Health Sciences, University of South-Eastern Norway, P.O. Box 235, N-3603 Kongsberg, Norway
| | - Elisabeth Severinsson
- Centre for Women’s, Family and Child Health, Faculty of Health and Social Sciences, University of South-Eastern Norway, P.O. Box 235, N-3603 Kongsberg, Norway
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Gallegos C, Nakashima H. Mobile Devices: A Distraction, or a Useful Tool to Engage Nursing Students? J Nurs Educ 2018; 57:170-173. [DOI: 10.3928/01484834-20180221-09] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2017] [Accepted: 10/02/2017] [Indexed: 11/20/2022]
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Fiset VJ, Graham ID, Davies BL. Evidence-Based Practice in Clinical Nursing Education: A Scoping Review. J Nurs Educ 2017; 56:534-541. [DOI: 10.3928/01484834-20170817-04] [Citation(s) in RCA: 38] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2017] [Accepted: 04/06/2017] [Indexed: 11/20/2022]
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Momary KM, Lundquist LM. Student pharmacists' preparedness to evaluate primary literature pre- and post-Advanced Pharmacy Practice Experiences. CURRENTS IN PHARMACY TEACHING & LEARNING 2017; 9:468-472. [PMID: 29233286 DOI: 10.1016/j.cptl.2017.02.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2016] [Revised: 10/18/2016] [Accepted: 02/04/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND AND PURPOSE The primary objective of this study was to assess the effect of formal primary literature evaluation (PLE) during advanced pharmacy practice experiences (APPEs) on student pharmacists' preparedness and knowledge related to literature evaluation. EDUCATIONAL ACTIVITY AND SETTING A perception of preparedness survey and knowledge assessment was given to student pharmacists pre- and post-APPEs. Student pharmacists were also asked to characterize their opportunities for formal PLE during APPEs. Literature evaluation experiences, knowledge base and preparedness data were compared between student pharmacists who completed two or more PLE on APPE and those who did not. FINDINGS A total of 211 student pharmacists completed 529 formal PLE during their APPE experiences. Quiz grades and average perception of preparedness increased significantly from pre- to post-APPE regardless of whether student pharmacists had the opportunity for formal PLE on APPE. Student pharmacists who completed two or more PLE on APPE stated they felt more confident in evaluating primary literature after APPE, had greater post-APPE preparedness scores and a trend towards higher post-APPE quiz scores. DISCUSSION AND CONCLUSION APPEs provide an important opportunity for student pharmacists to improve their PLE knowledge.
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Affiliation(s)
- Kathryn M Momary
- Mercer University College of Pharmacy, Department of Pharmacy Practice, Atlanta, GA 30341.
| | - Lisa M Lundquist
- Mercer University College of Health Professions, Atlanta, GA 30341.
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Gerçek E, Okursoy A, Dal NA. Awareness and attitudes of Turkish nursing students towards research and development in nursing. NURSE EDUCATION TODAY 2016; 46:50-56. [PMID: 27597404 DOI: 10.1016/j.nedt.2016.08.015] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/07/2016] [Revised: 07/20/2016] [Accepted: 08/09/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND The research course in nursing is included in almost all nursing curricula in national and international scales. PURPOSE To compare awareness and attitudes of Turkish nursing students towards research and development in nursing. METHODS This study had descriptive and cross-sectional research design. The research sampling is consisted of 390 senior students studying during the 2013-2014 academic year in six schools of health in six different geographical regions in Turkey. The Personal Identification Form and Nursing Students' Attitudes to and Awareness of Research and Development within Nursing Scale were utilized in data collection. RESULTS It was determined that there is difference between awareness and attitude scores of nursing students from six different schools towards research and development in nursing according to their schools and background. CONCLUSION It can be suggested that initiatives to increase awareness of students at nursing schools towards research course must be planned.
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Affiliation(s)
- Emine Gerçek
- Adnan Menderes University Söke School of Health, Nursing Department, Söke, Aydın 09200, Turkey.
| | - Algın Okursoy
- Adnan Menderes University Faculty of Management, Department of International Logistics and Transportations, Söke, Aydın 09200, Turkey.
| | - Nursel Alp Dal
- Tunceli University School of Health, Nursing Department, Tunceli 62000, Turkey.
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Hagell P, Edfors E, Hedin G, Westergren A, Hammarlund CS. Group concept mapping for evaluation and development in nursing education. Nurse Educ Pract 2016; 20:147-53. [DOI: 10.1016/j.nepr.2016.08.006] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2014] [Revised: 03/12/2016] [Accepted: 08/23/2016] [Indexed: 10/21/2022]
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Mills J, Yates K, Harrison H, Woods C, Chamberlain-Salaun J, Trueman S, Hitchins M. Using a community of inquiry framework to teach a nursing and midwifery research subject: An evaluative study. NURSE EDUCATION TODAY 2016; 43:34-39. [PMID: 27286942 DOI: 10.1016/j.nedt.2016.04.016] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/10/2015] [Revised: 03/22/2016] [Accepted: 04/20/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Postgraduate nursing students' negative perceptions about a core research subject at an Australian university led to a revision and restructure of the subject using a Communities of Inquiry framework. Negative views are often expressed by nursing and midwifery students about the research process. The success of evidence-based practice is dependent on changing these views. A Community of Inquiry is an online teaching, learning, thinking, and sharing space created through the combination of three domains-teacher presence (related largely to pedagogy), social presence, and cognitive presence (critical thinking). OBJECTIVES Evaluate student satisfaction with a postgraduate core nursing and midwifery subject in research design, theory, and methodology, which was delivered using a Communities of Inquiry framework. SETTING, PARTICIPANTS, AND METHODS This evaluative study incorporated a validated Communities of Inquiry survey (n=29) and interviews (n=10) and was conducted at an Australian university. Study participants were a convenience sample drawn from 56 postgraduate students enrolled in a core research subject. Survey data were analysed descriptively and interviews were coded thematically. RESULTS Five main themes were identified: subject design and delivery; cultivating community through social interaction; application-knowledge, practice, research; student recommendations; and technology and technicalities. Student satisfaction was generally high, particularly in the areas of cognitive presence (critical thinking) and teacher presence (largely pedagogy related). Students' views about the creation of a "social presence" were varied but overall, the framework was effective in stimulating both inquiry and a sense of community. CONCLUSIONS The process of research is, in itself, the creation of a "community of inquiry." This framework showed strong potential for use in the teaching of nurse research subjects; satisfaction was high as students reported learning, not simply the theory and the methods of research, but also how to engage in "doing" research by forging professional and intellectual communities.
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Affiliation(s)
- Jane Mills
- Professor of Clinical Sciences (Nursing), School of Health and Biomedical Sciences, College of Science, Engineering and Health, Bundoora, VIC, 3083, Australia.
| | - Karen Yates
- Centre for Nursing and Midwifery Research, James Cook University, P.O. Box 6811, Cairns, Queensland 4870, Australia.
| | - Helena Harrison
- Centre for Nursing and Midwifery Research, James Cook University, P.O. Box 6811, Cairns, Queensland 4870, Australia.
| | - Cindy Woods
- Centre for Nursing and Midwifery Research, James Cook University, P.O. Box 6811, Cairns, Queensland 4870, Australia.
| | - Jennifer Chamberlain-Salaun
- Centre for Nursing and Midwifery Research, James Cook University, P.O. Box 6811, Cairns, Queensland 4870, Australia.
| | - Scott Trueman
- Centre for Nursing and Midwifery Research, James Cook University, P.O. Box 6811, Cairns, Queensland 4870, Australia.
| | - Marnie Hitchins
- Centre for Nursing and Midwifery Research, James Cook University, P.O. Box 6811, Cairns, Queensland 4870, Australia.
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Aglen B. Pedagogical strategies to teach bachelor students evidence-based practice: A systematic review. NURSE EDUCATION TODAY 2016; 36:255-63. [PMID: 26375570 DOI: 10.1016/j.nedt.2015.08.025] [Citation(s) in RCA: 80] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/02/2015] [Revised: 08/20/2015] [Accepted: 08/27/2015] [Indexed: 05/06/2023]
Abstract
AIM The aim of this study is to review international scientific articles about pedagogical strategies to teach nursing students at bachelor degree evidence-based practice (EBP). METHOD A literature review including peer reviewed, original, empirical articles describing pedagogical interventions aimed at teaching bachelor's degree nursing students EBP in the period 2004-2014. Theories of discretion, knowledge transfer and cognitive maturity development are used as analytical perspectives. RESULTS The main challenge teaching evidence based practice is that the students fail to see how research findings contribute to nursing practice. The pedagogical strategies described are student active learning methods to teach the students information literacy and research topics. Information literacy is mainly taught according to the stages of EBP. These stages focus on how to elaborate evidence from research findings for implementation into nursing practice. The articles reviewed mainly use qualitative, descriptive designs and formative evaluations of the pedagogical interventions. CONCLUSION Although a considerable effort in teaching information literacy and research topics, nursing students still struggle to see the relevance evidence for nursing practice. Before being introduced to information literacy and research topics, students need insight into knowledge transfer and their own epistemic assumptions. Knowledge transfer related to clinical problems should be the learning situations prioritized when teaching EBP at bachelor level. Theoretical perspectives of cognitive maturity development, knowledge transfer and discretion in professional practice give alternative ways of designing pedagogical strategies for EBP. More research is needed to develop and test pedagogical strategies for EBP in light of these theories.
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Affiliation(s)
- B Aglen
- Faculty of Nursing, Sør-Trøndelag University College, Institute of Nursing, PO Box 2320, 7004 Trondheim, Norway.
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Hassanian ZM, Ahanchian MR, Karimi-Moonaghi H. Can Knowledge Management Be Implemented in the Teaching of Medical Sciences? ACTA FACULTATIS MEDICAE NAISSENSIS 2015. [DOI: 10.1515/afmnai-2015-0024] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
SummaryUniversities play a vital role in social progress. Knowledge management (KM) is a kind of process which transforms data into knowledge and knowledge into capital. The aim of this paper is to investigate the use of KM in the field of education of medical sciences in order to help educators and students benefit from the knowledge present in the field of health sciences in a more meaningful and informed way.To achieve the aim of this narrative review, the related Persian and English literature sources were carefully examined; first, the Internet and other data bases were searched for articles containing one or more of the following key words: knowledge, knowledge management, medical science and higher education. Then, the related articles were quickly scanned and useful information was extracted. The selected parts of the text were carefully studied and summarized by two researchers. After gaining a thorough comprehension of the subject, its different dimensions and aspects were described and compared.As a process, the goal of KM in the field of medical sciences is to motivate the creation, sharing, storing and utilization of knowledge. Knowledge creation occurs by continually transforming tacit knowledge into explicit knowledge and vice versa. KM can be implemented in different areas of medical science including clinical practice. Knowledge managements system (KMS) plans are used to provide high quality, high value cost-effective care in medical science. Critical factors that influence the success of the implementation of KM in the field of medical education include culture, leadership and appropriate substructure. KM can be implemented for the development of medical education. KM is a tool which makes education and its practice intellectual, high quality and affordable. Implementation of KM is recommended in the field of medical education for effective health care delivery.
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Brooke J, Hvalič-Touzery S, Skela-Savič B. Student nurse perceptions on evidence-based practice and research: an exploratory research study involving students from the University of Greenwich, England and the Faculty of Health Care Jesenice, Slovenia. NURSE EDUCATION TODAY 2015; 35:e6-e11. [PMID: 25828089 DOI: 10.1016/j.nedt.2015.02.026] [Citation(s) in RCA: 37] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/22/2014] [Revised: 02/17/2015] [Accepted: 02/26/2015] [Indexed: 06/04/2023]
Abstract
BACKGROUND The importance of evidence-based practice (EBP) and research within nursing has been acknowledged since the 1970s. Research proficiencies for nurses include the abilities to search for and evaluate evidence, disseminate findings and apply findings to practice within the context of caring. However, there is a lack of information on how new undergraduate nursing curriculums have impacted on student nurses' perceptions on and importance of EBP and research. OBJECTIVES The study aimed to explore student nurses' perceptions on and importance of EBP and research. METHODS Data were collected via focus groups in 2013 with undergraduate student nurses from the University of Greenwich, England (n=7) and the Faculty of Health Care Jesenice, Slovenia (n=3). Cross-sectional sampling included focus groups with 1st year nursing students (4, n=22), 2nd year (4, n=38) and 3rd year (2, n=10). Data were analysed using Interpretative Phenomenological Analysis (IPA). RESULTS Four emergent themes regarding students' perceptions of EBP and research were 'provided confidence, knowledge and empowerment in clinical practice', 'vital for improvements in patient care and safety', students' 'responsibility to develop nursing as a profession' and 'realities of research in clinical practice'. DISCUSSION Student nurses found EBP and research daunting and difficult to understand, although perceived EBP and research as necessary for their current and future practice. However, student nurses highlighted the lack of clinical nurses' involvement in research and therefore struggled to conceptualise how they could maintain their EBP and research skills on leaving the academic setting. CONCLUSION The importance of EBP and research was realised by student nurses across the two institutions. However, further development and involvement of clinical nurses with EBP and research is required to enable students to develop a clear understanding of how to take these skills forward in their future careers.
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Affiliation(s)
- Joanne Brooke
- Faculty of Education and Health, University of Greenwich, Avery Hill Road, Eltham, London SE9 2UG United Kingdom.
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Mattila LR, Rekola L, Koponen L, Eriksson E. Journal club intervention in promoting evidence-based nursing: perceptions of nursing students. Nurse Educ Pract 2013; 13:423-8. [PMID: 23414641 DOI: 10.1016/j.nepr.2013.01.010] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2012] [Revised: 01/17/2013] [Accepted: 01/19/2013] [Indexed: 10/27/2022]
Abstract
This study focused on nursing journal clubs as an intervention in promoting evidence-based nursing. Nursing journal clubs refer to arranged meetings where nurses convene to discuss the use of research knowledge in nursing practice. Researchers and directors of a university hospital planned the intervention. The study aimed to assess learning and utilization of research knowledge after implementation of nursing journal clubs from the perspective of nursing students. In journal clubs, answers were sought from scientific nursing articles to solve nursing problems specified by each ward/outpatient unit. Nursing students paired up to make an oral presentation of a research article to staff nurses. After the presentation, they acted as chairpersons in the discussion. The students had a vocational nursing diploma and were aiming at bachelor's degree in nursing. After the final club meeting, the students (n = 53) responded to a questionnaire. The results indicated that the students were not able to utilize the studies to the same extent as they learnt from them. Age, work experience and participation in research and development activities were connected to learning. Despite limitations, the results may be used to develop nursing journal clubs as a learning and collaboration method between nurse education and health care.
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Zhang Q, Zeng T, Chen Y, Li X. Assisting undergraduate nursing students to learn evidence-based practice through self-directed learning and workshop strategies during clinical practicum. NURSE EDUCATION TODAY 2012; 32:570-5. [PMID: 21664015 DOI: 10.1016/j.nedt.2011.05.018] [Citation(s) in RCA: 57] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/17/2011] [Revised: 05/18/2011] [Accepted: 05/22/2011] [Indexed: 05/06/2023]
Abstract
To equip undergraduate nursing students with basic knowledge and skills and foster positive attitudes toward evidence-based practice (EBP), a pilot learning program during their clinical practicum was developed in a teaching hospital in China. This article describes the specific learning process through which self-directed learning and workshop strategies were used, and a pre- and post-intervention survey were conducted to evaluate the effectiveness of the learning strategies. The findings show a significant improvement in their perceptions of EBP knowledge, attitudes and beliefs, and behavior levels. Beginning competencies in EBP were achieved. Participants reported great satisfaction and have found this program helpful in promoting their analytical and problem-solving abilities, independent learning ability, and cooperative and communication abilities as well.
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Affiliation(s)
- Qi Zhang
- Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, Hubei, PR China.
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Christie J, Hamill C, Power J. How can we maximize nursing students’ learning about research evidence and utilization in undergraduate, preregistration programmes? A discussion paper. J Adv Nurs 2012; 68:2789-801. [DOI: 10.1111/j.1365-2648.2012.05994.x] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Al Hadid LA, Hasheesh MA, Al Momani M. Validating a Tool that Explores Factors Influencing the Adoption of Principles of Evidence-Based Practice. J Nurs Educ 2011; 50:681-7. [DOI: 10.3928/01484834-20110930-03] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2011] [Accepted: 08/23/2011] [Indexed: 11/20/2022]
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Halabi JO, Hamdan-Mansour A. Attitudes of Jordanian nursing students towards nursing research. J Res Nurs 2010. [DOI: 10.1177/1744987110379782] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/22/2023] Open
Abstract
Attitudes towards research are significant indictors that connect practice to research and enhance nursing evidence-based practice. This correlational study was conducted to assess the attitudes of Jordanian nursing students towards nursing research. A self-administered questionnaire received from 612 senior nursing students at one of the largest universities in Amman, Jordan, was carried out. The results showed that nursing students had positive attitudes towards research. The majority of them believed that research has a role in developing the nursing profession, and that nurses must learn how to read and utilise research findings in practice. The majority also realised the value of research in improving quality of care, expressed the need to learn about nursing research, appreciated the necessity of research for the development of the nursing profession and had a willingness to conduct nursing research in clinical settings. Four attitude domains were identified, including research abilities, usefulness of research, personal interest in research and using research in clinical practice. The highest scores were observed on items related to ‘usefulness of research’ and the lowest were related to ‘research abilities’. Providing students with information and strengthening their research abilities might enhance their positive feelings and increase their involvement in research activities after graduation.
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Affiliation(s)
- Jehad O. Halabi
- Assistant Professor, Department of Clinical Nursing, University of Jordan, Jordan
| | - Ayman Hamdan-Mansour
- Associate Professor, Department of Clinical Nursing, University of Jordan, Jordan
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Brown CE, Kim SC, Stichler JF, Fields W. Predictors of knowledge, attitudes, use and future use of evidence-based practice among baccalaureate nursing students at two universities. NURSE EDUCATION TODAY 2010; 30:521-7. [PMID: 19948369 DOI: 10.1016/j.nedt.2009.10.021] [Citation(s) in RCA: 51] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/31/2009] [Revised: 10/19/2009] [Accepted: 10/29/2009] [Indexed: 05/23/2023]
Abstract
Nursing students are strategically positioned to influence adoption of evidence-based practice within the nursing profession. The purpose of this study was to identify the predictors of knowledge, attitudes, use and future use of evidence-based practice among baccalaureate nursing students at two universities. A cross-sectional survey design was used to study a convenience sample of 436 nursing students (response rate of 63.3%) enrolled at two baccalaureate nursing programs at the beginning of 2007 fall semester in the United States. The surveys included demographic questionnaire and knowledge, attitudes and behaviors questionnaire for evidence-based practice. EBP Knowledge, Attitudes toward EBP and Future Use of EBP subscales demonstrated statistically significant increase in mean scores with advancing academic levels. Confidence in clinical decision-making and clinical preparedness had moderate positive correlation with EBP Use and Future use of EBP. Simultaneous multiple regression analyses indicated that the clinical preparedness and confidence in clinical decision-making were statistically significant predictor variables for EBP use and Future use of EBP. Clinically well-prepared nursing students with high confidence in clinical decision-making are most likely to use evidence-based practice, both in the present and the future.
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Affiliation(s)
- Caroline E Brown
- Evidence-Based Practice/Research Liaison, UCSD Medical Center, Arbor Dr., San Diego, CA 92103, USA.
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Salamonson Y, Koch J, Weaver R, Everett B, Jackson D. Embedded academic writing support for nursing students with English as a second language. J Adv Nurs 2010; 66:413-21. [DOI: 10.1111/j.1365-2648.2009.05158.x] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Kim SC, Brown CE, Fields W, Stichler JF. Evidence-based practice-focused interactive teaching strategy: a controlled study. J Adv Nurs 2009; 65:1218-27. [DOI: 10.1111/j.1365-2648.2009.04975.x] [Citation(s) in RCA: 43] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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