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Ahmed SK, Mohammed RA, Mahmood KA, Abdullah OS, Blbas H, Abdalla AQ, Hamad MK, Mohammed MG. Assessment of Nursing Faculty Members' Knowledge Toward Research: A Cross-Sectional Study. Cureus 2024; 16:e62464. [PMID: 39022502 PMCID: PMC11251935 DOI: 10.7759/cureus.62464] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/15/2024] [Indexed: 07/20/2024] Open
Abstract
Background and aim In the context of contributing to healthcare and the well-being of a nation and its communities, nursing research plays a vital role in advancing the discipline of nursing science. Nursing research is essential for improving the quality of nursing care. This study aims to examine the research knowledge level of faculty members at the College of Nursing, University of Raparin, Kurdistan Region, Iraq. Methods We conducted a cross-sectional study involving 43 nursing faculty members at the University of Raparin. The survey was distributed using convenience sampling in April 2024. Statistical analysis was performed using IBM SPSS Statistics for Windows, Version 26.0 (released 2019, IBM Corp., Armonk, NY). Continuous variables were analyzed using mean and standard deviation, while categorical variables were analyzed using frequency and percentage distributions. The association between knowledge scores and demographics was tested using Mann-Whitney, Kruskal-Wallis, Chi-square, and post-hoc tests. Stepwise multiple regression analysis was used to determine the variables that influence the knowledge score. Significance was set at p < 0.05. Results A total of 43 participants were enrolled in this study. The mean age was 32.56 ± 4.75, with 69.8% of participants being male. In terms of educational attainment, 48.8% held master's degrees, 39.5% held bachelor's degrees, and only 11% possessed PhDs. The mean work experience was 5.40 ± 4.04 years, and the mean knowledge score toward research was 3.09 ± 1.97 out of 7. Demographic variables, such as age, marital status, and gender, showed no significant associations with knowledge levels (p > 0.05). However, significant associations were found for education level (p = 0.004) and years of experience (p = 0.011). In the stepwise regression analysis, we observed a significant positive correlation between the level of education and knowledge score (F =10.787, p = 0.002). However, variables, such as age, gender, marital status, years of experience, and participation in research courses, did not demonstrate statistical significance (p-values > 0.05). Conclusion This study highlights a significant lack of research expertise among nursing faculty members, emphasizing the urgent need for targeted interventions and instructional activities in nursing education programs. It is crucial to address this knowledge gap in order to support the professional growth of faculty members and promote the advancement of nursing research and evidence-based practice. Policymakers should also consider implementing mentorship programs that strategically pair less experienced faculty members with seasoned researchers. This initiative aims to cultivate a collaborative learning environment and enhance research skills.
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Affiliation(s)
| | | | | | - Omaid S Abdullah
- Department of Statistics, Salahaddin University-Erbil, Erbil, IRQ
| | - Hazhar Blbas
- Department of Statistics, Salahaddin University-Erbil, Erbil, IRQ
| | | | | | - Mona G Mohammed
- Department of Adult Health Nursing, RAK Medical and Health Sciences University, Ras Al-Khaimah, ARE
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Nielsen LD, Castano FM, Jørgensen RB, Ramachandran A, Egebæk HK, Noe BB. Teaching evidence-based practice to undergraduate healthcare students Educators' knowledge, skills, attitudes, current practice, perceived barriers, and facilitators: A Danish cross-sectional study. NURSE EDUCATION TODAY 2024; 133:106082. [PMID: 38141368 DOI: 10.1016/j.nedt.2023.106082] [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: 03/01/2023] [Revised: 10/18/2023] [Accepted: 12/18/2023] [Indexed: 12/25/2023]
Abstract
BACKGROUND Evidence-Based Practice is recognized as a standard practice and a core competence for clinical healthcare professionals and therefore educators' competences in teaching Evidence-Based Practice are essential. Yet only little is known about the knowledge, skills, attitudes, and teaching practices around Evidence-Based Practice among educators of Danish undergraduate healthcare students. OBJECTIVES The objectives of this study were to describe: 1) the Evidence-Based Practice profiles regarding attitudes, knowledge, skills, and teaching practices among educators who teach in undergraduate healthcare educations; 2) the current state of teaching Evidence-Based Practice in undergraduate program curricula; 3) the perceived barriers and facilitators to teach Evidence-Based Practice; and 4) the educators` needs regarding teaching Evidence-Based Practice. DESIGN, SETTING AND PARTICIPANTS A cross-sectional survey using a self-administrated online questionnaire among 81 educators at University College South Denmark. METHODS The survey covered 1) Demographic questions, 2) Educators Evidence-Based Practice profiles measured by the Evidence-Based Practice Questionnaire for teachers, 3) perceived state of Evidence-Based Practice teaching 4) perceived barriers and facilitators and 5) educators´ needs for competence development regarding teaching Evidence-Based Practice. RESULTS The translated version of the Evidence-Based Practice Questionnaire showed that respondents had a mean of 3,6 regarding practicing Evidence-Based Practice when asked to rank on a scale of 1-7 (higher score indicating higher degree). The respondents showed positive attitudes towards Evidence-Based Practice and had a high self-perception of their Evidence-Based Practice skills and knowledge, scoring an overall average value of 5 on these items. In open ended questions educators gave a variety of examples of their Evidence-Based Practice teaching in terms of content, teaching methods and cooperation with clinical practice. CONCLUSIONS Educators report limitations to teaching Evidence-Based Practice; however, attitudes, knowledge and skills were perceived generally high. Main facilitator was partnership with clinical practice and main barrier was time lack. MESH: Evidence-Based Practice, Health Educators, Knowledge, Attitude.
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Affiliation(s)
- Lea D Nielsen
- Nursing Education & Department for Applied Health Science, University College South Denmark, Degnevej 17, 6705 Esbjerg Ø, Denmark.
| | - Francisco M Castano
- Biomedical Laboratory Science, Department for Applied Health Science, University College South Denmark, Degnevej 17, 6705 Esbjerg Ø, Denmark.
| | - René B Jørgensen
- Physiotherapy Education, Department for Applied Health Science, University College South Denmark, Degnevej 17, 6705 Esbjerg Ø, Denmark.
| | - Asviny Ramachandran
- Occupational Therapy Education, Department for Applied Health Science, University College South Denmark, Degnevej 17, 6705 Esbjerg Ø, Denmark..
| | - Heidi K Egebæk
- Centre for Clinical Research and Prevention, Section for Health Promotion and Prevention, Bispebjerg and Frederiksberg Hospital, Nordre Fasanvej 57, 2000 Frederiksberg, Denmark.
| | - Bodil B Noe
- Department for Applied Health Science, University College South Denmark, Degnevej 17, 6705 Esbjerg Ø, Denmark.
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Redmond C, Farrell R, Cunningham C, Dineen A, Foley S, O'Donnell D, O'Reilly S, Stokes D, O'Neill E. Development of the EVIBEC Learning Outcomes Framework to support the delivery of evidence-based practice curricula in health care professional programmes: a codesign approach. BMC MEDICAL EDUCATION 2024; 24:3. [PMID: 38172823 PMCID: PMC10763008 DOI: 10.1186/s12909-023-04972-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/30/2023] [Accepted: 12/13/2023] [Indexed: 01/05/2024]
Abstract
BACKGROUND All healthcare professional education programmes must adopt a systematic approach towards ensuring graduates achieve the competencies required to be an evidence-based practitioner. While a list of competencies for evidence-based practice exist, health care educators continue to struggle with effectively integrating the necessary competencies into existing curricula. The purpose of this project was to develop an open access cross-discipline, learning outcomes framework to support educators in integrating the teaching, learning and assessment required to ensure all graduates of health care professional programmes can achieve the necessary evidence-based practice competencies. METHODS An interdisciplinary team of health care professional educators and a librarian completed a review of the health professions literature on the teaching and assessment of evidence-based practice. The literature, coupled with the teams' collective experiences in evidence-based education and research, were used to identify relevant teaching, learning and evidence-based competency frameworks to inform the project design. The guide and toolkit for experience-based co-design developed by the National Health Service Institute for Innovation and Improvement was adopted for this study ( Institute for Innovation and Improvement: Experience Based Design: Guide & Tools In. Leeds: NHS; 2009.). A four-step approach involving three online participatory co-design workshops and a national validation workshop was designed. Students (n = 33), faculty (n = 12), and clinical educators (n = 15) participated in formulating and mapping learning outcomes to evidence-based competencies. RESULTS Through a rigorous, systematic co-design process the Evidenced-based Education Collaborative (EVIBEC) Learning Outcomes Framework was developed. This framework consists of a series of student-centred learning outcomes, aligned to evidence-based practice competencies, classified according to the 5 As of EBP and mapped to the cognitive levels of Bloom's taxonomy. Associated learning activities for each step of EBP are suggested. CONCLUSIONS A consensus-based, student-centred learning outcomes framework aligned to a contemporary set of EBP core competencies has been developed. The freely accessible EVIBEC framework may support entry level health care professional EBP education, by informing EBP curriculum development and offering the potential for interdisciplinary approaches to and sharing of valuable teaching and learning resources. Co-design proved an effective method in creating and refining this framework.
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Affiliation(s)
- Catherine Redmond
- UCD School of Nursing, Midwifery & Health Systems, Belfield, Dublin, Dublin 4, Ireland
| | - Robin Farrell
- UCD School of Veterinary Medicine, Area: Veterinary Nursing, Belfield, Dublin, Dublin 4, Ireland
| | - Catriona Cunningham
- UCD School of Public Health, Physiotherapy and Sports Science, Belfield, Dublin, Dublin 4, Ireland
| | - Andrea Dineen
- UCD School of Veterinary Medicine, Area: Veterinary Nursing, Belfield, Dublin, Dublin 4, Ireland
| | - Shane Foley
- UCD School of Medicine, Belfield, Dublin, Dublin 4, Ireland
| | - Deirdre O'Donnell
- UCD School of Nursing, Midwifery & Health Systems, Belfield, Dublin, Dublin 4, Ireland.
| | - Sharleen O'Reilly
- UCD School of Agriculture and Food Science, Area: Dietetics and Human Nutrition, Belfield, Dublin, Dublin 4, Ireland
| | | | - Emma O'Neill
- UCD School of Veterinary Medicine, Belfield, Dublin, Dublin 4, Ireland
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Zhou F, Yuan T, Li Z, Mu X, Lv Y. The evidence-based practice teaching competence of clinical preceptors at different stages of innovation-decision process: A cross-sectional survey in traditional Chinese medicine hospitals. NURSE EDUCATION TODAY 2024; 132:106027. [PMID: 37956570 DOI: 10.1016/j.nedt.2023.106027] [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: 12/20/2022] [Revised: 09/27/2023] [Accepted: 11/02/2023] [Indexed: 11/15/2023]
Abstract
BACKGROUND Traditional Chinese Medicine Nursing Clinical Preceptors (TCMN-CPs) are crucial to cultivate undergraduates' evidence-based practice (EBP) competence during clinical practicum in traditional Chinese Medicine (TCM) hospitals. However, the TCMN-CPs' EBP teaching competence is unclear. Underpinned by Rogers' innovation-decision process, our study aimed to investigate TCMN-CPs' EBP teaching competence and the related characteristic factors at five stages of knowledge, persuasion, decision, implementation and confirmation. METHODS An online survey was conducted by using a modified evidence-based practice teaching competence questionnaire (EBPT-COQ) encompassing attitude, knowledge/skill and practice of EBP teaching in four TCM teaching hospitals in Beijing, China. RESULTS A total of 654 TCMN-CPs were included, with a response rate of 91.47 %. Most TCMN-CPs were in knowledge stage (339, 51.83 %), followed by the persuasion stage (166, 25.38 %), decision stage (123, 18.81 %), implementation stage (23, 3.52 %) and confirmation stage (3, 0.46 %). The total and dimension scores of EBPT-COQ increased as the diffusion stage developing, the confirmation stage was the highest (5.48 ± 0.80). Twenty-three items' mean scores were higher than 4 points (95.83 %), except for "Research skills" (3.58 ± 1.38). The related characteristic factors were 1) age (Z = -4.177), working experience (H = 11.087), clinical teaching experience (H = 12.602), management position (Z = 2.565), research experience (Z = -2.867) and EBP training (Z = 3.146) at Knowledge stage; 2) research experience (ZPersuasion = -2.617; ZDecision = -3.510), EBP training (ZPersuasion = 2.528; ZDecision = 3.433) at Persuasion and Decision stage (all P<0.05). And the first three stages TCMN-CPs' EBPT-COQ scores were positively correlated with TCMN-CPs' attitude toward clinical teaching (r = 0.244-0.331, P<0.001). CONCLUSIONS Most of the TCMN-CPs' EBP teaching status are in the first three diffusion stages. Though their attitude, knowledge/skills and practice to EBP teaching competence have gradually improved with the deepening of the diffusion stage, much efforts should be made to keep progressing. TCMN-CPs' qualifications of EBP teaching could include rich clinical work and teaching experience, enjoying teaching. Nursing managers, with higher EBP teaching competence, might play a crucial role in promoting the diffusion of EBP teaching. All TCMN-CPs showed an inadequacy of research skills of EBP teaching. Therefore, it is warranted to explore the minimum research skill requirements for EBP teaching and to establish academic-practice partnerships.
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Affiliation(s)
- Fen Zhou
- School of Nursing, Beijing University of Chinese Medicine, Beijing, China; The Beijing University of Chinese Medicine Centre for Evidence-based Nursing: A JBI Affiliated Group, Beijing, China.
| | - Ting Yuan
- School of Nursing, Beijing University of Chinese Medicine, Beijing, China
| | - Zhaoyu Li
- School of Nursing, Capital Medical University, No.10 You'anmenwai Xitoutiao Street, Fengtai District, Beijing 100069, China
| | - Xiaoying Mu
- School of Nursing, Beijing University of Chinese Medicine, Beijing, China
| | - Yunpeng Lv
- School of Nursing, Beijing University of Chinese Medicine, Beijing, China
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Portela Dos Santos O, Melly P, Hilfiker R, Giacomino K, Perruchoud E, Verloo H, Pereira F. Effectiveness of Educational Interventions to Increase Skills in Evidence-Based Practice among Nurses: The EDITcare Systematic Review. Healthcare (Basel) 2022; 10:2204. [PMID: 36360544 PMCID: PMC9691114 DOI: 10.3390/healthcare10112204] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2022] [Revised: 10/27/2022] [Accepted: 10/29/2022] [Indexed: 09/08/2024] Open
Abstract
BACKGROUND Using evidence-based practice (EBP) improves the implementation of safe, high-quality healthcare for patients, reduces avoidable costs, and plays a crucial role in bridging knowledge-action gaps and reducing health inequities. EBP combines the best available evidence in the relevant literature with patient preferences and values and healthcare professionals' (HCPs) expertise. METHODS Systematic searches of ten bibliographic databases, unpublished works, and the Grey Literature Report sought studies published up to 30 September 2022. RESULTS The 15 studies retained involved 2712 nurses. Three types of effective educational interventions were identified: (1) multifaceted educational strategies incorporating mentoring and tutoring; (2) single educational strategies, often delivered online; and (3) multifaceted educational strategies using the five steps of EBP. Eleven primary outcomes (EBP beliefs, EBP self-efficacy, perceived EBP implementation, EBP competencies, EBP knowledge, EBP skills, EBP attitudes, EBP behaviors, EBP desire, EBP practice, and perceptions of organizational culture and readiness) were assessed using 13 qualitative and quantitative instruments. CONCLUSIONS Ensuring the successful implementation of EBP requires effective educational strategies. Computer-based learning seems the most cost-effective and efficient strategy, when considering caregivers' characteristics, the clinical field, and educational interventions across the pre-, peri-, and post-implementation processes.
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Affiliation(s)
- Omar Portela Dos Santos
- Department of Nursing Sciences, School of Health Sciences, HES-SO Valais/Wallis, University of Applied Sciences and Arts Western Switzerland, Chemin de l’Agasse 5, CH-1950 Sion, Switzerland
- Institute of Health Sciences, Universidade Católica Portuguesa, Rua de Diogo Botelho 1327, 4169-005 Porto, Portugal
| | - Pauline Melly
- Department of Nursing Sciences, School of Health Sciences, HES-SO Valais/Wallis, University of Applied Sciences and Arts Western Switzerland, Chemin de l’Agasse 5, CH-1950 Sion, Switzerland
| | - Roger Hilfiker
- Department of Physiotherapy, School of Health Sciences, HES-SO Valais/Wallis, University of Applied Sciences and Arts Western Switzerland, Rathausstrasse 8, CH-3954 Leukerbad, Switzerland
| | - Katia Giacomino
- Department of Physiotherapy, School of Health Sciences, HES-SO Valais/Wallis, University of Applied Sciences and Arts Western Switzerland, Rathausstrasse 8, CH-3954 Leukerbad, Switzerland
| | - Elodie Perruchoud
- Department of Nursing Sciences, School of Health Sciences, HES-SO Valais/Wallis, University of Applied Sciences and Arts Western Switzerland, Chemin de l’Agasse 5, CH-1950 Sion, Switzerland
| | - Henk Verloo
- Department of Nursing Sciences, School of Health Sciences, HES-SO Valais/Wallis, University of Applied Sciences and Arts Western Switzerland, Chemin de l’Agasse 5, CH-1950 Sion, Switzerland
- Service of Old Age Psychiatry, Department of Psychiatry, Lausanne University Hospital, Route de Cery 60, CH-1008 Lausanne, Switzerland
| | - Filipa Pereira
- Department of Nursing Sciences, School of Health Sciences, HES-SO Valais/Wallis, University of Applied Sciences and Arts Western Switzerland, Chemin de l’Agasse 5, CH-1950 Sion, Switzerland
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Cleary‐Holdforth J, Fineout‐Overholt E, O'Mathúna D. How nursing stakeholders in the Republic of Ireland define evidence-based practice and why it matters. Worldviews Evid Based Nurs 2022; 19:396-404. [PMID: 35711099 PMCID: PMC9795964 DOI: 10.1111/wvn.12593] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/24/2021] [Revised: 03/17/2022] [Accepted: 03/20/2022] [Indexed: 12/30/2022]
Abstract
BACKGROUND Evidence-based practice (EBP) has garnered increasing exposure in professional healthcare discourse over three decades. While the term is used frequently, its interpretation varies widely. An accurate, shared understanding of what EBP means is essential to the achievement of EBP implementation in clinical practice. As part of a national study in the Republic of Ireland, nurses, midwives, educators, and students shared their personal understanding of what EBP was to them. AIM To establish nurses', midwives', educators', and students' knowledge and understanding of the concept of EBP in the Republic of Ireland. METHODS In a national study exploring EBP beliefs, implementation, and organizational readiness for EBP among nurses, midwives, educators, and students, an open-ended question invited participants to explain what EBP is, in their own words. Content analysis was used to interpret participants' responses. RESULTS Five themes emerged from the data from the single open-ended question: (1) varying definitions of EBP, (2) best practice, (3) nurses' and midwives' role in EBP, (4) knowledge, and (5) barriers and facilitators of EBP. The dominant finding centered on the substantial conflation of EBP with research utilization and other concepts such as quality improvement. LINKING EVIDENCE TO ACTION Poor knowledge and understanding of EBP is a fundamental challenge to EBP implementation. Conflation of EBP with research utilization and other healthcare concepts is not uncommon among nurses and midwives globally and has persisted for some time. This has the potential to hinder the advancement of EBP in nursing and midwifery and, therefore, measures to enhance EBP knowledge and promote EBP implementation are key. Professional regulating bodies, educators, and clinical and educational organizations all have a role to play. The findings from this aspect of this national study offer a realistic, context-specific starting point for tailored educational interventions for clinicians, educators, and students and identify professional and organizational strategies that promote EBP as the expectation and "the way things are done here."
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Jabonete FGV, Roxas REO. Barriers to Research Utilization in Nursing: A Systematic Review (2002–2021). SAGE Open Nurs 2022; 8:23779608221091073. [PMID: 35600005 PMCID: PMC9118897 DOI: 10.1177/23779608221091073] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2021] [Revised: 02/24/2022] [Accepted: 03/11/2022] [Indexed: 11/29/2022] Open
Abstract
Introduction There is an existing gap between what people learned from theory and what they clinically practiced, as revealed in research studies in nursing. This gap is primarily due to identified barriers in utilizing the research findings in actual nursing practice. Objective To present a scientific mapping of the Scopus-indexed literature published from 2002 to 2021, which studied barriers to research utilization in nursing using the BARRIER scale. Methods This systematic review utilized bibliometric analysis. One hundred seventy-nine extracted literature from Scopus was manually reviewed, and the study included 53 documents for further analysis. Results Remarkably, almost three-fourths of the documents identified setting-related factors as the most common barrier to research utilization in nursing (n = 39, 73.58%). This is followed by presentation-related factors (n = 16.98%) and nurse-related factors (n = 5, 9.43%), respectively. Findings revealed that insufficient time at work in implementing new ideas was perceived as the top barrier in research utilization in nursing. Conclusion It is crucial to determine the hindrances to the utilization of research findings. The results of this study establish the connection between research and evidence-based practice which stimulates in meeting the gap in the current nursing practice. Future studies must include research utilization studies that apply tools other than the BARRIER scale.
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González LMP, Fonseca DA, Bermeo RNZ. Evidence-based practice competences in nursing students at a university in Colombia. NURSE EDUCATION TODAY 2021; 107:105094. [PMID: 34450536 DOI: 10.1016/j.nedt.2021.105094] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/25/2021] [Revised: 06/14/2021] [Accepted: 08/05/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Learning about evidence-based practice (EBP) is an essential and relevant aspect in the training of nursing professionals. This study aimed to determine competence level regarding EBP in nursing students at a private university in the city of Cali, Valle del Cauca. METHOD This was a correlational, descriptive, and observational study. STUDY POPULATION Senior students that were part of a nursing program in the city of Cali in 2020 were the study group. A validated CACH-EBP questionnaire was used for measuring competence in EBP and its related factors, such as attitude, skills, and knowledge. RESULTS A total of 207 students participated in the study, of which 84.5% were women. The overall instrument competence score was 3.4 out of 5. Factor scores were 3.7 for attitude, 3.0 for skills, and 3.1 for knowledge. CONCLUSION Nursing students have a positive attitude toward EBP, which can facilitate its implementation in practice.
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Hallé MC, Bussières A, Asseraf-Pasin L, Storr C, Mak S, Root K, Thomas A. Building evidence-based practice competencies among rehabilitation students: a qualitative exploration of faculty and preceptors' perspectives. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2021; 26:1311-1338. [PMID: 33895888 DOI: 10.1007/s10459-021-10051-0] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2020] [Accepted: 04/09/2021] [Indexed: 06/12/2023]
Abstract
Medical education literature suggests clinically-integrated teaching may be the most effective approach to teach evidence-based practice (EBP). Before implementing this educational best practice in rehabilitation curricula, it is imperative to better understand the current context, barriers and facilitators to teach EBP in rehabilitation from the academic to the clinical setting. The aim of this study was to explore faculty and preceptors' experiences and perceptions of teaching EBP in rehabilitation professions, namely occupational therapy, physical therapy and speech-language pathology. We gathered data from seven focus groups and an individual interview with a sample of 24 faculty and 15 preceptors, i.e., clinical supervisors. Data collected were subjected to inductive thematic content analysis. We identified three overarching themes and corresponding strategies. First, "Recognizing EBP as a multifaceted concept" denoted participants' lack of consensus regarding the meaning and scope of EBP, and their awareness of such discrepancies. Second, "Complexity of EBP is at the core of teaching practices and experiences" referred to participants' perception of EBP as a complex process involving high-level cognitive skills, which influenced their teaching practices and challenged students and themselves. Third, "Connections and divides between research and practice" represented the limited and delicate connection between faculty and preceptors, the factors either bridging or maintaining the gap between them, and the impacts of such connections and divides on teaching. Improving collaboration between faculty and preceptors constitutes an essential first step towards more effective EBP training programs in rehabilitation that could be facilitated through online communities of practice or integrated knowledge translation research projects.
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Affiliation(s)
- Marie-Christine Hallé
- School of Physical and Occupational Therapy, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada
- Centre for Interdisciplinary Research in Rehabilitation of Greater Montreal (CRIR), Montreal, Canada
| | - André Bussières
- School of Physical and Occupational Therapy, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada
- Centre for Interdisciplinary Research in Rehabilitation of Greater Montreal (CRIR), Montreal, Canada
- Département chiropratique, Université du Québec à Trois-Rivières, Trois-Rivières, Canada
| | - Liliane Asseraf-Pasin
- School of Physical and Occupational Therapy, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada
| | - Caroline Storr
- School of Physical and Occupational Therapy, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada
| | - Susanne Mak
- School of Physical and Occupational Therapy, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada
- Centre for Interdisciplinary Research in Rehabilitation of Greater Montreal (CRIR), Montreal, Canada
- Institute of Health Sciences Education, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada
| | - Kelly Root
- School of Communication Sciences and Disorders, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada
| | - Aliki Thomas
- School of Physical and Occupational Therapy, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada.
- Centre for Interdisciplinary Research in Rehabilitation of Greater Montreal (CRIR), Montreal, Canada.
- Institute of Health Sciences Education, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada.
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D'Souza P, George A, Nair S, Noronha J, Renjith V. Effectiveness of an Evidence-Based Practice Training Program for Nurse Educators: A Cluster-Randomized Controlled Trial. Worldviews Evid Based Nurs 2021; 18:261-271. [PMID: 34355843 DOI: 10.1111/wvn.12521] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2020] [Revised: 10/16/2020] [Accepted: 11/21/2020] [Indexed: 12/29/2022]
Abstract
BACKGROUND Evidence-based practice (EBP) endeavors to integrate the best available evidence with clinical expertise and patient preference to enhance clinical outcomes. For nurses to effectively demonstrate EBP, the concepts of EBP should be systematically incorporated into the nursing curriculum, with nurse educators playing a pivotal role in execution. However, the effect of EBP training programs on nurse educators remains largely unexplored. AIM To evaluate the effectiveness of an EBP training program on the knowledge, attitude, practice, and competency of nurse educators. METHODS A pragmatic randomized controlled trial was conducted at a nursing education institution. Fifty-one nurse educators were cluster randomized into intervention and control groups. A 30-hour EBP training intervention was provided for nurse educators in the intervention group. The outcome variables were knowledge, attitude, practice, and competency regarding EBP. These outcomes were evaluated using the EBP knowledge and practice questionnaire, EBP attitude scale, and Fresno test. Data were collected at baseline, the end of 5 months, and the end of 10 months. RESULTS Fifty-one eligible participants were enrolled in the study. The intervention and control group had three clusters each with 27 and 24 participants, respectively. Participants in both groups were comparable for variables such as age, years of experience, and educational background (p > .05). Between groups, outcome variables were compared using mixed linear multi-level modeling. Nurse educators who received the EBP training program demonstrated significant differences in knowledge (p < .05), attitude (p < .05), practice (p < .05), and competency scores (p < .05), than that of the control group, indicating the intervention effectiveness. LINKING EVIDENCE TO ACTION EBP training programs are effective in improving the knowledge, attitude, practice, and competency of nurse educators.
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Affiliation(s)
- Preethy D'Souza
- UCL Institute of Education, University of London, London, UK
| | - Anice George
- Manipal College of Nursing, Manipal Academy of Higher Education, Manipal, India
| | - Sreekumaran Nair
- Department of Biostatistics (Biometrics), Jawaharlal Institute of Postgraduate Medical Education and Research, Puducherry, India
| | - Judith Noronha
- Manipal College of Nursing, Manipal Academy of Higher Education, Manipal, India
| | - Vishnu Renjith
- School of Nursing & Midwifery, Royal College of Surgeons in Ireland, Dublin 2, Ireland
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Nursing educators' and undergraduate nursing students' beliefs and perceptions on evidence-based practice, evidence implementation, organizational readiness and culture: An exploratory cross-sectional study. Nurse Educ Pract 2021; 54:103122. [PMID: 34174719 DOI: 10.1016/j.nepr.2021.103122] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2020] [Revised: 05/18/2021] [Accepted: 06/15/2021] [Indexed: 01/21/2023]
Abstract
AIMS To describe the undergraduate nursing students' and nursing educators' evidence-based practice beliefs, their extent of evidence-based practice implementation and their perspectives regarding organizational culture for evidence-based practice. To identify any relationship between the mentioned variables. BACKGROUND The integration of evidence-based practice in nursing curricula is crucial to educate nursing students to incorporate evidence-based practice in their future clinical practice. Therefore, to promote its integration within nursing education, it is important to deeply understand how prepared academic institutions are for teaching about and supporting evidence-based practice integration. DESIGN Cross-sectional study. METHODS Nursing educators and undergraduate nursing students from nine Portuguese nursing schools were invited to participate in this study through an electronic survey comprising socio-demographic questions and the scales. RESULTS Sixty-eight nursing educators replied to the survey. Most were female, have PhD and have evidence-based practice training. They showed mean scores of 88.92 ± 8.18 for evidence-based practice beliefs, 40.20 ± 18.93 for evidence-based practice implementation and 80.59 ± 17.52 for evidence-based practice organizational culture and readiness. Concerning nursing educator sample, there were moderate and statistically significant relationship between: evidence-based practice beliefs and implementation; and evidence-based practice beliefs and organizational culture and readiness for school-wide integration of evidence-based practice. Between evidence-based practice implementation and organizational culture and readiness for school-wide integration of evidence-based practice, there was a small relationship. One hundred and sixty-seven undergraduate nursing students answered the survey. Mostly, they were female and were in third or fourth year of their nursing degree. Similarly, to educators, students showed mean scores of 58.69 ± 6.92 for evidence-based practice beliefs, 32.37 ± 16.97 for evidence-based practice implementation and 84.20 ± 23.48 for evidence-based practice organizational culture and readiness. Regarding undergraduate nursing student sample, there were moderate and statistically significant relationship between the different variables. CONCLUSIONS Both nursing educators and undergraduate nursing students had strong evidence-based practice beliefs, but low levels of evidence-based practice implementation. In nursing educators' and undergraduate nursing students' perspectives, there were opportunities in their schools for the development of an evidence-based practice culture. Based on results, support for development and testing of interventions, specifically tailored for promoting evidence-based practice implementation in nursing educational contexts, is recommended.
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Exploring the effect of problem based facilitatory teaching approach on motivation to learn: a quasi-experimental study of nursing students in Tanzania. BMC Nurs 2021; 20:3. [PMID: 33397332 PMCID: PMC7780681 DOI: 10.1186/s12912-020-00509-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2020] [Accepted: 11/25/2020] [Indexed: 11/22/2022] Open
Abstract
Background Academic motivation is most important as a key determinant of competent and motivated nurses who are often considered as frontline healthcare providers who devote most of their time taking care of clients and patients. However, most of them demonstrate remarkable differences in their academic performances during their schooling that might be due to the differences in their academic motivation and achievement motivation. There appears a growing concern to rethink the approaches on how nurses are prepared, explore, and test novel approaches for delivering the nursing curricula. This study tested the effect of Problem Based Facilitatory Teaching pedagogy on academic motivation among nursing students in Tanzania, higher learning institutions. Methods A pre-post-test controlled quasi-experimental study of 401 purposively selected participants was conducted between February and June 2018. The study was not a clinical randomized controlled trial and thus it has not been identified in the title and no summary of trial design, its methods, results, and conclusion. The Auditing Inventory developed by the researcher measured the intervention and a Questionnaire titled “Academic Motivation Scale,” was adopted to measure academic motivation. Statistical Product for Service Solutions software program version 23 was used to perform descriptive analysis to establish participants’ sociodemographic profiles. Regression analysis was performed to determine the association between variables. Results Findings revealed that 65.8% of participants were males. Post-test findings showed 70.3% of participants demonstrated the motive to learn contrary to 34.9% at baseline. The odds of an intervention to influence academic motivation among participants was higher than the control (AOR = 1.720; p < 0.05; 95%CI: 1.122, 2.635). However, the intervention demonstrated little influence on the extrinsic motivation to learn (AOR = 0.676, p > 0.05, 95%CI: 0.405, 1.129) and Amotivation to learn (AOR = 0.538, p > 0.05; 95%CI: 0.283, 1.022) compared to the control. Conclusion The Problem Based Facilitatory Teaching pedagogy was a predictive factor to intrinsic academic motivation among nursing students. The approach demonstrated educational potentials to change the spectrum of nursing competency and quality of care to patients or clients. This study suggests problem-based facilitatory teaching pedagogy be integrated into the nursing curriculum in Tanzania as it is feasible.
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Lam CK, Schubert CF, Herron EK. Evidence-Based Practice Competence in Nursing Students Preparing to Transition to Practice. Worldviews Evid Based Nurs 2020; 17:418-426. [PMID: 33247518 DOI: 10.1111/wvn.12479] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/13/2020] [Indexed: 11/28/2022]
Abstract
BACKGROUND Opportunities to embed and evaluate evidence-based practice (EBP) competency in the clinical setting across nursing curricula are not well described in the literature. AIMS This research aims to describe how clinical learning environments influence senior nursing students' integration of EBP competencies in their practice and perceptions of EBP competence development in a traditional baccalaureate nursing program. METHODS A sequential, mixed-methods design was used with senior students upon completion of their last two clinical experiences in the nursing program. Students completed the EBP Work Environment Scale (Pryse, McDaniel, & Schafer, 2014) and semi-structured interviews. FINDINGS Students appraised EBP Work Environments positively during preceptor-led experiences as opposed to instructor-led, group clinical experiences. Students described the evolution of emerging EBP competence throughout their nursing education and emphasized the importance of coursework in intentionally developing EBP competence. LINKING EVIDENCE TO ACTION Assessment of clinical experiences and models that contribute to EBP competence is needed. Participants in this study emphasized the importance of coursework that builds on EBP competencies, and the tremendous value of nurse preceptors that encouraged growth in their ability to engage with EBP in clinical practice.
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Affiliation(s)
- Christina K Lam
- School of Nursing, James Madison University, Harrisonburg, VA, USA
| | - Carolyn F Schubert
- Interim Director of Research & Education Services, Libraries & Educational Technologies, James Madison University, Harrisonburg, VA, USA
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Patelarou E, Vlasiadis K, Panczyk M, Dolezel J, Jarosova D, Gotlib J, Skela-Savič B, Mecugni D, Finotto S, Ruzafa-Martinez M, Ramos-Morcillo A, Patelarou A. Providing a teaching and learning open and innovative toolkit for evidence-based practice to nursing European curriculum (EBP e-Toolkit): Project rationale and design. POPULATION MEDICINE 2020. [DOI: 10.18332/popmed/128272] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
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Verloo H, Melly P, Hilfiker R, Pereira F. Effectiveness of Educational Interventions to Increase Knowledge of Evidence-Based Practice Among Nurses and Physiotherapists in Primary Health Care: Protocol for a Systematic Review. JMIR Res Protoc 2020; 9:e17621. [PMID: 33136056 PMCID: PMC7669447 DOI: 10.2196/17621] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/27/2019] [Revised: 10/14/2020] [Accepted: 10/20/2020] [Indexed: 12/26/2022] Open
Abstract
Background The implementation of evidence-based practice (EBP) in daily health care practice is strongly encouraged; it is widely recognized as a means to improve the quality and safety of health care for patients and reduce avoidable costs. Primary care nurses and physiotherapists face numerous challenges in trying to ensure that they deliver effective daily care. Broadly promoted educational interventions aim to increase the integration and implementation of EBP in their daily practice. Objective This systematic review will retrieve and evaluate publications examining the effectiveness of educational interventions to increase the integration and implementation of EBP among nurses, nurse practitioners, and physiotherapists active in primary care. Methods We will conduct a systematic review of published articles in relevant professional, scientific journals (from their start dates) and in the following electronic databases, from inception until October 31, 2020: Medline Ovid SP (from 1946), PubMed (NOT Medline[sb]; from 1996), Embase.com (from 1947), CINAHL Ebesco (from 1937), the Cochrane Central Register of Controlled Trials Wiley (from 1992), PsycINFO Ovid SP (from 1806), Web of Science Core collection (from 1900), PEDro (from 1999), the JBI Database of Systematic Reviews and Implementation Reports (from 1998), and the Trip Database (from 1997). We will use the predefined search terms of “evidence-based practice,” “nurses,” or “physiotherapists” and combinations with other terms, such as “educational interventions.” We will also conduct a hand search of the bibliographies of all the relevant articles and a search for unpublished studies using Google Scholar, the ProQuest Dissertations and Theses dissemination, Mednar, WorldCat, OpenGrey, and Grey Literature Report. We will consider publications in English, French, German, and Portuguese. Results The electronic database searches were completed in October 2020. Retrieved articles are currently being screened, and the entire study is expected to be completed by March 2021. Conclusions This systematic review will provide specific knowledge about the effectiveness of educational interventions to increase the implementation and integration of EBP in the daily practice of nurses and physiotherapists providing primary care services. Its findings will inform us about the types and frequencies of the most successful educational interventions. Trial Registration PROSPERO International Prospective Register of Systematic Reviews CRD42017077309; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=77309 International Registered Report Identifier (IRRID) DERR1-10.2196/17621
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Affiliation(s)
- Henk Verloo
- Service of Old Age Psychiatry, University Hospital of Lausanne, Sion, Switzerland.,School of Health Sciences, Haute Ecole Spécialisé Suisse Occidentale Valais/Wallis, Sion, Switzerland
| | - Pauline Melly
- School of Health Sciences, Haute Ecole Spécialisé Suisse Occidentale Valais/Wallis, Sion, Switzerland
| | - Roger Hilfiker
- School of Health Sciences, Haute Ecole Spécialisé Suisse Occidentale Valais/Wallis, Sion, Switzerland
| | - Filipa Pereira
- School of Health Sciences, Haute Ecole Spécialisé Suisse Occidentale Valais/Wallis, Sion, Switzerland.,Institute of Biomedical Sciences Abel Salazar, University of Porto, Porto, Portugal
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Patelarou AE, Mechili EA, Ruzafa-Martinez M, Dolezel J, Gotlib J, Skela-Savič B, Ramos-Morcillo AJ, Finotto S, Jarosova D, Smodiš M, Mecugni D, Panczyk M, Patelarou E. Educational Interventions for Teaching Evidence-Based Practice to Undergraduate Nursing Students: A Scoping Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17176351. [PMID: 32878256 PMCID: PMC7503534 DOI: 10.3390/ijerph17176351] [Citation(s) in RCA: 35] [Impact Index Per Article: 8.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/20/2020] [Revised: 08/14/2020] [Accepted: 08/18/2020] [Indexed: 11/25/2022]
Abstract
Background: Evidence-based practice (EBP) is the appropriate approach to guide healthcare personnel in their clinical practice. Despite the importance of EBP, undergraduate nursing students are not very much engaged and have a lack of knowledge and skills. Aim: The aim of this study was to gather, assess and synthesize evidence on educational interventions promoting evidence-based practice competencies in traditional undergraduate nursing students. Methods: This is a scoping review on sixteen English and non-English databases. A data extraction form was established including authors, year of publication, country, types of participant, specific objectives, study design, educational intervention, comparison if existed, and outcomes of significance. Results: The search strategy retrieved 8901 records in total. After screening for duplicates and eligibility, 20 articles were included in the qualitative synthesis. Improvement in EBP domains such as knowledge, skills, attitudes/behaviours, EBP beliefs, use, practice, level of evidence, critical thinking and future use of EBP were mentioned and assessed in different studies. Conclusions: EBP training can improve nursing students’ capacity in healthcare provision. Teaching EBP competencies along undergraduate nursing curricula should be a high priority at nursing programmes. The use of innovative approaches seems to be more effective than traditional ways. Education of EBP increases its future use and critical thinking and EBP programs improve self-efficacy and the level of evidence utilization.
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Affiliation(s)
- Athina E. Patelarou
- Department of Nursing, Faculty of Health Sciences, Hellenic Mediterranean University, 71414 Crete, Greece; (A.E.P.); (E.P.)
| | - Enkeleint A. Mechili
- Clinic of Social and Family Medicine, School of Medicine, University of Crete, 70013 Crete, Greece
- Department of Health Care, Faculty of Public Health, University of Vlora, 9401 Vlora, Albania
- Correspondence:
| | - María Ruzafa-Martinez
- Faculty of Nursing, University of Murcia, Campus de Espinardo, 30100 Murcia, Spain; (M.R.-M.); (A.J.R.-M.)
| | - Jakub Dolezel
- Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, 703 00 Ostrava, Czech Republic; (J.D.); (D.J.)
| | - Joanna Gotlib
- Department of Education and Research in Health Sciences, Faculty of Health Sciences, Medical University of Warsaw, 02-091 Warsaw, Poland; (J.G.); (M.P.)
| | - Brigita Skela-Savič
- Angela Boškin Faculty of Health Care, Spodnji Plavž 3, 4270 Jesenice, Slovenija; (B.S.-S.); (M.S.)
| | | | - Stefano Finotto
- Degree Course in Nursing, University of Modena and Reggio Emilia, Seat of Reggio Emilia, 42123 Reggio Emilia, Italy; (S.F.); (D.M.)
| | - Darja Jarosova
- Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, 703 00 Ostrava, Czech Republic; (J.D.); (D.J.)
| | - Marta Smodiš
- Angela Boškin Faculty of Health Care, Spodnji Plavž 3, 4270 Jesenice, Slovenija; (B.S.-S.); (M.S.)
| | - Daniela Mecugni
- Degree Course in Nursing, University of Modena and Reggio Emilia, Seat of Reggio Emilia, 42123 Reggio Emilia, Italy; (S.F.); (D.M.)
| | - Mariusz Panczyk
- Department of Education and Research in Health Sciences, Faculty of Health Sciences, Medical University of Warsaw, 02-091 Warsaw, Poland; (J.G.); (M.P.)
| | - Evridiki Patelarou
- Department of Nursing, Faculty of Health Sciences, Hellenic Mediterranean University, 71414 Crete, Greece; (A.E.P.); (E.P.)
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Abstract
BACKGROUND AND PURPOSE Clinician research competencies influence research use for evidence-based practice (EBP). We aimed to develop, refine, and psychometrically assess the Research Competencies Assessment Instrument for Nurses (RCAIN) to measure registered nurse research competencies (i.e., knowledge, skills, attitudes) focused on EBP-related domains: research process, knowledge synthesis, and knowledge translation activities. METHODS The preliminary psychometrics (face, content, construct/criterion validity) were evaluated based on 63 completed surveys. RESULTS The Cronbach's α coefficients were .871, .813, and .946 for each domain, respectively; interitem correlations ranged from .472 to .833 (explained variance: 68.5%). Three components/factors revealed: comprehension of and skills required in research process and application of knowledge and skills. The revised RCAIN consists of 19 five-point Likert-type questions. CONCLUSIONS The RCAIN assesses modifiable characteristics and explains variance in practice, health system, and patient outcomes. Further assessments are underway.
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Weaver B, Knox K, McPherson S. Perceptions of Rural Magnet Nurses' Comfort and Confidence With Evidence-Based Practice. J Contin Educ Nurs 2019; 50:495-500. [PMID: 31644810 DOI: 10.3928/00220124-20191015-05] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2018] [Accepted: 06/10/2019] [Indexed: 11/20/2022]
Abstract
BACKGROUND Evidence-based practice (EBP) is essential for improving outcomes for patients and is an expected competency of nurses. However, current practice finds varying levels of comfort and confidence among nurses regarding EBP implementation. METHOD A descriptive study using an online survey was conducted to assess the perceptions of nurses at a rural midwestern Magnet® hospital on their comfort and confidence regarding EBP and compare the results to the nurses' level of education and years of experience. RESULTS Although nurses agreed that EBP is important for patient care, nurses with a baccalaureate degree or higher reported increased comfort and confidence with EBP implementation. However, nurses with more years of experience, regardless of education level, reported increased comfort and confidence with EBP, although that finding did not reach significance levels. CONCLUSION Creating a culture of EBP is the responsibility of every organization. Administrators and educators must continue to assess the comfort and confidence levels of nurses who work directly at the bedside and provide continuing education and hands-on opportunities to increase nurses' comfort and confidence with implementing EBP. [J Contin Educ Nurs. 2019;50(11):495-500.].
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Sánchez-García I, Ureña Molina MDP, López-Medina IM, Pancorbo-Hidalgo PL. Knowledge, skills and attitudes related to evidence-based practice among undergraduate nursing students: A survey at three universities in Colombia, Chile and Spain. Nurse Educ Pract 2019; 39:117-123. [PMID: 31449990 DOI: 10.1016/j.nepr.2019.08.009] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2018] [Revised: 07/23/2019] [Accepted: 08/18/2019] [Indexed: 11/29/2022]
Abstract
Teaching nursing students about the model of evidence-based practice is a challenge for university faculty. The aim of this study was to measure knowledge, skills and attitudes related to evidence-based practice among undergraduate nursing students, as well as associated factors. The study involved a cross-sectional design using a survey of all students enrolled in a Bachelor of Nursing programme (1st to 4th year) in three nursing faculties of universities in Chile, Colombia and Spain. The Spanish version of the Evidence-Based Competence Questionnaire was used to measure knowledge, skills, attitudes and overall competency. In total, 875 students completed the questionnaire. The overall score of competency in evidence-based practice was similar in all three universities (range 1-5) (3.63 in Chile, 3.58 in Colombia and 3.68 in Spain). The score of self-rated attitudes was strongly correlated with the overall competency measured. More hours of training in research methods and reading nursing journals articles in the last month were the factors associated with higher scores in evidence-based practice competency. The undergraduate nursing students at the three universities surveyed obtained a high score in overall competency in evidence-based practice. No differences were found among them, despite the different approaches used in educational programmes.
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Affiliation(s)
- Inmaculada Sánchez-García
- Department of Nursing, Universidad de Jaen. Nursing department, Las Lagunillas S/n. 23071, Jaén, Spain.
| | - Maria Del Pilar Ureña Molina
- Universidad Francisco de Paula Santander. Avenida Gran Colombia, 12E-96. Barrio Colsag, San José de Cúcuta, Colombia.
| | - Isabel M López-Medina
- Department of Nursing, Universidad de Jaen. Nursing department, Las Lagunillas S/n. 23071, Jaén, Spain.
| | - Pedro L Pancorbo-Hidalgo
- Department of Nursing, Universidad de Jaen. Nursing department, Las Lagunillas S/n. 23071, Jaén, Spain.
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Obstacles in employing evidence-based practice by nurses in their clinical settings: a descriptive study. FRONTIERS OF NURSING 2019. [DOI: 10.2478/fon-2019-0019] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Abstract
Objective
The challenge of employing evidence-based practice (EBP) is multifarious and varied. Nursing interventions supported by research evidence have been exposed to progress positive patient outcomes, while its implementation is faced with various obstacles. This study aimed to identify obstacles in employing EBP by nurses in their clinical settings.
Methods
This descriptive design study was conducted at Benha University Hospital with a convenient sample of 154 nurses. Two tools were utilized: (I) sociodemographic data sheet, which included sociodemographic characteristics of the participants, and (II) interview scale, which contained two parts: (1) obstacles scale, which contained obstacles that impede nurses from the utilization of EBP, and (2) questions to rank the three greatest obstacles in employing EBP by nurses.
Results
The greatest EBP obstacle ranked by nurses was the organizational limitations (90.9%), followed by research quality (86.9%) and research accessibility (51.0%), while individual characteristics (35.9%) were ranked as the least obstacle. There was a significant statistical correlation between organizational limitations, research quality as well accessibility-related obstacles and nurses’ age, level of education, as well their years of work experience (P<0.05).
Conclusions
Findings of this study showed series of obstacles in employing EBP by nurses in their clinical settings, stressing the call for expansion of nurses’ capabilities related to EBP utilization in patients’ care.
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Affiliation(s)
- Violeta Lopez
- a Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine , National University of Singapore , Singapore
| | - Michelle Cleary
- b College of Health and Medicine , University of Tasmania , Sydney , NSW, Australia
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Tumala RB, Alshehri AS. Perceptions of Competence About Evidence-Based Practice Among Saudi Baccalaureate Nursing Students: A Cross-Sectional Survey. Nurs Sci Q 2019; 32:101-105. [DOI: 10.1177/0894318419826297] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
For more than 30 years, research utilization has been described in the literature, which predated the heightened interest and demand for using best research evidence in nursing practice. Fernandez, Tran, Ramjan, Ho, and Gill identified evidence-based practice (EBP) as a methodical approach for using the best research evidence when making clinical judgments, together with patient preference and clinical experience. Furthermore, EBP was defined as the use of evidence-based knowledge in the clinical situations, and its usage should be one of the most important educational objectives in nursing education as well as one of the important skills for registered nurses worldwide. In nursing education, students must be taught to appreciate the importance of utilizing best evidence in their nursing practice, especially during their clinical time in the healthcare setting. It is hoped that if they appreciate EBP that when they become nurses, they will play an important role in the decision-making related to patient care, along with other medical and allied health professionals.
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Kim JS, Gu MO, Chang H. Effects of an evidence-based practice education program using multifaceted interventions: a quasi-experimental study with undergraduate nursing students. BMC MEDICAL EDUCATION 2019; 19:71. [PMID: 30832639 PMCID: PMC6399807 DOI: 10.1186/s12909-019-1501-6] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/11/2018] [Accepted: 02/20/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND Although Evidence-Based Practice (EBP) should be introduced early on in nursing education to develop students' independence and self-learning ability, there are few such courses for undergraduate nursing students in Korea. This study examined the effects of the EBP education program for undergraduate nursing students (EBP-EPUNS) on nursing students' knowledge, skills, attitudes, competencies, and future use of EBP. METHODS A quasi-experimental study design with pre-test, intervention, and post-test was used. The participants were 44 nursing students (experimental: 22, control: 22). A 20-h long EBP-EPUNS consisting of 5-step EBP components was provided through 8 sessions spread across 4 weeks. RESULTS An independent t-test and a repeated-measures ANOVA showed that the experimental group had statistically significant higher post-test scores on EBP knowledge (p < 0.001), skills (p < 0.001), attitudes (p < 0.001), competencies (p < 0.001), future use of EBP (p = 0.001), and critical thinking (p < 0.001), compared to the control group. CONCLUSION The EBP education program was effective in improving the knowledge, skills, attitudes, competencies, and future use of EBP among nursing students. Hence, we recommend the EBP education program as a general education course for undergraduate nursing students to promote needed proficiency in EBP.
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Affiliation(s)
- Jeong Sook Kim
- Department of Nursing, Jinju Health College, 52655, 51, Uibyeong-ro, Jinju, Gyeongnam South Korea
| | - Mee Ock Gu
- College of Nursing, Gerontological Health Research Center in Institute of Health Sciences, Gyeongsang National University, 52727, 816-15, Jinju-daero, Jinju, Gyeongnam South Korea
| | - HeeKyung Chang
- College of Nursing, Gerontological Health Research Center in Institute of Health Sciences, Gyeongsang National University, 52727, 816-15, Jinju-daero, Jinju, Gyeongnam South Korea
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Bramley A, Rodriguez AA, Chen J, Desta W, Weir V, DePaul VG, Patterson KK. Lessons about Motor Learning: How Is Motor Learning Taught in Physical Therapy Programmes Across Canada? Physiother Can 2018; 70:365-372. [PMID: 30745722 DOI: 10.3138/ptc.2017-31.e] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Purpose: This article describes the content of and delivery methods for motor learning (ML) education and the attitudes and beliefs of instructors with regard to how ML is taught in Canadian physical therapy (PT) programmes. Method: A qualitative descriptive design was employed, using an online questionnaire and semi-structured telephone interviews. A descriptive content analysis was used to develop codes and themes. An online search of PT programme Web sites was conducted to supplement missing data and collect information from schools that did not participate in the online questionnaire or interview. Results: Eight individuals representing seven schools completed the questionnaire; six of the eight also completed the interview. Responses conveyed the fact that ML content was fairly consistent across schools and was predominantly situated in the neurological curriculum. Schools differed in the delivery methods used for clinical application of ML content. Respondents believed that ML underlies PT practice and should be integrated throughout the programme. Conclusion: Current instruction may deliver adequate ML content but may not provide optimal opportunities to apply ML principles in a clinical context. Continuing education emerged as one suggestion for remediating clinicians' knowledge-practice gap and facilitating student learning on placement. Only half the eligible PT schools participated, and all were English-language programmes; thus, the findings may not be generalizable to all Canadian programmes. Future work should explore how ML can be integrated into the PT curriculum to promote the application of ML principles across different fields. Students' perspectives on their understanding of ML and ML principles and self-efficacy for entry to practice should also be explored.
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Affiliation(s)
| | | | | | | | | | - Vincent G DePaul
- School of Rehabilitation Therapy, Queen's University, Kingston, Ont
| | - Kara K Patterson
- Department of Physical Therapy.,Toronto Rehabilitation Institute, University Health Network, Toronto.,Rehabilitation Sciences Institute, University of Toronto
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Snibsøer AK, Graverholt B, Nortvedt MW, Riise T, Espehaug B. Evidence-based practice profiles among bachelor students in four health disciplines: a cross-sectional study. BMC MEDICAL EDUCATION 2018; 18:210. [PMID: 30217157 PMCID: PMC6137748 DOI: 10.1186/s12909-018-1319-7] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2017] [Accepted: 08/30/2018] [Indexed: 05/30/2023]
Abstract
BACKGROUND Despite the recognition of integrating evidence-based practice (EBP) in educational programs, there is limited research about bachelor students' EBP profiles (EBP knowledge, attitudes and behaviour) in the health disciplines nursing, occupational therapy, physiotherapy and radiography. The aim of this study was to assess EBP profiles among bachelor students in health disciplines, and explore differences between health disciplines, educational institutions, students' assessment of EBP teaching and expectations of EBP performance. METHODS A survey using the 'Evidence-Based Practice Profile - Norwegian version' (EBP2-N) was conducted among final year bachelor students in health disciplines from four educational institutions. The questionnaire consisted of five domains (Relevance, Terminology, Confidence, Practice and Sympathy) and assessed the five steps of EBP. We performed regression analyses to analyse mean differences in domain scores between health disciplines, Cohen's d to illustrate the magnitude of the largest difference in each domain, Omega squared to describe portion of variance in domain scores, and Spearman's rho (rs) to assess the monotonic relationship between EBP2-N domains and assessment of EBP teaching and expectations of EBP performance, respectively. RESULTS Students reported highest overall mean score for Relevance, with an estimated standardized mean of 81.2 (CI 95% = 80.4-82.0). The other EBP2-N domains had estimated standardized means of 54 and less. Statistically significant differences (p < 0.03) between health disciplines were observed for all domains. The largest mean difference was found for Relevance with highest score for occupational therapy and lowest for radiography, with an estimated Cohen's d of 1.11. Moderate positive associations were observed between Relevance scores and students' assessment of EBP teaching (rs = 0.31), and expectations of EBP performance from teachers (rs = 0.36). We also observed a moderate positive correlation between Confidence and students' assessment of EBP teaching (rs = 0.46). CONCLUSION Bachelor students in health disciplines found EBP relevant, but revealed low understanding of EBP terminology, low confidence with EBP skills, and low use of EBP in clinical situations. We observed differences in EBP profiles between health disciplines and between educational institutions. The differences in scores raise questions about the understanding of EBP within disciplines, and the complexity of EBP in educational settings.
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Affiliation(s)
- Anne Kristin Snibsøer
- Centre for Evidence-Based Practice, Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, Postbox 7030, 5020 Bergen, Norway
| | - Birgitte Graverholt
- Centre for Evidence-Based Practice, Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, Postbox 7030, 5020 Bergen, Norway
| | - Monica Wammen Nortvedt
- Centre for Evidence-Based Practice, Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, Postbox 7030, 5020 Bergen, Norway
- Accident and Emergency Department, Bergen Municipality, Postbox 7700, 5020 Bergen, Norway
| | - Trond Riise
- Department of Global Public Health and Primary Care, University of Bergen, Postbox 7804, 5020 Bergen, Norway
| | - Birgitte Espehaug
- Centre for Evidence-Based Practice, Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, Postbox 7030, 5020 Bergen, Norway
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Belowska J, Panczyk M, Zarzeka A, Iwanow L, Cieślak I, Gotlib J. Promoting evidence-based practice – perceived knowledge, behaviours and attitudes of Polish nurses: a cross-sectional validation study. INTERNATIONAL JOURNAL OF OCCUPATIONAL SAFETY AND ERGONOMICS 2018; 26:397-405. [DOI: 10.1080/10803548.2018.1489993] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
| | - Mariusz Panczyk
- Faculty of Health Science, Medical University of Warsaw, Poland
| | | | - Lucyna Iwanow
- Faculty of Health Science, Medical University of Warsaw, Poland
| | - Ilona Cieślak
- Faculty of Health Science, Medical University of Warsaw, Poland
| | - Joanna Gotlib
- Faculty of Health Science, Medical University of Warsaw, Poland
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Milner KA, Bradley HB, Lampley T. Health professions faculty beliefs, confidence, use, and perceptions of organizational culture and readiness for EBP: A cross-sectional, descriptive survey. NURSE EDUCATION TODAY 2018; 64:5-10. [PMID: 29454293 DOI: 10.1016/j.nedt.2018.02.003] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/12/2017] [Revised: 01/08/2018] [Accepted: 02/01/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Evidence-based practice (EBP) is an essential skill and ethical obligation for all practicing health professions clinicians because of its strong association with improved health outcomes. Emerging evidence suggests that faculty who prepare these clinicians lack proficiency to teach EBP. OBJECTIVES The purpose of this study was to describe; 1) health profession faculty beliefs about and confidence in their ability to teach and implement EBP, 2) use of EBP for education, 3) organizational culture and readiness for EBP; and to determine whether relationships exist among these variables. DESIGN This study used a cross-sectional, descriptive survey design. SETTING AND PARTICIPANTS College of Nursing (CON) and College of Health Professions (CHP) faculty from a university located in the Northeast, United States. Faculty were defined as anyone teaching a course for the CON or CHP during the fall of 2016. METHODS Faculty were invited to complete an electronic survey measuring EBP beliefs, EBP use, and EBP organizational culture and readiness. The survey was comprised of three tools developed specifically for health professions educators in 2010 by Fineout-Overholt & Melnyk. RESULTS Sixty-nine faculty returned usable surveys (25.5% response rate). Mean EBP beliefs score was 89.49 (SD = 10.94) indicating respondents had a firm belief in and confidence in their ability to implement and teach EBP. Mean EBP use was 32.02 (SD = 20.59) indicating that respondents taught and implemented EBP between 1 and 3 times in the last 8-weeks. Mean EBP culture and readiness score was 90.20 (SD = 15.23) indicating essential movement toward a sustainable culture of college-wide integration of EBP. Mean scores for beliefs/confidence were higher for full-time clinical faculty compared to other groups [F(2, 55) = 0.075, p = 0.928; ηp2 = 0.003)]. Adjunct faculty reported higher EBP behaviors expected by health profession educators in the last 8-weeks compared to other groups [F(2, 55) = 0.251, p = 0.779; ηp2. =0.009)]. Adjunct faculty had the highest mean scores on OCRSIEP-E followed by full-time clinical faculty. These group differences in OCRSIEP-E were statistically significant [F(2, 49) = 7.92, p = 0.001; ηp2 = 0.244)]. OCRSIEP-E was significantly different between full-time tenure/tenure track faculty (M = 78.0, SD = 12.58) and full-time clinical faculty (M = 91.37, SD = 14.79, p = 0.027) and between full-time tenure/tenure track faculty and adjunct faculty (M = 97.19, SD = 12.39, p = 0.001). CONCLUSIONS Faculty adoption of EBP as a foundational pillar of teaching is essential. Research is needed to define the scope of the problem internationally. Organizations need to set standards for faculty teaching in the health professions to be EBP proficient. Programs preparing faculty to teach in nursing and other health professions must include educator EBP competencies.
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Affiliation(s)
- Kerry A Milner
- Sacred Heart University, College of Nursing, 4000 Park Avenue, Fairfield, CT 06825, United States..
| | - Holly B Bradley
- Sacred Heart University, College of Nursing, 4000 Park Avenue, Fairfield, CT 06825, United States..
| | - Tammy Lampley
- Sacred Heart University, College of Nursing, 4000 Park Avenue, Fairfield, CT 06825, United States..
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Malik G, McKenna L, Griffiths D. Endeavoring to Contextualize Curricula Within an EBP Framework: A Grounded Theory Study. West J Nurs Res 2018; 40:1765-1784. [PMID: 29357759 DOI: 10.1177/0193945917753589] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Adopting evidence-based practice (EBP) principles in undergraduate education can facilitate nursing students' appreciation of EBP. Using grounded theory method, this study aimed to explore processes used by nurse academics while integrating EBP concepts in undergraduate nursing curricula across Australian universities. Twenty-three nurse academics were interviewed and nine were observed during teaching of undergraduate students. In addition, 20 unit/subject guides were analyzed using grounded theory approach of data analysis. The theory " On a path to success: Endeavoring to contextualize curricula within an EBP framework" reflects academics' endeavors toward linking EBP concepts to practice, aiming to contextualize curricula in a manner that engages students within an EBP framework. However, academics' journeys were influenced by several contextual factors which require strategies to accomplish their endeavors. In conclusion, initiatives to minimize barriers, faculty development, and provision of resources across educational and clinical settings are fundamental to achieving undergraduate curricula underpinned by EBP concepts.
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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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Orta R, Messmer PR, Valdes GR, Turkel M, Fields SD, Wei CC. Knowledge and Competency of Nursing Faculty Regarding Evidence-Based Practice. J Contin Educ Nurs 2017; 47:409-19. [PMID: 27580508 DOI: 10.3928/00220124-20160817-08] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2015] [Accepted: 06/01/2016] [Indexed: 11/20/2022]
Abstract
The Institute of Medicine recommended that 90% of clinical decisions should be evidenced based by 2020. Both the IOM and the American Association of Critical-Care Nurses identified evidenced-based practice (EBP) as a core competency for practice. EBP can reduce costs, improve patient outcomes, and ensure optimal nursing interventions. Because nursing faculty may have deficits in knowledge, attitudes, and competencies to teach EBP, few nursing students conduct EBP reviews. The purpose of this project was to develop EBP educational resources to increase nursing faculty knowledge and competency of EBP in a southeastern college with both a multicultural faculty and student body. A pre- and postsurvey design using Stevens' ACE Star Model of Knowledge Transformation and Evidence Based Practice Readiness Inventory (ACE-ERI) determined the effectiveness of the educational intervention. Results indicated that faculty's self-confidence about their competency in EBP increased significantly from presurvey to postsurvey, t(17) = -2.04, p = .028, but there was no significant change from pretest to posttest, t(17) = -0.576, p =.572, for the EBP knowledge component of ACE-ERI. The results of the study suggest that educational programs for RN-to-BSN faculty are vital in increasing participant's readiness for EBP. J Contin Educ Nurs. 2016;47(9):409-419.
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Roney LN, Westrick SJ, Acri MC, Aronson BS, Rebeschi LM. Technology Use and Technological Self-Efficacy Among Undergraduate Nursing Faculty. Nurs Educ Perspect 2017; 38:113-118. [PMID: 36785467 DOI: 10.1097/01.nep.0000000000000141] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
AIM This study explored faculty responses to a survey about using technology to teach undergraduate nursing students. BACKGROUND Little is known regarding faculty confidence, technology use, or supports for integrating technology into nursing education. METHOD A descriptive correlational design was utilized to explore the relationship between technology use and technological self-efficacy in faculty (N = 272) who teach at Commission on Collegiate Nursing Education-accredited nursing programs. Instruments used were a sociodemographic questionnaire, the Roney Technology Use Scale, and the Technology Self-Efficacy Scale. RESULTS Participants who taught didactic content had moderate technology use as compared to those teaching didactic and clinical/laboratory who reported high levels of technology use. A weak relationship between age and technological self-efficacy (ρ = .127, p < .05) was also found. CONLUSION This research was an initial step in understanding levels of technology use and responses to this challenge by undergraduate nursing faculty.
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Affiliation(s)
- Linda N Roney
- About the Authors Linda N. Roney, EdD, RN-BC, CPEN, is an assistant professor, Fairfield University Marion Peckham Egan School of Nursing and Health Studies, Fairfield, Connecticut. Susan J. Westrick, JD, MS, RN, CNE, is a professor, Southern Connecticut State University Department of Nursing, New Haven. Mary C. Acri, PhD, is a senior research scientist, McSilver Institute for Poverty Policy, and an adjunct assistant professor, Department of Child and Adolescent Psychiatry, New York University School of Medicine, New York. Barbara S. Aronson, PhD, RN, CNE, is a professor, Southern Connecticut State University Department of Nursing. Lisa Rebeschi, PhD, RN, CNE, is chairperson and associate professor, Southern Connecticut State University Department of Nursing. This research was funded by a Fairfield University Egan School of Nursing and Health Studies Faculty Research Grant. The authors acknowledge the following individuals for their unwavering support for this project: Dr. Joyce Fitzpatrick, Dr. Meredith Kazer, Jay Rozgonyi, Matt Bernstein, Dr. Christine Denhup, and Dr. Pina Violano. For more information, write to Dr. Roney at
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Azmoude E, Farkhondeh F, Ahour M, Kabirian M. Knowledge, Practice and Self-Efficacy in Evidence-Based Practice among Midwives in East Iran. Sultan Qaboos Univ Med J 2017; 17:e66-e73. [PMID: 28417031 DOI: 10.18295/squmj.2016.17.01.012] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2016] [Revised: 09/24/2016] [Accepted: 10/23/2016] [Indexed: 11/16/2022] Open
Abstract
OBJECTIVES The successful implementation of evidence-based practice (EBP) can lead to appropriate and effective midwifery care during pregnancy, childbirth and in the postnatal period. However, levels of knowledge and confidence in one's ability to apply EBP are related to its effective implementation. This study aimed to investigate levels of knowledge, practice of and self-efficacy towards the use of EBP among midwives in East Iran. METHODS This cross-sectional study took place between January and February 2016 and involved 98 midwives employed at two hospitals and all four urban health care centres in Torbat-e Heydariyeh, Iran. Two subscales of the Evidence-Based Practice Questionnaire were used to assess participants' knowledge and practice of EBP, respectively, while a modified version of a previously described scale was used to determine self-efficacy. RESULTS A total of 76 midwives participated in the study (response rate: 77.6%). Mean knowledge, practice and self-efficacy scores were 4.48 ± 0.94, 3.53 ± 0.68 and 2.80 ± 0.81, respectively. Significant relationships were found between mean self-efficacy, practice and knowledge scores and proficiency in English language (P = 0.001 each) and statistical methods (P <0.050 each). Additionally, significant relationships were found between knowledge and practice of EBP and proficiency in the use of databases (P <0.050 each). Knowledge and self-efficacy scores were significantly correlated with practice (P = 0.001 each). CONCLUSION These findings demonstrate a need for improvement in the self-efficacy, practice and knowledge of EBP among midwives in East Iran. Interventions that promote these factors may help increase the use of EBP in this population.
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Affiliation(s)
- Elham Azmoude
- Department of Nursing & Midwifery, Torbat Heydariyeh University of Medical Sciences, Torbat-e Heydariyeh, Iran
| | - Fereshteh Farkhondeh
- Student Research Committee, Torbat Heydariyeh University of Medical Sciences, Torbat-e Heydariyeh, Iran
| | - Maryam Ahour
- Student Research Committee, Torbat Heydariyeh University of Medical Sciences, Torbat-e Heydariyeh, Iran
| | - Maryam Kabirian
- Department of Nursing & Midwifery, Torbat Heydariyeh University of Medical Sciences, Torbat-e Heydariyeh, Iran
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Malik G, McKenna L, Griffiths D. Using pedagogical approaches to influence evidence-based practice integration - processes and recommendations: findings from a grounded theory study. J Adv Nurs 2016; 73:883-893. [DOI: 10.1111/jan.13175] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/20/2016] [Indexed: 11/28/2022]
Affiliation(s)
- Gulzar Malik
- School of Nursing & Midwifery; Monash University Australia; Clayton Victoria 3800 Australia
| | - Lisa McKenna
- School of Nursing & Midwifery; Monash University Australia; Clayton Victoria 3800 Australia
- School of Nursing & Midwifery; University of Queensland; Australia
| | - Debra Griffiths
- School of Nursing & Midwifery; Monash University Australia; Clayton Victoria 3800 Australia
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Daly MM, DeAngelis TM. Teaching Evidence-Based Practice across Curricula-An Overview of a Professional Development Course for Occupational Therapy Educators. Occup Ther Health Care 2016; 31:102-109. [PMID: 27689791 DOI: 10.1080/07380577.2016.1227892] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
A professional development course for occupational therapy educators about teaching evidence-based practice (EBP) was developed and piloted. The course was developed to promote increased awareness of resources and methods for teaching EBP that are applicable across entry-level curricula. Participants included full-time faculty (n = 7) from one entry-level occupational therapy program in the New York City area. The results of the pilot informed refinement of the course in preparation for delivery to a wider audience of educators. This paper provides a description of the course, results of the pilot, and implications for future delivery of the course.
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Affiliation(s)
- Marta M Daly
- a Department of Occupational Therapy , Long Island University , Brooklyn , NY , USA
| | - Tina M DeAngelis
- b Department of Occupational Therapy , Thomas Jefferson University , Philadelphia , PA , USA
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Mosavianpour M, Sarmast HH, Kissoon N, Collet JP. Theoretical domains framework to assess barriers to change for planning health care quality interventions: a systematic literature review. J Multidiscip Healthc 2016; 9:303-10. [PMID: 27499628 PMCID: PMC4959766 DOI: 10.2147/jmdh.s107796] [Citation(s) in RCA: 35] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/22/2023] Open
Abstract
BACKGROUND Theoretical domains framework (TDF) provides an integrative model for assessing barriers to behavioral changes in order to suggest interventions for improvement in behavior and ultimately outcomes. However, there are other tools that are used to assess barriers. OBJECTIVE The objective of this study is to determine the degree of concordance between domains and constructs identified in two versions of the TDF including original (2005) and refined version (2012) and independent studies of other tools. METHODS We searched six databases for articles that studied barriers to health-related behavior changes of health care professionals or the general public. We reviewed quantitative papers published in English which included their questionnaires in the article. A table including the TDF domains of both original and refined versions and related constructs was developed to serve as a reference to describe the barriers assessed in the independent studies; descriptive statistics were used to express the results. RESULTS Out of 552 papers retrieved, 50 were eligible to review. The barrier domains explored in these articles belonged to two to eleven domains of the refined TDF. Eighteen articles (36%) used constructs outside of the refined version. The spectrum of barrier constructs of the original TDF was broader and could meet the domains studied in 48 studies (96%). Barriers in domains of "environmental context and resources", "beliefs about consequences", and "social influences" were the most frequently explored in 42 (84%), 37 (74%), and 33 (66%) of the 50 articles, respectively. CONCLUSION Both refined and original TDFs cataloged barriers measured by the other studies that did not use TDF as their framework. However, the original version of TDF explored a broader spectrum of barriers than the refined version. From this perspective, the original version of the TDF seems to be a more comprehensive tool for assessing barriers in practice.
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Affiliation(s)
- Mirkaber Mosavianpour
- Department of Pediatrics, Faculty of Medicine, University of British Columbia; British Columbia Children's Hospital; Child and Family Research Institute, Vancouver, BC, Canada
| | - Hamideh Helen Sarmast
- British Columbia Children's Hospital; Child and Family Research Institute, Vancouver, BC, Canada
| | - Niranjan Kissoon
- Department of Pediatrics, Faculty of Medicine, University of British Columbia; British Columbia Children's Hospital; Child and Family Research Institute, Vancouver, BC, Canada
| | - Jean-Paul Collet
- Department of Pediatrics, Faculty of Medicine, University of British Columbia; British Columbia Children's Hospital; Child and Family Research Institute, Vancouver, BC, Canada
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An Evidence-Informed Health Policy Model: Adapting Evidence-Based Practice for Nursing Education and Regulation. JOURNAL OF NURSING REGULATION 2016. [DOI: 10.1016/s2155-8256(16)31075-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Pashaeypoor S, Ashktorab T, Rassouli M, Alavi-Majd H. Predicting the adoption of evidence-based practice using “Rogers diffusion of innovation model”. Contemp Nurse 2016; 52:85-94. [DOI: 10.1080/10376178.2016.1188019] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Malik G, McKenna L, Griffiths D. How do nurse academics value and engage with evidence-based practice across Australia: Findings from a grounded theory study. NURSE EDUCATION TODAY 2016; 41:54-59. [PMID: 27138483 DOI: 10.1016/j.nedt.2016.03.015] [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: 12/12/2015] [Revised: 03/08/2016] [Accepted: 03/15/2016] [Indexed: 06/05/2023]
Abstract
BACKGROUND Integrating evidence-based practice (EBP) into undergraduate education and preparing future nurses to embrace EBP in clinical practice becomes paramount in today's complex and evolving healthcare environment. The role that EBP plays in the practical lives of nursing students will depend on the degree to which it is promoted by academics, how it is incorporated into courses and its application to clinical setting. Hence, nursing academics play a crucial role in influencing its integration into curricula. Drawn from a larger doctoral study, this paper presents findings discussing how nurse academics value and engage with EBP. METHODS Grounded theory was employed to explore processes used by nursing academics while incorporating EBP into teaching and learning practices. Twenty-three academics across Australian universities were interviewed. Nine were also observed while teaching undergraduate students. Data were collected from semi-structured interviews and non-participant observation. In keeping with the tenets of grounded theory, data collection and analysis continued until theoretical saturation was reached. In total, four categories emerged. This paper focuses on the category conceptualised as Valuing and Engaging with EBP. RESULTS How nursing academics valued and engaged with EBP was closely associated with meanings they constructed around understanding it, attitudes and commitment to implementation while teaching and working clinically. Different opinions also existed in regard to what actually constituted EBP. However, they engaged with and valued EBP by keeping themselves up-to-date, being involved in research activities, using evidence in teaching, therefore leading by example. Participants identified a number of barriers influencing their engagement with EBP including heavy workloads, limited time, lack of commitment within their schools, lack of confidence with teaching EBP, and complexity of EBP application. Faculty clinical practice, committed academics, workload management and continuing education were highlighted as facilitators. CONCLUSION A number of barriers prevented academics from fully engaging with EBP at academic or practice levels. Academic institutions and practice settings need to employ strategic planning to overcome such barriers.
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Affiliation(s)
- Gulzar Malik
- School of Nursing & Midwifery, Clayton Campus, Clayton, Monash University, Vic 3800, Australia.
| | - Lisa McKenna
- School of Nursing & Midwifery, Clayton Campus, Clayton, Monash University, Vic 3800, Australia
| | - Debra Griffiths
- School of Nursing & Midwifery, Clayton Campus, Clayton, Monash University, Vic 3800, Australia
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Letter to the Editor. J Res Nurs 2016. [DOI: 10.1177/1744987116630050] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
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Oh EG, Yang YL, Yoo JY, Lim JY, Sung JH. Mixed Method Research Investigating Evidence-Based Practice Self-efficacy, Course Needs, Barriers, and Facilitators: From the Academic Faculty and Clinical Nurse Preceptors. J Korean Acad Nurs 2016; 46:501-13. [DOI: 10.4040/jkan.2016.46.4.501] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2016] [Revised: 05/03/2016] [Accepted: 05/06/2016] [Indexed: 11/09/2022]
Affiliation(s)
- Eui Geum Oh
- College of Nursing, Mo-Im Kim Nursing Research Institute, Yonsei University, Seoul, Korea
| | - You Lee Yang
- College of Nursing, Graduate School, Yonsei University, Seoul, Korea
| | - Jae Yong Yoo
- Department of Nursing Science, College of Medicine, Chosun University, Gwangju, Korea
| | - Ji Yun Lim
- Department of Nursing, Severance Hospital, Seoul, Korea
| | - Ji Hyun Sung
- College of Nursing, Mo-Im Kim Nursing Research Institute, Yonsei University, Seoul, Korea
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Hung HY, Huang YF, Tsai JJ, Chang YJ. Current state of evidence-based practice education for undergraduate nursing students in Taiwan: A questionnaire study. NURSE EDUCATION TODAY 2015; 35:1262-1267. [PMID: 25979802 DOI: 10.1016/j.nedt.2015.05.001] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/03/2014] [Revised: 04/28/2015] [Accepted: 05/01/2015] [Indexed: 06/04/2023]
Abstract
BACKGROUND Evidence-based practice (EBP) has been emphasized as the core competency of undergraduate nursing students and must be cultivated before graduation. However, there is limited information of EBP education for undergraduate nursing students in Taiwan. OBJECTIVES The purpose of this study was to investigate the current state of EBP education for undergraduate nursing students in Taiwan. DESIGN A self-developed questionnaire, validated by experienced educators, was designed to explore curriculum design, teaching resources, qualification of teachers, and barriers regarding EBP education. PARTICIPANTS A total of 21 nursing schools and colleges participated. The chair of each recommended a faculty member involved in teaching EBP as the school's representative to fill out the questionnaire. RESULTS Among the 21 nursing schools and colleges, 18 (85.7%) had implemented EBP education in the curriculum. Among these schools, 22.2% conducted an independent EBP course, 50% incorporated EBP concepts into other courses, and the remainder offered both kinds of EBP courses. Multiple strategies were incorporated to teach the EBP. Less than 35% of the schools had designed or adopted standardized teaching materials and evaluated students' learning outcomes. Although 55.6% of the schools reimbursed faculty for participation in EBP training, 39% of their faculty members who taught EBP did not receive any EBP training. Shortage of qualified faculty and limited opportunity to involve students in evidence-based applications were reported as major obstacles to teaching EBP. CONCLUSIONS EBP education has already gained the attention of nursing schools in Taiwan. However, lack of comprehensive EBP training among teachers and the difficulty of teaching clinical application of EBP require special consideration. In order to promote EBP education in undergraduate nursing curriculums, we suggest that nursing schools reinforce and support faculty to participate in formal EBP training. Also needed is a systematic curriculum design with multiple teaching strategies and links with clinical practicum.
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Affiliation(s)
- Hsiao-Ying Hung
- Institute of Allied Health Sciences, College of Medicine, National Cheng Kung University, Tainan, Taiwan; Department of Nursing, College of Medicine, National Cheng Kung University, Tainan, Taiwan
| | - Yu-Fang Huang
- Department of Obstetrics & Gynecology, National Cheng Kung University Hospital, College of Medicine, National Cheng Kung University, Tainan, Taiwan
| | - Jing-Jane Tsai
- Institute of Education, College of Social Sciences, National Cheng Kung University, Tainan, Taiwan; Department of Neurology, National Cheng Kung University Hospital, College of Medicine, National Cheng Kung University, Tainan, Taiwan
| | - Ying-Ju Chang
- Institute of Allied Health Sciences, College of Medicine, National Cheng Kung University, Tainan, Taiwan; Department of Nursing, College of Medicine, National Cheng Kung University, Tainan, Taiwan.
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Ashktorab T, Pashaeypoor S, Rassouli M, Alavi-Majd H. Nursing Students' Competencies in Evidence-Based Practice and Its Related Factors. Nurs Midwifery Stud 2015; 4:e23047. [PMID: 26835462 PMCID: PMC4733497 DOI: 10.17795/nmsjournal23047] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2014] [Revised: 07/22/2015] [Accepted: 08/04/2015] [Indexed: 11/25/2022] Open
Abstract
Background: Evidence-Based Practice (EBP) is one of the nursing professional roles that can lead them to provide the best and more effective care. However, no studies are available on nursing students’ competencies in EBP. Objectives: This study aimed to investigate the nursing students’ knowledge, attitude and intention to implement EBP and its related factors in two nursing and midwifery faculties in Tehran, Iran. Materials and Methods: In this cross-sectional study, 170 undergraduate nursing students were selected from two faculties of nursing and midwifery in Tehran, Iran. A census sampling method was applied and they were all before graduation in 2013. The Rubin and Parrish questionnaire was used to assess the students’ knowledge, attitude and intention to implement EBP as well as factors affecting the implementation of EBP. Students completed the instrument through self-report. Descriptive statistics, Independent sample t-test and Pearson correlation coefficient were used to analyze the data. Results: The students mean scores of knowledge, attitude and intention to implement EBP was 31.08 ± 5.77, 50.40 ± 9.58, 36.01 ± 4.64, respectively. The students’ age was inversely correlated with their scores of knowledge, attitude and intention to use EBP (P < 0.05). However, the students’ GPA was in direct association with their knowledge, attitude and intention to implement EBP (P < 0.05). No significant differences were observed between the males and females mean scores in the three subscales. However, significant differences were found between the students mean scores in the two subscales of knowledge and attitudes toward EBP in terms of familiarity with statistics and research methods (P < 0.05). Neither familiarity with research methods nor familiarity with EBP could significantly affect the students’ intention to implement EBP. Conclusions: The present study showed that nursing students have not a high mean score in the three subscales of knowledge, attitude and intention to implement EBP. It is essential for faculties and nurse managers not only to focus on education of EBP, but also to support nurses and nursing students to implement it in the process patient care.
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Affiliation(s)
- Tahereh Ashktorab
- Department of Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, IR Iran
| | - Shahzad Pashaeypoor
- Department of Health, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, IR Iran
| | - Maryam Rassouli
- Department of Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, IR Iran
| | - Hamid Alavi-Majd
- Department of Biostatistics, School of Paramedics, Shahid Beheshti University of Medical Sciences, Tehran, IR Iran
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Upton P, Scurlock-Evans L, Williamson K, Rouse J, Upton D. The evidence-based practice profiles of academic and clinical staff involved in pre-registration nursing students' education: a cross sectional survey of US and UK staff. NURSE EDUCATION TODAY 2015; 35:80-85. [PMID: 25027871 DOI: 10.1016/j.nedt.2014.06.006] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2014] [Revised: 05/26/2014] [Accepted: 06/17/2014] [Indexed: 06/03/2023]
Abstract
BACKGROUND Competency in evidence-based practice (EBP) is a requirement for graduate nurses. Despite a growing body of research exploring the EBP profiles of students, little research has explored the EBP profiles of nurse educators. OBJECTIVES To explore: the differences/similarities in the EBP profiles of US and UK clinical and academic faculty; the barriers nurse educators experience when teaching EBP; the impact of postgraduate education on EBP profile and; what nurse educators perceive "success" in implementing and teaching EBP to be. DESIGN A cross-sectional online survey design was employed. SETTINGS Two Universities delivering undergraduate nursing education in the US and UK, in partnership with large hospital systems, small community hospitals, community settings, and independent sector health organisations. PARTICIPANTS Eighty-one nurse educators working in academic and clinical contexts in the US and UK (US academic=12, US clinical=17, UK academic=9, UK clinical=43) were recruited opportunistically. METHODS Participants were emailed a weblink to an online survey, comprising demographic questions, the Evidence-Based Practice Questionnaire and open-ended questions about EBP barriers, facilitators and successes. RESULTS Quantitative results indicated that academic faculty scored significantly higher on knowledge and skills of EBP, than clinical faculty, but revealed no other significant differences on EBP use or attitudes, or between US and UK professionals. Participants with postgraduate training scored significantly higher on EBP knowledge/skills, but not EBP attitudes or use. Qualitative findings identified key themes relating to EBP barriers and facilitators, including: Evidence-, organisational-, and teaching-related issues. Perceptions of successes in EBP were also described. CONCLUSIONS Nurse educators working in the UK and US face similar EBP barriers to teaching and implementation, but view it positively and use it frequently. Clinical staff may require extra support to maintain their EBP knowledge and skills in comparison to staff working in academic contexts.
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Affiliation(s)
- Penney Upton
- Institute of Health and Society, University of Worcester, Henwick Grove, Worcester WR2 6AJ, UK.
| | - Laura Scurlock-Evans
- Psychological Sciences, Institute of Health and Society, University of Worcester, Henwick Grove, Worcester WR2 6AJ, UK.
| | - Kathleen Williamson
- School of Nursing, Widener University, One University Place, Chester, PA 19013, USA.
| | - Joanne Rouse
- Institute of Health and Society, University of Worcester, Henwick Grove, Worcester WR2 6AJ, UK.
| | - Dominic Upton
- Faculty of Health, University of Canberra University of Canberra, University Dr, Bruce, ACT 2617, Australia.
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Ghojazadeh M, Hajebrahimi S, Azami-Aghdash S, Pournaghi Azar F, Keshavarz M, Naghavi-Behzad M, Hazrati H. Medical students' attitudes on and experiences with evidence-based medicine: a qualitative study. J Eval Clin Pract 2014; 20:779-85. [PMID: 25039542 DOI: 10.1111/jep.12191] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/06/2014] [Indexed: 01/02/2023]
Abstract
RATIONALE, AIMS AND OBJECTIVES This qualitative study was designed to determine the attitudes towards and experiences of medical students on evidence-based medicine (EBM). METHODS The study was conducted using the phenomenological method. Medical students' attitudes about and experiences with evidence-based medicine were determined through semi-structured interviews. Forty senior medical students were chosen by purposive sampling from medical sciences students of Tabriz University and Shahid Beheshti University. The context of interviews was analysed using the content analysis method. RESULTS Medical students' attitudes and experiences were ascertained through four main questions, and their answers were divided in to 12 categories and 31 subcategories. According to the subjects of the study, two basic concepts that they understood about EBM were its being up to date and requiring research skills. To the question what is necessary for EBM, the students' answers were summarized as follows: access to information, teamwork and faculty members who could provide modeling and organizational support. Students reported having used EBM for problem solving, thinking and self-confidence. On the other hand, lack of equipment and facilities, human factors and organizational factors were considered the main barriers to EBM use. CONCLUSION According to the results of this study, providing suitable conditions and appropriate planning to address identified barriers and encouraging students can promote EBM practice. Also, more extensive EBM integration in medical curricula and clinical settings by leading faculty members would prompt medical students to use EBM in their daily practice.
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Affiliation(s)
- Morteza Ghojazadeh
- Liver and Gastrointestinal Disease Research Center, Tabriz University of Medical Sciences, Tabriz, Iran
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Sadeghi-Bazargani H, Tabrizi JS, Azami-Aghdash S. Barriers to evidence-based medicine: a systematic review. J Eval Clin Pract 2014; 20:793-802. [PMID: 25130323 DOI: 10.1111/jep.12222] [Citation(s) in RCA: 158] [Impact Index Per Article: 15.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/30/2014] [Indexed: 01/20/2023]
Abstract
INTRODUCTION Evidence-based medicine (EBM) has emerged as an effective strategy to improve health care quality. The aim of this study was to systematically review and carry out an analysis on the barriers to EBM. METHODS Different database searching methods and also manual search were employed in this study using the search words ('evidence-based' or 'evidence-based medicine' or 'evidence-based practice' or 'evidence-based guidelines' or 'research utilization') and (barrier* or challenge or hinder) in the following databases: PubMed, Scopus, Web of Knowledge, Cochrane library, Pro Quest, Magiran, SID. RESULTS Out of 2592 articles, 106 articles were finally identified for study. Research barriers, lack of resources, lack of time, inadequate skills, and inadequate access, lack of knowledge and financial barriers were found to be the most common barriers to EBM. Examples of these barriers were found in primary care, hospital/specialist care, rehabilitation care, medical education, management and decision making. The most common barriers to research utilization were research barriers, cooperation barriers and changing barriers. Lack of resources was the most common barrier to implementation of guidelines. CONCLUSION The result of this study shows that there are many barriers to the implementation and use of EBM. Identifying barriers is just the first step to removing barriers to the use of EBM. Extra resources will be needed if these barriers are to be tackled.
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Ammouri AA, Raddaha AA, Dsouza P, Geethakrishnan R, Noronha JA, Obeidat AA, Shakman L. Evidence-Based Practice: Knowledge, attitudes, practice and perceived barriers among nurses in Oman. Sultan Qaboos Univ Med J 2014; 14:e537-e545. [PMID: 25364558 PMCID: PMC4205067] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2014] [Revised: 04/08/2014] [Accepted: 06/25/2014] [Indexed: 06/04/2023] Open
Abstract
OBJECTIVES The aim of this study was to describe nurses' practices, attitudes, knowledge/skills and perceived barriers in relation to evidence-based practice (EBP) in Oman. METHODS This descriptive cross-sectional study was conducted between February and November 2012. A self-reported 24-item questionnaire was used to measure EBP practices, attitudes and knowledge/skills among a convenience sample of 600 nurses working in four governmental hospitals in Muscat, Oman. Responses were scored on a one to seven rating scale. Barriers to EBP were measured on a five-point Likert scale using two subscales. Descriptive statistics and general linear regression were used to analyse the data. RESULTS A total of 414 nurses were included in the study. The greatest barriers to developing EBP among nurses were insufficient time for research (3.51 ± 0.97) and insufficient resources to change practices (3.64 ± 0.99). Nurses with more years of experience reported increased use of EBP (P <0.01), more positive attitudes towards EBP (P <0.001) and fewer barriers to research (P <0.01). Significant positive correlations were found between years of experience and practice (r = 0.16) and attitudes (r = 0.20). Nurses with a baccalaureate degree reported fewer barriers to research than those qualified at a diploma level (P <0.001). Nurses who perceived more barriers to research reported less use of EBP (P <0.001), less positive attitudes towards EBP (P <0.001) and limited EBP knowledge/skills (P <0.001). CONCLUSION These findings provide a basis for enhancing nursing practices, knowledge and skills. Continuing education for nurses and minimising barriers is crucial to increasing the use of EBP in Oman.
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Affiliation(s)
- Ali A. Ammouri
- Departments of Adult Health & Critical Care, Sultan Qaboos University, Muscat, Oman
| | | | | | | | | | | | - Lina Shakman
- Maternal & Child Health, Sultan Qaboos University, Muscat, Oman
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Zeleníková R, Beach M, Ren D, Wolff E, Sherwood P. Faculty perception of the effectiveness of EBP courses for graduate nursing students. Worldviews Evid Based Nurs 2014; 11:401-13. [PMID: 25270089 DOI: 10.1111/wvn.12068] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/13/2014] [Indexed: 11/28/2022]
Abstract
BACKGROUND Effective teaching is key in preparing students to become successful evidence-based healthcare professionals. The effectiveness of graduate evidence-based practice (EBP) pedagogy is not often a subject of research studies. PURPOSE The purpose of this study was to determine how faculty from the 50 top graduate nursing schools in the United States perceived the effectiveness of EBP courses for graduate nursing students. METHODS A descriptive cross-sectional design was used to explore faculty perception of the effectiveness of EBP courses. A web-based survey was used for data collection. A total of 45 questionnaires were subjected to statistical analysis. RESULTS The mean perception of the effectiveness of EBP courses for the whole sample, on a scale from 1 to 7, was 5.58 (min. 4.29; max. 6.73), a higher score signifying higher perceived effectiveness. The highest rated item concerned a school's access to different databases. The strongest correlations were found between the total score and the scores for items describing students' opportunities to strengthen and apply their EBP skills (rs = .66). The internal consistency of the Perception of Effectiveness of EBP Courses scale, based on standardized Cronbach's alpha, was .84, which signifies strong internal consistency. Faculty perceived themselves as most competent at the following EBP skills: (a) "Asking questions regarding patients' care" (6.56), (b) "Considering patient preferences when implementing EBP" (6.40), and (c) "Critically appraising the relevant body of evidence to address clinical questions" (6.40). DISCUSSION To strengthen the effectiveness of EBP courses, students should have more opportunities to implement their EBP knowledge and skills after completing EBP courses. LINKING EVIDENCE TO ACTION Evaluation of faculty perceptions of the effectiveness of EBP courses can help to guide the development of nursing school curricula that better integrate EBP. Further evaluation of the psychometric properties of the instrument used to measure perception of the effectiveness of EBP courses is required along with objective measures of faculty knowledge and skills in teaching EBP.
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Affiliation(s)
- Renáta Zeleníková
- Assistant Professor, Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Czech Republic
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Fulton CR, Meek JA, Walker PH. Faculty and Organizational Characteristics Associated With Informatics/Health Information Technology Adoption in DNP Programs. J Prof Nurs 2014; 30:292-9. [DOI: 10.1016/j.profnurs.2014.01.004] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2013] [Indexed: 11/16/2022]
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Leung K, Trevena L, Waters D. Systematic review of instruments for measuring nurses' knowledge, skills and attitudes for evidence-based practice. J Adv Nurs 2014; 70:2181-95. [DOI: 10.1111/jan.12454] [Citation(s) in RCA: 75] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/03/2014] [Indexed: 11/27/2022]
Affiliation(s)
- Kat Leung
- Sydney Medical School; The University of Sydney; Camperdown New South Wales Australia
| | - Lyndal Trevena
- Sydney Medical School; The University of Sydney; Camperdown New South Wales Australia
| | - Donna Waters
- Sydney Nursing School; The University of Sydney; Camperdown New South Wales Australia
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Nursing students and intimate partner violence education: improving and integrating knowledge into health care curricula. J Prof Nurs 2014; 29:233-9. [PMID: 23910925 DOI: 10.1016/j.profnurs.2012.05.011] [Citation(s) in RCA: 42] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2011] [Indexed: 11/20/2022]
Abstract
This study measured intimate partner violence (IPV) curriculum content exposure; knowledge, attitudes, beliefs, and self-reported behaviors; and IPV prevalence within doctor of nursing practice and doctor of philosophy nursing programs at a university in the southern United States. The survey instrument was an adaptation of the Physician Readiness to Manage Intimate Partner Violence Survey modified with language that focused on students in the health care arena. Three summary scales-Perceived Preparedness, Perceived Knowledge, and Actual Knowledge-were also created. Mann-Whitney U tests and exploratory multivariable and logistic regression analyses were employed to analyze the data. Results indicated that nursing students who received IPV training prior to graduate school had significantly higher perceived preparation and perceived knowledge ratings than those reporting no IPV training prior to graduate school. Results also showed that 40% of nursing students surveyed had personally experienced some type of domestic violence including IPV. Identifying and responding to curricular shortcomings and ascertaining student IPV prevalence are critical steps in strategizing and implementing comprehensive curriculum revision, enabling students to enter the nursing profession with the capacity to directly impact the care and treatment of IPV victims.
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