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Dehghan Salmasi N, Kazerani M, Shekofteh M, Jambarsang S. Acceptance of evidence-based nursing databases by educational nurses using Rogers’ model. JOURNAL OF LIBRARIANSHIP AND INFORMATION SCIENCE 2020. [DOI: 10.1177/0961000620948569] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Nurses always need accurate, up-to-date and reliable information. Evidence-based resources can be an appropriate approach to this need. The first step in utilizing these resources is to acknowledge them and use them in clinical practice. This descriptive cross-sectional study was designed to determine the acceptance rate of evidence-based databases by nurses based on Rogers’ innovation-diffusion model. A total of 214 nurses working in educational hospitals participated in the study in 2019. The data collection tool was a questionnaire, with confirmed validity and reliability, which was designed based on five components of Rogers’ model: knowledge, persuasion, decision, implementation and confirmation. The data analysis was performed using SPPS Version 23 to compute descriptive and analytical statistics indices. Based on the categories in Rogers’ model, the nurses had moderate views on the rate of acceptance of evidence-based databases, limited (low) knowledge and awareness of the databases, a favorable persuasion level and a low implementation rate. Well-educated, senior educational supervisors and nurses were more in line with persuasion, knowledge and implementation of evidence-based resources. According to the regression analysis ( p < 0.001), persuasion and confirmation components had the greatest effect on the acceptance of databases, indicating the significance of providing evidence-based nursing education, both formal and informal, using the related databases.
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Affiliation(s)
| | | | - Maryam Shekofteh
- Department of Medical Library & Information Science, School of Allied Medical Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Sara Jambarsang
- Department of Biostatistics and Epidemiology, School of Public Health, Research Center of Prevention and Epidemiology of Non-Communicable Disease, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
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Kalavani K, Mohebbifar R, Rafiei S. Evidence based practice among healthcare providers: a cross-sectional study. Int J Health Care Qual Assur 2019; 32:867-878. [PMID: 31195935 DOI: 10.1108/ijhcqa-08-2017-0162] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PURPOSE Nowadays health systems in most of the countries are trying to build their healthcare provision system based on scientific knowledge based evidence. Evidence-based practice (EBP) is a crucial factor for quality improvement focusing on compliance with clinical standards. The purpose of this paper is to assess evidence-based knowledge and skills among healthcare providers in Qazvin hospitals in 2016. DESIGN/METHODOLOGY/APPROACH This was a descriptive study conducted among 300 health professionals working in hospitals affiliated by Qazvin University of Medical Sciences in 2016. A self-administered questionnaire was used to gather data on health providers' attitude, knowledge and skill regarding EBP. Descriptive statistics and multiple linear regressions were used to analyze data using SPSS 16 software. FINDINGS A total of 254 participants (84.6 percent) completed the questionnaire in which their attitude, knowledge and skill toward EBP were assessed at a low level. Study results indicated that among different occupational groups, physicians and those with greater awareness toward EBP terminology had a more positive attitude compared with others. Furthermore, a higher level of knowledge and skill toward EBP was associated with being a physician and having a positive attitude toward the issue. PRACTICAL IMPLICATIONS Given the importance of EBP and due to insufficient knowledge of healthcare providers about the issue, it is necessary to hold appropriate educational courses to empower health workforce in implementing EBP principles. ORIGINALITY/VALUE The authors applied a self-administered questionnaire to assess health workforce knowledge and skills toward EBP. The results obtaining from the analysis not only highlights weaknesses related to service providers' knowledge and capabilities to implement EBP but also reveals facilities required for realization of the subject in hospital settings.
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Affiliation(s)
- Khalil Kalavani
- Student Research Committee, School of Health, Qazvin University of Medical Sciences , Qazvin, The Islamic Republic of Iran
| | - Rafat Mohebbifar
- School of Health, Qazvin University of Medical Sciences , Qazvin, The Islamic Republic of Iran
| | - Sima Rafiei
- School of Health, Qazvin University of Medical Sciences , Qazvin, The Islamic Republic of Iran
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Sukkarieh-Haraty O, Hoffart N. Integrating Evidence-Based Practice into a Lebanese Nursing Baccalaureate Program: Challenges and Successes. Int J Nurs Educ Scholarsh 2017; 14:/j/ijnes.2017.14.issue-1/ijnes-2017-0026/ijnes-2017-0026.xml. [DOI: 10.1515/ijnes-2017-0026] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2017] [Accepted: 08/21/2017] [Indexed: 12/27/2022]
Abstract
AbstractEvidence-based practice (EBP) is defined as “the conscientious use of current best evidence in making clinical decisions about patient care.” This paper describes how we have developed the evidence-based practice concept and integrated it into two courses at two different levels of the BSN curriculum. Students apply EBP knowledge and process by using the PICO clinical question (Population, Intervention, Comparison and Outcome), whereby they observe a selected clinical skill, and then compare their observations to hospital protocol and against the latest evidence-based practice guidelines. The assignment for the second course requires students to pick a more complex clinical skill and to support proposed changes in practice with scholarly literature. Assessment of student learning and course evaluation has shown that the overall experience of integrating EBP projects into the curriculum is fruitful for students, clinical agencies, and faculty.
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Affiliation(s)
- Ola Sukkarieh-Haraty
- Alice Ramez Chagoury School of Nursing, Lebanese American University Byblos Campus, Byblos, Lebanon
| | - Nancy Hoffart
- School of Nursing, University of North Carolina at Greensboro, Greensboro, NC, USA
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Aglen B. Pedagogical strategies to teach bachelor students evidence-based practice: A systematic review. NURSE EDUCATION TODAY 2016; 36:255-63. [PMID: 26375570 DOI: 10.1016/j.nedt.2015.08.025] [Citation(s) in RCA: 80] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/02/2015] [Revised: 08/20/2015] [Accepted: 08/27/2015] [Indexed: 05/06/2023]
Abstract
AIM The aim of this study is to review international scientific articles about pedagogical strategies to teach nursing students at bachelor degree evidence-based practice (EBP). METHOD A literature review including peer reviewed, original, empirical articles describing pedagogical interventions aimed at teaching bachelor's degree nursing students EBP in the period 2004-2014. Theories of discretion, knowledge transfer and cognitive maturity development are used as analytical perspectives. RESULTS The main challenge teaching evidence based practice is that the students fail to see how research findings contribute to nursing practice. The pedagogical strategies described are student active learning methods to teach the students information literacy and research topics. Information literacy is mainly taught according to the stages of EBP. These stages focus on how to elaborate evidence from research findings for implementation into nursing practice. The articles reviewed mainly use qualitative, descriptive designs and formative evaluations of the pedagogical interventions. CONCLUSION Although a considerable effort in teaching information literacy and research topics, nursing students still struggle to see the relevance evidence for nursing practice. Before being introduced to information literacy and research topics, students need insight into knowledge transfer and their own epistemic assumptions. Knowledge transfer related to clinical problems should be the learning situations prioritized when teaching EBP at bachelor level. Theoretical perspectives of cognitive maturity development, knowledge transfer and discretion in professional practice give alternative ways of designing pedagogical strategies for EBP. More research is needed to develop and test pedagogical strategies for EBP in light of these theories.
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Affiliation(s)
- B Aglen
- Faculty of Nursing, Sør-Trøndelag University College, Institute of Nursing, PO Box 2320, 7004 Trondheim, Norway.
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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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Reicherter EA, Gordes KL, Glickman LB, Hakim EW. Creating disseminator champions for evidence-based practice in health professions education: an educational case report. NURSE EDUCATION TODAY 2013; 33:751-6. [PMID: 23306723 DOI: 10.1016/j.nedt.2012.12.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/07/2012] [Revised: 11/29/2012] [Accepted: 12/07/2012] [Indexed: 05/06/2023]
Abstract
INTRODUCTION In today's healthcare environment, it is a necessity to prepare nurses and other health professionals to provide and disseminate evidence-based practices (EBP) throughout their careers. PURPOSE This educational case report describes a health professional education program's successful endeavor to educate and create evidence-based champions. CASE DESCRIPTION The presented model for developing evidence-based practitioners is based on two distinct phases. Phase one is for EBP skill development and includes preparing students how to read, analyze and discuss levels of evidence within the didactic and clinical curriculum. Phase two is focused on developing dissemination skills by requiring students to complete a clinical case report project with the assistance of academic and clinical faculty mentors. Phase three reviews outcomes of the project and phase four provides the mechanism for future plans. Based on quality, student and faculty interest, a select number of case reports are chosen for presentation at a university Research Day as well as submitted for state and national conferences to further disseminate findings. OUTCOMES This educational activity had positive outcomes including: increased student participation, Clinical Instructors and faculty scholarship, and dissemination of EBP. Data demonstrates student interest in presenting at Research Day to have steadily increased during the 3-year period of this endeavor. Dissemination occurred at university (n = 22), state (n = 13) and national (n = 9) levels. Additional educational benefits derived from this project included, 1) broader participation of clinical settings, 2) requests by additional clinics to participate for purposes of developing EBP and scholarly presentation skills of clinicians, and 3) increased opportunity for academic faculty to continue engagement in contemporary clinical practice. CONCLUSION The evolution of this case report project has allowed an academic requirement to become a marker of distinguished commitment to professional advancement.
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Affiliation(s)
- E Anne Reicherter
- University of Maryland, School of Medicine, Department of Physical Therapy and Rehabilitation Science, Baltimore, MD 21201, USA.
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Abstract
PURPOSE The purpose of this article was to show how sequenced educational strategies aid in the acquisition of systems leadership and change agent skills, as well as other essential skills for professional clinical nurse specialist (CNS) practice. BACKGROUND Clinical nurse specialist education offers the graduate student both didactic and clinical experiences to help the student transition into the CNS role. Clinical nurse specialist faculty have a responsibility to prepare students for the realities of advanced practice. Systems leadership is an integral competency of CNS practice. IMPLICATIONS The contemporary CNS is to be a leader in the translation of evidence into practice. To assist students to acquire this competency, all CNS students are expected to use research and other sources of evidence to identify, design, implement, and evaluate a specific practice change. Anecdotal comments from students completing the projects are offered. Student projects have been focused in acute and critical care, palliative care, and adult/gerontologic health clinical settings; community outreach has been the focus of a few change projects. Examples of student projects related to the systems leadership competency and correlated to the spheres of influence impacted are presented.
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Faculty Knowledge, Attitudes, and Perceived Barriers to Teaching Evidence-Based Nursing. J Prof Nurs 2011; 27:92-100. [DOI: 10.1016/j.profnurs.2010.09.012] [Citation(s) in RCA: 57] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2009] [Indexed: 11/21/2022]
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Oh EG, Kim S, Kim SS, Kim S, Cho EY, Yoo JS, Kim HS, Lee JH, You MA, Lee H. Integrating Evidence-Based Practice into RN-to-BSN Clinical Nursing Education. J Nurs Educ 2010; 49:387-92. [DOI: 10.3928/01484834-20100331-02] [Citation(s) in RCA: 35] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2009] [Accepted: 10/27/2009] [Indexed: 11/20/2022]
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Moch SD, Cronje RJ, Branson J. Part 1. Undergraduate Nursing Evidence-Based Practice Education: Envisioning the Role of Students. J Prof Nurs 2010; 26:5-13. [DOI: 10.1016/j.profnurs.2009.01.015] [Citation(s) in RCA: 44] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2008] [Indexed: 10/19/2022]
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Kim SC, Brown CE, Fields W, Stichler JF. Evidence-based practice-focused interactive teaching strategy: a controlled study. J Adv Nurs 2009; 65:1218-27. [DOI: 10.1111/j.1365-2648.2009.04975.x] [Citation(s) in RCA: 43] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Balakas K, Potter P, Pratt E, Rea G, Williams J. Evidence Equals Excellence: The application of an evidence-based practice model in an academic medical center. Nurs Clin North Am 2009; 44:1-10, ix. [PMID: 19167544 DOI: 10.1016/j.cnur.2008.10.001] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
An evidence-based practice (EBP) program that is designed to develop mentors in both clinical and academic settings has the potential for transforming a health care organization. This article describes an innovative program, Evidence Equals Excellence, which consists of two components: a clinical practice component for health care clinicians and an academic program for baccalaureate and graduate nursing students. The development of EBP mentors creates a core group of clinicians who can assist fellow staff members apply evidence at the bedside. An academic program prepares new graduates to partner easily with clinical mentors to support and initiate successful practice changes.
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Affiliation(s)
- Karen Balakas
- Goldfarb School of Nursing at Barnes-Jewish College, Mailstop 9060697, 4483 Duncan Avenue, St. Louis, MO 63110, USA
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Hockenberry M, Brown T, Walden M, Barrera P. Teaching Evidence-Based Practice Skills in a Hospital. J Contin Educ Nurs 2009; 40:28-32. [DOI: 10.3928/00220124-20090101-08] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Teaching critical thinking in osteopathy – Integrating craft knowledge and evidence-informed approaches. INT J OSTEOPATH MED 2008. [DOI: 10.1016/j.ijosm.2008.02.005] [Citation(s) in RCA: 40] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
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Mansour TB, Porter EJ. Educators' Experience of Teaching Nursing Research to Undergraduates. West J Nurs Res 2008; 30:888-904. [DOI: 10.1177/0193945907312975] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
Most research pertaining to the teaching of nursing research has focused on learning outcomes and students' attitudes toward research. Few scholars have explored what it is like to teach nursing research. The purpose of this study was to describe the experience of teaching undergraduate nursing research. Data were obtained from 12 nurse educators through e-mail interviews and analyzed using Giorgi's method of descriptive phenomenology. Four meaning units describe the experience: marketing research content, introducing the research process, enhancing student abilities to learn about research, and enhancing personal abilities to teach research. The three meaning units that focus on faculty intentions toward students are somewhat consistent with prior research but include interesting new ideas. Concerning the last meaning unit, participants reported an interest in learning about teaching strategies, advanced statistics, and informational technology. Deans and directors should explore the learning needs of such faculty and offer appropriate ongoing education.
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Ravert P, Merrill KC. Hospital Nursing Research Program: Partnership of Service and Academia. J Prof Nurs 2008; 24:54-8. [DOI: 10.1016/j.profnurs.2007.06.014] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2006] [Indexed: 11/28/2022]
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Using a clinical project for teaching an understanding of the research process in the associate degree nursing curricula. TEACHING AND LEARNING IN NURSING 2007. [DOI: 10.1016/j.teln.2007.01.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Abstract
A clinical practicum was successfully implemented for RN to BSN students to apply evidence-based practice to actual clinical problems affecting nursing practice. The author describes how this practicum was implemented and the requisite resources and support systems. This senior-level capstone course enabled students to understand and value a lifelong learning approach to evidence-based practice.
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Affiliation(s)
- Vera C Brancato
- Center for the Enhancement of Teaching, Kutztown University, Kutztown, PA 19530-0730, USA.
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