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Brady RE, Lyons KD, Stevens CJ, Godzik CM, Smith AJ, Bagley PJ, Vitale EJ, Bernstein SL. Implementing evidence-based practices in rural settings: a scoping review of theories, models, and frameworks. FRONTIERS IN HEALTH SERVICES 2024; 4:1326777. [PMID: 39036464 PMCID: PMC11258036 DOI: 10.3389/frhs.2024.1326777] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/08/2023] [Accepted: 06/10/2024] [Indexed: 07/23/2024]
Abstract
Background Rural healthcare has unique characteristics that affect the dissemination and implementation of evidence-based interventions. Numerous theories, models, and frameworks have been developed to guide implementation of healthcare interventions, though not specific to rural healthcare. The present scoping review sought to identify the theories, models, and frameworks most frequently applied to rural health and propose an approach to rural health research that harnesses selected constructs from these theories, models, and frameworks. This resulting synthesis can serve as a guide to researchers, policy makers, and clinicians seeking to employ commonly used theories, models, and frameworks to rural health. Methods We used the Scopus abstract indexing service to identify peer-reviewed literature citing one or more of theories, models, or frameworks used in dissemination and implementation research and including the word "rural" in the Title, Abstract, or Keywords. We screened the remaining titles and abstracts to ensure articles met additional inclusion criteria. We conducted a full review of the resulting 172 articles to ensure they identified one or more discrete theory, model, or framework applied to research or quality improvement projects. We extracted the theories, models, and frameworks and categorized these as process models, determinant frameworks, classic theories, or evaluation frameworks. Results We retained 61 articles of which 28 used RE-AIM, 11 used Community-Based Participatory Research (CBPR) framework, eight used the Consolidated Framework for Implementation Research (CFIR), and six used the integrated-Promoting Action on Research Implementation in Health Services (iPARIHS). Additional theories, models, and frameworks were cited in three or fewer reports in the literature. The 14 theories, models, and frameworks cited in the literature were categorized as seven process models, four determinant frameworks, one evaluation framework, and one classic theory. Conclusions The RE-AIM framework was the most frequently cited framework in the rural health literature, followed by CBPR, CFIR, and iPARIHS. A notable advantage of RE-AIM in rural healthcare settings is the focus on reach as a specified outcome, given the challenges of engaging a geographically diffuse and often isolated population. We present a rationale for combining the strengths of these theories, models, and frameworks to guide a research agenda specific to rural healthcare research. Systematic Review Registration https://osf.io/fn2cd/.
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Affiliation(s)
- Robert E. Brady
- Department of Psychiatry, Dartmouth-Hitchcock Medical Center, Lebanon, NH, United States
- Geisel School of Medicine at Dartmouth, Hanover, NH, United States
| | - Kathleen D. Lyons
- Department of Occupational Medicine, Massachusetts General Hospital Institute of Health Professions, Boston, MA, United States
| | - Courtney J. Stevens
- Department of Psychiatry, Dartmouth-Hitchcock Medical Center, Lebanon, NH, United States
- Geisel School of Medicine at Dartmouth, Hanover, NH, United States
| | - Cassandra M. Godzik
- Department of Psychiatry, Dartmouth-Hitchcock Medical Center, Lebanon, NH, United States
- Geisel School of Medicine at Dartmouth, Hanover, NH, United States
| | - Andrew J. Smith
- Department of Psychiatry, Dartmouth-Hitchcock Medical Center, Lebanon, NH, United States
- Geisel School of Medicine at Dartmouth, Hanover, NH, United States
- Lyda Hill Institute for Human Resilience, University of Colorado, Colorado Springs, Colorado Springs, CO, United States
| | - Pamela J. Bagley
- Biomedical Libraries, Dartmouth College, Hanover, NH, United States
| | - Elaina J. Vitale
- Biomedical Libraries, Dartmouth College, Hanover, NH, United States
| | - Steven L. Bernstein
- Geisel School of Medicine at Dartmouth, Hanover, NH, United States
- Department of Emergency Medicine, Dartmouth-Hitchcock Medical Center, Lebanon, NH, United States
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Wayman LM, Walsh-Irwin C, Sullivan SC. A Comparison of Evidence-Based Practice Training With and Without Postimmersion Follow-up. J Nurs Adm 2024; 54:304-310. [PMID: 38648364 DOI: 10.1097/nna.0000000000001428] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/25/2024]
Abstract
OBJECTIVE The aim of this study was to determine best practice for evidence-based practice (EBP) education that leads to implementation. BACKGROUND Current methods of teaching EBP do not reliably translate to implementation. METHODS Participants in an EBP immersion were compared with participants in EBP immersion plus a follow-up EBP course. RESULTS The EBP immersion group implemented 18% of their initiatives. The EBP immersion plus the follow-up EBP course implemented 35% of their initiatives, and an additional 22% were in the process of implementation. CONCLUSION Evidence-based practice education may not be sufficient in promoting EBP implementation. Additional ongoing support may be needed to bring EBP initiatives through implementation.
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Affiliation(s)
- Lisa M Wayman
- Author Affiliations: Chief of Nursing Education, Special Procedures and Clinical Outcomes, and Chair of the Veterans Health Association Office of Nursing Service Evidence Based Practice Field Advisory Committee (Dr Wayman), Phoenix VA Health Care System, Arizona; and Associate Director (Dr Walsh-Irwin), Evidence-Based Practice, and Director (Dr Sullivan), Research, Evidence-Based Practice and Analytics, Office of Nursing Services, Central Office Department of Veterans Affairs, Washington, DC
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Mohamed RA, Alhujaily M, Ahmed FA, Nouh WG, Almowafy AA. Exploring the potential impact of applying web-based training program on nurses' knowledge, skills, and attitudes regarding evidence-based practice: A quasi-experimental study. PLoS One 2024; 19:e0297071. [PMID: 38330025 PMCID: PMC10852226 DOI: 10.1371/journal.pone.0297071] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2023] [Accepted: 12/22/2023] [Indexed: 02/10/2024] Open
Abstract
Evidence-based practice (EBP) has gained significant importance in clinical practice worldwide, including in nursing. This study aimed to explore the potential impact of applying a web-based training program on nurses' knowledge, skills, and attitudes regarding EBP. A quasi-experimental pretest-posttest research design was utilized with a purposive sample of 64 professional nurses who agreed to participate. The study took place in different hospitals and primary healthcare centers in the Bisha Governorate, Aseer region, Saudi Arabia. A four-week standardized web-based training program was implemented using an online learning approach. Nurses were provided with an online self-rated data collection tool through the Google Forms platform. The findings indicated a highly significant difference in the total knowledge and EBP skills mean scores of the post-intervention (53.08±15.9) and (66.03±8.95), respectively compared to pre-intervention (P<0.05). Additionally, there was marked improvement in the mean scores of the positive attitude of the training sessions post-intervention compared to pre-intervention. The program was also well-received by the nurses in terms of quality and usability. The program has the potential to enhance nurses' knowledge, skills, and attitudes toward EBP. Therefore, healthcare organizations may consider adopting web-based training as a means of continuing professional education to promote EBP competencies among nurses.
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Affiliation(s)
- Rasha A. Mohamed
- Department of Nursing, College of Applied Medical Sciences, University of Bisha, Bisha, Kingdom of Saudi Arabia
| | - Muhanad Alhujaily
- Department of Medical Laboratory Sciences, College of Applied Medical Sciences, University of Bisha, Bisha, Kingdom of Saudi Arabia
| | - Faransa A. Ahmed
- Department of Nursing, College of Applied Medical Sciences in Alnamas, University of Bisha, Bisha, Kingdom of Saudi Arabia
| | - Wael G. Nouh
- Department of Medical Laboratory Sciences, College of Applied Medical Sciences, University of Bisha, Bisha, Kingdom of Saudi Arabia
| | - Abeer A. Almowafy
- International Islamic Center for Population Studies and Research, Al-Azhar University, Cairo, Egypt
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Gartrell K, Warren JI, Fontelo P. PubMed4Hh: A Point-of-Care Mobile App for Evidence-Based Clinical Decision Support for Nurse Residents in Maryland. Comput Inform Nurs 2023; 41:983-992. [PMID: 38062547 PMCID: PMC10746293 DOI: 10.1097/cin.0000000000001063] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2023]
Abstract
Evidence-based clinical decision-making is considered a core competency for professional nurses. However, barriers such as lack of time in clinical practice; information overload; restricted access to resources; lack of evidence appraisal skills, awareness, and knowledge; and unreliable resources prevent them from adopting evidence-based practice. This study examined the usefulness of the PubMed4Hh (PubMed for Handhelds) mobile application for clinical decision-making at the point of care among Maryland newly licensed RNs. Using iOS and Android smartphones, 178 newly licensed RNs participated in a 6-month trial from November 2019 to April 2020. Nurses manually entered free-text queries or used voice inputs on the "Patient, Intervention, Comparison, Outcome" or "askMEDLINE" search engines. The results retrieved were presented as journal article abstracts or short summaries called "the bottom line," designed for quick reading at the point of care. Both Patient, Intervention, Comparison, Outcome and askMEDLINE were rated highly for their usefulness, and participants said they would continue using PubMed4Hh and recommend it to others. Newly licensed RNs had a significantly higher perception of the usefulness of PubMed4Hh when the results of "the bottom line" or abstracts confirmed, led, or modified their nursing skills, knowledge, or the patient's care plan.
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Affiliation(s)
- Kyungsook Gartrell
- Author Affiliations: Department of Organizational Systems and Adult Health, University of Maryland School of Nursing, Baltimore (Dr Gartrell); Maryland Organization of Nurse Leaders, Inc/Maryland Nurse Residency Collaborative, Ellicott City (Dr Warren); and Applied Clinical Informatics Branch, National Library of Medicine, Bethesda (Dr Fontelo), MD
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Conley AL, Smith D. EBP on the Go! An Education Case Report: When Time, Budget, and a Global Pandemic Limit Your Options for Nursing Education, Create Your Own! J Nurses Prof Dev 2023; 39:E233-E237. [PMID: 36920062 DOI: 10.1097/nnd.0000000000000959] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/16/2023]
Abstract
In an era when resources, time, and attention spans are limited, nursing education must be delivered in a manner that is economical and convenient while retaining the ability to hold consumers accountable for their learning. This article highlights one organization's solution to a gap in evidence-based practice education. Professional development practitioners utilized their own creative acumen to develop high-quality, organization-specific resources that provide education in an engaging, portable, and user-friendly format.
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Hosseini‐Moghaddam F, Mohammadpour A, Bahri N, Mojalli M. Nursing managers' perspectives on facilitators of and barriers to evidence-based practice: A cross-sectional study. Nurs Open 2023; 10:6237-6247. [PMID: 37306392 PMCID: PMC10416005 DOI: 10.1002/nop2.1864] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2022] [Revised: 12/06/2022] [Accepted: 05/05/2023] [Indexed: 06/13/2023] Open
Abstract
AIM This study aimed to determine the facilitators and barriers to evidence-based practice (EBP) from the perspective of Iranian nursing managers. DESIGN Cross-sectional study. METHODS Data were collected from 335 top nursing managers of Iran. The research instruments included three electronic questionnaires for demographics, facilitators and barriers of evidence-based practice. Descriptive statistics and appropriate analysis tests were used to clarify the strength of relationships between the factors. RESULTS A total of 277 nursing managers participated in the study (response rate of 82%). Iranian nursing managers believed that organizational factors were the most important domain for both facilitators (34.7 ± 9.2) and barriers (28.37 ± 6.2) to EBP. Regarding the Perspectives of nursing managers on Necessity and Extent of EBP implementation, 79.8% (n = 221) considered EBP to be essential, while 45.8% (n = 127) regarded its implementation as moderate.
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Affiliation(s)
- Fatemeh Hosseini‐Moghaddam
- Department of Internal Surgical Nursing, Faculty of Nursing, Social Determinants of Health Research CenterGonabad University of Medical SciencesGonabadIran
| | - Ali Mohammadpour
- Department of Internal Surgical Nursing, Faculty of Nursing, Social Determinants of Health Research CenterGonabad University of Medical SciencesGonabadIran
| | - Narjes Bahri
- Department of Midwifery, Faculty of Medicine, Social Determinants of Health Research CenterGonabad University of Medical SciencesGonabadIran
| | - Mohamad Mojalli
- Department of Medical Emergency, School of NursingGonabad University of Medical SciencesGonabadIran
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Leach MJ, Veziari Y. Evidence implementation in naturopathy: A cross-sectional study of Australian naturopaths. Complement Ther Clin Pract 2023; 52:101777. [PMID: 37385012 DOI: 10.1016/j.ctcp.2023.101777] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2022] [Revised: 06/12/2023] [Accepted: 06/22/2023] [Indexed: 07/01/2023]
Abstract
BACKGROUND AND PURPOSE: Evidence implementation refers to the application of appropriate enabling strategies to improve clinician engagement with the best available evidence. To date, little attention has been paid to evidence implementation in disciplines such as naturopathy. This study addresses this knowledge gap by examining the determinants of evidence implementation in Australian naturopathic practice. MATERIALS AND METHODS This cross-sectional study was open to all Australian naturopaths who had internet access and were fluent in the English language. Participants were invited to complete the 84-item Evidence-Based practice Attitude and utilization Survey (EBASE) online between March and July 2020. RESULTS The survey was completed in full by 174 naturopaths (87.4% female; 31.6% aged 40-59 years). While participant attitudes were predominantly favourable of evidence implementation, engagement in evidence implementation activities was reported at a low to moderate level. Factors impacting participant engagement in such activities included a lack of clinical evidence in naturopathy, lack of time, and a moderate to moderately-high level of self-reported skill in evidence implementation. Enablers of evidence implementation were access to the internet, free online databases, full-text journal articles, and online education materials. CONCLUSION This study has provided valuable insights into the level of, and factors impacting evidence implementation among Australian naturopaths. Attitude did not pose a major barrier to evidence implementation; rather, the barriers were largely structural and cognitive. This suggests that the obstacles to evidence implementation in naturopathy are most likely surmountable with the right means and concerted effort.
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Affiliation(s)
- Matthew J Leach
- National Centre for Naturopathic Medicine, Southern Cross University, Military Road, Lismore, NSW, 2480, Australia.
| | - Yasamin Veziari
- National Centre for Naturopathic Medicine, Southern Cross University, Military Road, Lismore, NSW, 2480, Australia.
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Vaajoki A, Kvist T, Kulmala M, Tervo-Heikkinen T. Systematic education has a positive impact on nurses' evidence-based practice: Intervention study results. NURSE EDUCATION TODAY 2023; 120:105597. [PMID: 36343418 DOI: 10.1016/j.nedt.2022.105597] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/28/2022] [Revised: 09/28/2022] [Accepted: 10/06/2022] [Indexed: 06/16/2023]
Abstract
AIMS To evaluate how an education program on evidence-based practice (EBP) affected nurses´ knowledge, practices, and attitudes related to EBPs in patient care. METHODS Nurses of one Finnish university hospital participated in two separate EBP education programs in 2016-2017 and 2018-2019. Data was collected by a questionnaire given before and after each program. Reliable instruments for measuring EBP were used: The Evidence-Based Practice Questionnaire (24 items) and the Attitudes to Evidence-Based Practice Questionnaire (17 items). Means and frequencies were evaluated with the Mann-Whitney U test and linear regression. RESULTS Nurses reported that their EBP practice, skills and the Work based on EBPs improved substantially after the education program. We found that scores on the Work based on EBPs and the attitudes towards EBP could predict the nurses' overall self-evaluations of practices, attitudes, and skills. DISCUSSION EBP education affects positively on implementation of nurses' practices and skills. There is still a need to change attitudes towards evidence based practice. IMPLICATIONS FOR PRACTICE, RESEARCH, POLICY, MANAGEMENT, AND EDUCATION: Organizations need to maintain and develop efficient, attractive EBP educational programs to promote lifelong learning. CONCLUSIONS When designing EBP educational content, it is crucial to teach participants to develop evidence-based methods and consider how to implement them in practice.
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Affiliation(s)
- Anne Vaajoki
- Kuopio University Hospital, P.O. Box 100, FI 70029 KYS, Finland.
| | - Tarja Kvist
- Department of Nursing Science, Faculty of Health Sciences, University of Eastern Finland, FI P.O.Box 1627, 70211 Kuopio, Finland.
| | - Markus Kulmala
- University of Jyväskylä, Faculty of Sport and Health Sciences, P.O. Box 35 (L), FI 40014 Jyväskylä, Finland.
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Al Nusair H, Bani-Issa W, Alnjadat R, Fonbuena M, Perinchery S, AlAzza R. The effect of multicomponent approach in enhancing the level of confidence with evidence-based practice activities and promoting evidence-based practice culture among nurses in a clinical setting in the United Arab Emirates. J Nurs Manag 2022; 30:4285-4293. [PMID: 36190519 DOI: 10.1111/jonm.13826] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2022] [Revised: 09/27/2022] [Accepted: 09/29/2022] [Indexed: 12/30/2022]
Abstract
AIM The aim of this work is to examine the effect of multicomponent interventions on enhancing the level of confidence of staff nurses with evidence-based practice in an acute care hospital in the United Arab Emirates. BACKGROUND Evidence-based practice is one of the strategic pillars of nursing practice and a key to organizational success. To effectively implement and sustain evidence-based practice programmes in clinical sites, well-designed implementations can promote staff attitude, knowledge, skills, and confidence in translating research evidence into optimal patient care. METHODS Experienced and bachelor prepared nurse managers in collaboration with the clinical resource nurse undertook condensed staff training and interventions for the evidence-based practice programme, where 70 registered nurses participated. The intervention was conducted over a period of time extending from December 2019 until December 2020. The study design is quasi-experimental using the pre- and post-Self Efficacy Assessment tool to gauge the nurses' confidence in evidence-based practice. Also, SPSS software was used to explore the effect of the programme. RESULTS Higher significant score on the evidence-based nursing practice self-efficacy scale postprogramme was noted (t = -7.667 and p value <.001). CONCLUSION Participating in a well-structured evidence-based practice programme would positively enhance the nurse's confidence in the programme implementation and promote an evidence-based practice culture in clinical settings. IMPLICATIONS FOR NURSING MANAGERS Nurse managers must recognize their critical role in promoting evidence-based practice among nurses. A focused and well-designed intervention may assist in establishing a culture of evidence-based practice to ensure the best patient outcome.
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Affiliation(s)
| | | | | | | | | | - Rawan AlAzza
- Fatima College of Health Sciences, Abu Dhabi, UAE
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Haavisto E, Siltanen H, Tolvanen A, Holopainen A. Instruments for assessing healthcare professionals' knowledge and skills of evidence-based practice: A scoping review. J Clin Nurs 2022. [PMID: 36229896 DOI: 10.1111/jocn.16506] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2022] [Revised: 06/27/2022] [Accepted: 08/05/2022] [Indexed: 11/30/2022]
Abstract
OBJECTIVE The aim of this scoping review was to describe the instruments used to assess the knowledge and skills of evidence-based practice (EBP) in healthcare settings. METHODS A scoping review was undertaken. Three electronic databases (CINAHL, PubMed and Cochrane) were searched in January 2022. The search phrases consisted of the following terms: healthcare professionals, EBP, competence and instrument and their synonyms, keywords and MeSH terms. The database search was run without any limitations. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were followed to support reporting. RESULTS Ultimately, 39 studies were included; most of them (35) were cross-sectional studies. The studies were conducted in 17 countries. A total of 17 evidence-based knowledge and skills instruments were identified. The Upton and Upton instrument was used in 19 studies. Twelve self-reported instruments were used only once. The psychometric properties of the instruments varied. The reliability was typically reported with Cronbach's alpha coefficient. The content of the EBP knowledge/skills instruments consists of five main categories: EBP, evaluation of current practice, preparation for the implementation of EBP, implementation of evidence and active participation in the development of EBP. CONCLUSION Almost all instruments are self-assessment instruments. Validated knowledge tests should be further developed. The instruments emphasise the preparation for the implementation of EBP. Further research is needed to develop instruments for healthcare professionals to assess the knowledge and skills of the implementation of evidence.
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Affiliation(s)
- Elina Haavisto
- Department of Health Sciences, Nursing, Faculty of Social Sciences, Tampere University, Tampere, Finland.,Hospital District of Satakunta, Pori, Finland.,Tampere University Hospital, Tampere, Finland
| | - Hannele Siltanen
- Nursing Research Foundation, Helsinki, Finland.,The Finnish Centre for Evidence-Based Health Care: A JBI Centre of Excellence, Helsinki, Finland
| | | | - Arja Holopainen
- Nursing Research Foundation, Helsinki, Finland.,The Finnish Centre for Evidence-Based Health Care: A JBI Centre of Excellence, Helsinki, Finland
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King O, West E, Lee S, Glenister K, Quilliam C, Wong Shee A, Beks H. Research education and training for nurses and allied health professionals: a systematic scoping review. BMC MEDICAL EDUCATION 2022; 22:385. [PMID: 35590359 PMCID: PMC9121620 DOI: 10.1186/s12909-022-03406-7] [Citation(s) in RCA: 18] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/14/2021] [Accepted: 04/22/2022] [Indexed: 05/06/2023]
Abstract
BACKGROUND Research capacity building (RCB) initiatives have gained steady momentum in health settings across the globe to reduce the gap between research evidence and health practice and policy. RCB strategies are typically multidimensional, comprising several initiatives targeted at different levels within health organisations. Research education and training is a mainstay strategy targeted at the individual level and yet, the evidence for research education in health settings is unclear. This review scopes the literature on research education programs for nurses and allied health professionals, delivered and evaluated in healthcare settings in high-income countries. METHODS The review was conducted systematically in accordance with the Joanna Briggs Institute scoping review methodology. Eleven academic databases and numerous grey literature platforms were searched. Data were extracted from the included full texts in accordance with the aims of the scoping review. A narrative approach was used to synthesise findings. Program characteristics, approaches to program evaluation and the outcomes reported were extracted and summarised. RESULTS Database searches for peer-reviewed and grey literature yielded 12,457 unique records. Following abstract and title screening, 207 full texts were reviewed. Of these, 60 records were included. Nine additional records were identified on forward and backward citation searching for the included records, resulting in a total of 69 papers describing 68 research education programs. Research education programs were implemented in fourteen different high-income countries over five decades. Programs were multifaceted, often encompassed experiential learning, with half including a mentoring component. Outcome measures largely reflected lower levels of Barr and colleagues' modified Kirkpatrick educational outcomes typology (e.g., satisfaction, improved research knowledge and confidence), with few evaluated objectively using traditional research milestones (e.g., protocol completion, manuscript preparation, poster, conference presentation). Few programs were evaluated using organisational and practice outcomes. Overall, evaluation methods were poorly described. CONCLUSION Research education remains a key strategy to build research capacity for nurses and allied health professionals working in healthcare settings. Evaluation of research education programs needs to be rigorous and, although targeted at the individual, must consider longer-term and broader organisation-level outcomes and impacts. Examining this is critical to improving clinician-led health research and the translation of research into clinical practice.
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Affiliation(s)
- Olivia King
- Western Alliance, 25 Ryot St, Warrnambool, 3280, VIC, Australia.
- Barwon Health, Geelong, VIC, Australia.
- Monash University, Clayton, VIC, Australia.
| | - Emma West
- Western Alliance, 25 Ryot St, Warrnambool, 3280, VIC, Australia
- Deakin University, Geelong, VIC, Australia
| | - Sarah Lee
- Monash University, Clayton, VIC, Australia
| | - Kristen Glenister
- The University of Melbourne, Wangaratta and Shepparton, VIC, Australia
| | - Claire Quilliam
- The University of Melbourne, Wangaratta and Shepparton, VIC, Australia
| | - Anna Wong Shee
- Deakin University, Geelong, VIC, Australia
- Grampians Health, Ballarat, VIC, Australia
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Clark EC, Dhaliwal B, Ciliska D, Neil-Sztramko SE, Steinberg M, Dobbins M. A pragmatic evaluation of a public health knowledge broker mentoring education program: a convergent mixed methods study. Implement Sci Commun 2022; 3:18. [PMID: 35168662 PMCID: PMC8845284 DOI: 10.1186/s43058-022-00267-5] [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: 09/17/2021] [Accepted: 02/01/2022] [Indexed: 12/02/2022] Open
Abstract
Background Public health professionals are expected to use the best available research and contextual evidence to inform decision-making. The National Collaborating Centre for Methods and Tools developed, implemented, and evaluated a Knowledge Broker mentoring program aimed at facilitating organization-wide evidence-informed decision-making in ten public health units in Ontario, Canada. The purpose of this study was to pragmatically assess the impact of the program. Methods A convergent mixed methods design was used to interpret quantitative results in the context of the qualitative findings. A goal-setting exercise was conducted with senior leadership in each organization prior to implementing the program. Achievement of goals was quantified through deductive coding of post-program interviews with participants and management. Interviews analyzed inductively to qualitatively explain progress toward identified goals and identify key factors related to implementation of EIDM within the organization. Results Organizations met their goals for evidence use to varying degrees. The key themes identified that support an organizational shift to EIDM include definitive plans for participants to share knowledge during and after program completion, embedding evidence into decision-making processes, and supportive leadership with organizational investment of time and resources. The location, setting, or size of health units was not associated with attainment of EIDM goals; small, rural health units were not at a disadvantage compared to larger, urban health units. Conclusions The Knowledge Broker mentoring program allowed participants to share their learning and support change at their health units. When paired with organizational supports such as supportive leadership and resource investment, this program holds promise as an innovative knowledge translation strategy for organization wide EIDM among public health organizations. Supplementary Information The online version contains supplementary material available at 10.1186/s43058-022-00267-5.
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Smith AB, Baker KA, Weeks SM. Long-Term Outcomes of a Collaborative Regional Evidence-Based Practice Fellowship. J Nurs Adm 2021; 51:455-460. [PMID: 34432738 DOI: 10.1097/nna.0000000000001045] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Academic-practice partnerships provide a model for sharing resources, increasing professional knowledge and skills, improving patient outcomes, and strengthening organizational cultures of quality and safety. This article describes the long-term outcomes of a regional collaborative evidence-based practice fellowship. Results reveal the fellowship had a measurable positive impact on fellows' evidence-based practice knowledge and practice, project outcomes, professional growth, and the culture of excellence within partner organizations.
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Affiliation(s)
- Andrea Burdge Smith
- Author Affiliations: Adjunct Faculty (Dr Smith) and Professor (Dr Baker), Harris College of Nursing & Health Sciences, and Vice Provost for Academic Affairs (Dr Weeks), Texas Christian University-Fort Worth
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Affiliation(s)
- Teresa M Treiger
- Teresa M. Treiger, RN, MA, CCM, FABQAURP, is Commissioner of the Commission for Case Manager Certification, and Principal of Ascent Care Management, Quincy, MA, specializing in private client case management, education, program design, and writing. Her health care career has spanned across the continuum. She designed and implemented case management, transition of care, frequent emergency department utilization, and uncompensated care programs. Her clinical experience includes acute and rehabilitation care
- MaryBeth Kurland, CAE, is CEO of the Commission for Case Manager Certification, the first and largest nationally accredited organization that certifies more than 50,000 professional case managers and disability management specialists. The Commission is a nonprofit, volunteer organization that oversees the process of case manager certification with its CCM credential and the process of disability management specialist certification with its CDMS credential
| | - MaryBeth Kurland
- Teresa M. Treiger, RN, MA, CCM, FABQAURP, is Commissioner of the Commission for Case Manager Certification, and Principal of Ascent Care Management, Quincy, MA, specializing in private client case management, education, program design, and writing. Her health care career has spanned across the continuum. She designed and implemented case management, transition of care, frequent emergency department utilization, and uncompensated care programs. Her clinical experience includes acute and rehabilitation care
- MaryBeth Kurland, CAE, is CEO of the Commission for Case Manager Certification, the first and largest nationally accredited organization that certifies more than 50,000 professional case managers and disability management specialists. The Commission is a nonprofit, volunteer organization that oversees the process of case manager certification with its CCM credential and the process of disability management specialist certification with its CDMS credential
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