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Ylimäki S, Oikarinen A, Kääriäinen M, Pölkki T, Mikkonen K, Holopainen A, Kaakinen P, Kanste O, Meriläinen M, Jansson M, Immonen K, Tuomikoski AM. Advanced practice nurses' evidence-based healthcare competence and associated factors: A systematic review. J Clin Nurs 2024; 33:2069-2083. [PMID: 38413769 DOI: 10.1111/jocn.17075] [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: 10/28/2023] [Revised: 12/21/2023] [Accepted: 02/05/2024] [Indexed: 02/29/2024]
Abstract
BACKGROUND Evidence-based healthcare (EBHC) enables consistent and effective healthcare that prioritises patient safety. The competencies of advanced practice nurses (APNs) are essential for implementing EBHC because their professional duties include promoting EBHC. AIM To identify, critically appraise, and synthesise the best available evidence concerning the EBHC competence of APNs and associated factors. DESIGN A systematic review. DATA SOURCES CINAHL, PubMed, Scopus, Medic, ProQuest, and MedNar. METHODS Databases were searched for studies (until 19 September 2023) that examined the EBHC competence and associated factors of APNs were included. Quantitative studies published in English, Swedish and Finnish were included. We followed the JBI methodology for systematic review and performed a narrative synthesis. RESULTS The review included 12 quantitative studies, using 15 different instruments, and involved 3163 participants. The quality of the studies was fair. The APNs' EBHC competence areas were categorised into five segments according to the JBI EBHC model. The strongest areas of competencies were in global health as a goal, transferring and implementing evidence, while the weakest were generating and synthesising evidence. Evidence on factors influencing APNs' EBHC competencies was contradictory, but higher levels of education and the presence of an organisational research council may be positively associated with APNs' EBHC competencies. CONCLUSION The development of EBHC competencies for APNs should prioritise evidence generation and synthesis. Elevating the education level of APNs and establishing a Research Council within the organisation can potentially enhance the EBHC competence of APNs. IMPLICATIONS FOR THE PROFESSION We should consider weaknesses in EBHC competence when developing education and practical exercises for APNs. This approach will promote the development of APNs' EBHC competence and EBHC implementation in nursing practice. REGISTRATION, AND REPORTING CHECKLIST The review was registered in PROSPERO (CRD42021226578), and reporting followed the PRISMA checklist. PATIENT/PUBLIC CONTRIBUTION None.
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Affiliation(s)
- Saija Ylimäki
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
- Wellbeing Services County of North Ostrobothnia, Oulaskangas Hospital, Oulainen, Finland
| | - Anne Oikarinen
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
- Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland
| | - Maria Kääriäinen
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
- Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland
- The Finnish Centre for Evidence-Based Health Care: A Joanna Briggs Institute Centre of Excellence, Helsinki, Finland
- Wellbeing Services County of North Ostrobothnia, Oulu University Hospital, Oulu, Finland
| | - Tarja Pölkki
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
- Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland
- The Finnish Centre for Evidence-Based Health Care: A Joanna Briggs Institute Centre of Excellence, Helsinki, Finland
| | - Kristina Mikkonen
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
| | - Arja Holopainen
- The Finnish Centre for Evidence-Based Health Care: A Joanna Briggs Institute Centre of Excellence, Helsinki, Finland
- Nursing Research Foundation, Helsinki, Finland
- WHO Collaborating Centre for Nursing, Helsinki, Finland
| | - Pirjo Kaakinen
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
| | - Outi Kanste
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
| | - Merja Meriläinen
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
- Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland
- Wellbeing Services County of North Ostrobothnia, Oulu University Hospital, Oulu, Finland
| | - Miia Jansson
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
| | - Kati Immonen
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
- 2M-IT Oy, Turku, Finland
| | - Anna-Maria Tuomikoski
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
- Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland
- The Finnish Centre for Evidence-Based Health Care: A Joanna Briggs Institute Centre of Excellence, Helsinki, Finland
- Wellbeing Services County of North Ostrobothnia, Oulu University Hospital, Oulu, Finland
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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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Thompson L. Using mixed-methods in evidence-based nursing: a scoping review guided by a socio-ecological perspective. J Res Nurs 2022; 27:639-652. [PMID: 36405803 PMCID: PMC9669941 DOI: 10.1177/17449871221113740] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2023] Open
Abstract
Background Increased pressure for evidence-based practice in nursing necessitates that researchers use effective approaches. Mixed-methods research (MMR) has potential to improve the knowledge and implementation of evidence-based nursing (EBN) by generating outcome-based and contextually-focused evidence. Aims To identify methodological trends in how MMR is used in EBN research. Methods Searches were completed in PubMed, CINAHL, and Google Scholar using the terms "nursing", "mixed-methods", and "evidence-based". Seventy-two articles using MMR to address EBN and published 2000-2021 were reviewed across content themes and methodological domains of the Socio-Ecological Framework for MMR. Results Mixed-methods research has been used to study how EBN strategies are perceived, developed and assessed, and implemented or evaluated. A few studies provided an MMR definition reflecting the methods perspective, and the dominant MMR rationale was gaining a comprehensive understanding of the issue. The leading design was concurrent, and half of studies intersected MMR with evaluation, action/participatory, and/or case-study approaches. Research quality was primarily assessed using criteria specific to quantitative and qualitative approaches. Conclusions Mixed-methods research has great potential to enhance EBN research by generating more clinically useful findings and helping nurses understand how to identify and implement the best available research evidence in practice.
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Affiliation(s)
- Lieu Thompson
- PhD Candidate, Health Services Administration, The University of Alabama at
Birmingham, Birmingham, AL, USA
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Belita E, Fisher K, Yost J, Squires JE, Ganann R, Dobbins M. Validity, reliability, and acceptability of the Evidence-Informed Decision-Making (EIDM) competence measure. PLoS One 2022; 17:e0272699. [PMID: 35930589 PMCID: PMC9355195 DOI: 10.1371/journal.pone.0272699] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2021] [Accepted: 07/25/2022] [Indexed: 11/18/2022] Open
Abstract
Valid, reliable, and acceptable tools for assessing self-reported competence in evidence-informed decision-making (EIDM) are required to provide insight into the current status of EIDM knowledge, skills, attitudes/beliefs, and behaviours for registered nurses working in public health. The purpose of this study was to assess the validity, reliability, and acceptability of the EIDM Competence Measure. A psychometric study design was employed guided by the Standards for Educational and Psychological Testing and general measurement development principles. All registered nurses working across 16 public health units in Ontario, Canada were invited to complete the newly developed EIDM Competence Measure via an online survey. The EIDM Competence Measure is a self-reported tool consisting of four EIDM subscales: 1) knowledge; 2) skills; 3) attitudes/beliefs; and 4) behaviours. Acceptability was measured by completion time and percentage of missing data of the original 40-item tool. The internal structure of the tool was first assessed through item-subscale total and item-item correlations within subscales for potential item reduction of the original 40-item tool. Following item reduction which resulted in a revised 27-item EIDM Competence Measure, a principal component analysis using an oblique rotation was performed to confirm the four subscale structure. Validity based on relationships to other variables was assessed by exploring associations between EIDM competence attributes and individual factors (e.g., years of nursing experience, education) and organizational factors (e.g., resource allocation). Internal reliability within each subscale was analyzed using Cronbach’s alphas. Across 16 participating public health units, 201 nurses (mean years as a registered nurse = 18.1, predominantly female n = 197; 98%) completed the EIDM Competence Measure. Overall missing data were minimal as 93% of participants completed the entire original 40-item tool (i.e., no missing data), with 7% of participants having one or more items with missing data. Only one participant (0.5%) had >10% of missing data (i.e., more than 4 out of 40 items with data missing). Mean completion time was 7 minutes and 20 seconds for the 40-item tool. Extraction of a four-factor model based on the 27-item version of the scale showed substantial factor loadings (>0.4) that aligned with the four EIDM subscales of knowledge, skills, attitudes/beliefs, and behaviours. Significant relationships between EIDM competence subscale scores and education, EIDM training, EIDM project involvement, and supportive organizational culture were observed. Cronbach’s alphas exceeded minimum standards for all subscales: knowledge (α = 0.96); skills (α = 0.93); attitudes/beliefs (α = 0.80); and behaviours (α = 0.94).
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Affiliation(s)
- Emily Belita
- School of Nursing, McMaster University, Hamilton, Ontario, Canada
- * E-mail:
| | - Kathryn Fisher
- School of Nursing, McMaster University, Hamilton, Ontario, Canada
| | - Jennifer Yost
- M. Louise Fitzpatrick College of Nursing, Villanova University, Villanova, Pennsylvania, United States of America
| | - Janet E. Squires
- School of Nursing/École des Sciences Infirmières, University of Ottawa/Université d’Ottawa, Ottawa, Ontario, Canada
| | - Rebecca Ganann
- School of Nursing, McMaster University, Hamilton, Ontario, Canada
| | - Maureen Dobbins
- School of Nursing, McMaster University, Hamilton, Ontario, Canada
- National Collaborating Centre for Methods and Tools, McMaster University, Hamilton, Ontario, Canada
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Thomas D, Zachariah S, Baker D, Cooper J, Sreedharan J, Khalifa S. Impact of educational intervention in evidence-based drug information in interprofessional practice at a tertiary-level care hospital. JOURNAL OF INTERPROFESSIONAL EDUCATION & PRACTICE 2022; 27:100496. [DOI: 10.1016/j.xjep.2022.100496] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/01/2023]
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Yoder LH, Cengiz A, Hinkley T, Hertel RA, Gallagher-Ford L, Koshy Thomas B. Medical-surgical nurses' EBP beliefs and competencies. Worldviews Evid Based Nurs 2022; 19:149-159. [PMID: 35229968 DOI: 10.1111/wvn.12567] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2021] [Revised: 12/20/2021] [Accepted: 01/01/2022] [Indexed: 11/28/2022]
Abstract
BACKGROUND The lack of evidence-based practice (EBP) knowledge and inability to implement EBP among nurses is a major barrier to quality nursing care. The literature shows that nurses highly value the use of EBP, however, they lack necessary EBP competencies. Although medical-surgical nurses were included in studies examining cross-sections of the nursing workforce, no studies exist specifically investigating their EBP beliefs and EBP competencies. AIMS The purpose of this study was to describe medical-surgical nurses' self-reported EBP beliefs and competencies. METHOD A descriptive, cross-sectional design employing survey methodology was used. RESULTS A total of 1,709 medical-surgical nurses participated for a response rate of 13%. The findings revealed that medical-surgical nurses had positive beliefs about EBP. However, they rated themselves competent in only 2 EBP competencies of 24. Medical-surgical nurses working in units or organizations that had a special designation such as Academy of Medical-Surgical Nurses Premier Recognition in the Specialty of Med-Surg (AMSN PRISM; p = .001) or Pathway to Excellence (p = .006) reported greater EBP competency scores. Also, nurses educated at the master's level or higher had better EBP competency scores (p < .0001). LINKING EVIDENCE TO ACTION Medical-surgical nurses need support at the personal and organizational levels to improve their EBP competence and increase uptake of EBP in their practice. Therefore, individual nurses must reflect on their EBP competence level and pursue opportunities to develop these essential attributes. Leaders must also create practice environments where EBP is valued, and barriers to EBP implementation are eliminated. Faculty in prelicensure and graduate programs should integrate EBP into their curricula and assess students' EBP competencies.
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Affiliation(s)
- Linda H Yoder
- The University of Texas at Austin School of Nursing, Austin, Texas, USA
| | - Adem Cengiz
- The University of Texas at Austin School of Nursing, Austin, Texas, USA
| | - Terri Hinkley
- Academy of Medical-Surgical Nurses, Sewell, New Jersey, USA
| | - Robin A Hertel
- Academy of Medical-Surgical Nurses, Sewell, New Jersey, USA.,Ascend Learning, Leawood, Kansas, USA
| | - Lynn Gallagher-Ford
- Helene Fuld Health Trust National Institute for EBP in Nursing and Healthcare, Columbus, Ohio, USA
| | - Bindu Koshy Thomas
- Helene Fuld Health Trust National Institute for EBP in Nursing and Healthcare, Columbus, Ohio, USA
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Cullen L, Dirks M, Conrad MN. Scholarship Preparation Among Doctor of Nursing Practice Programs in the Midwest. J Perianesth Nurs 2021; 36:310-312. [PMID: 34112364 DOI: 10.1016/j.jopan.2020.11.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2020] [Accepted: 11/22/2020] [Indexed: 11/18/2022]
Affiliation(s)
- Laura Cullen
- Evidence-Based Practice Scientist, Nursing Research & Evidence-Based Practice, Department of Nursing Services and Patient Care, University of Iowa Health Care, Iowa City, IA.
| | - Mary Dirks
- Clinical Professor and Assistant Dean for Graduate Practice Programs, The University of Iowa, Iowa City, IA
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Perruchoud E, Fernandes S, Verloo H, Pereira F. Beliefs and implementation of evidence-based practice among nurses in the nursing homes of a Swiss canton: An observational cross-sectional study. J Clin Nurs 2021; 30:3218-3229. [PMID: 33960546 PMCID: PMC8518770 DOI: 10.1111/jocn.15826] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2020] [Revised: 03/22/2021] [Accepted: 04/12/2021] [Indexed: 11/28/2022]
Abstract
Aims and objectives Examine beliefs about EBP and its level of implementation among nurses working in nursing homes in a bilingual canton of Switzerland and explore associations between these aspects and nurses’ sociodemographic and professional characteristics. Background Although evidence‐based practice (EBP) is recognised as an effective strategy for improving the quality and safety of care, little is known about its use in nursing homes. Nurses’ beliefs about EBP and their implementation of it in Switzerland’s nursing homes have never been explored. Design An observational cross‐sectional study. Methods Beliefs about and implementation of EBP were evaluated using validated French‐ and German‐language versions of the EBP Beliefs Scale and the EBP Implementation Scale, developed by Melnyk and Fineout‐Overholt (Melnyk, Fineout‐Overholt, & Mays, 2008, Worldviews on Evidence‐Based Nursing, 5, 208). The STROBE checklist for cross‐sectional studies was used in reporting this study. Results The participation rate was 40.6% (N = 194). Most participants stated that they had some knowledge of EBP and held favourable beliefs about it. Nevertheless, 37.1% of participants found the concept complicated and 36.1% found it time‐consuming. Participants were more likely to implement stages in the EBP process linked to direct clinical practice rather than those which required scientific knowledge and skills. Conclusion Most participants had favourable beliefs about EBP, but the level of implementation of EBP among nurses in their daily clinical practice was sub‐optimal. Relevance to clinical practice A greater emphasis should be put on fostering the use of EBP among nurses working in nursing homes. This could be achieved via training and the development of individual, institutional and contextual strategies promoting the integration of EBP in clinical settings.
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Affiliation(s)
| | - Sofia Fernandes
- Les Maisons de la Providence Nursing Home, Le Châble, Switzerland
| | - Henk Verloo
- School of Health Sciences, HES-SO Valais/Wallis, Sion, Switzerland
| | - Filipa Pereira
- School of Health Sciences, HES-SO Valais/Wallis, Sion, Switzerland
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Perceived Knowledge, Attitudes, and Implementation of Evidence-Based Practice Among Jordanian Nurses in Critical Care Units. Dimens Crit Care Nurs 2021; 39:278-286. [PMID: 32740199 DOI: 10.1097/dcc.0000000000000431] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022] Open
Abstract
BACKGROUND Evidence-based practice (EBP) has become of great interest to policymakers, health care practitioners, and researchers. OBJECTIVE This study aimed at assessing knowledge associated with, attitudes toward, and implementation of EBP among Jordanian registered nurses (RNs) in critical care units. METHOD A descriptive, correlational, and cross-sectional study was conducted in 5 hospitals: 3 public and 2 private. A convenience sample of 200 RNs was invited. Data were collected using a paper-based and self-administered questionnaire, in 2 sections; the first section was the demographic and contextual characteristics and the second was the Evidence-Based Practice Questionnaire (J Adv Nurs. 2006;53(4):454-458) to measure RNs' knowledge, attitudes, and EBP. RESULTS A total of 187 RNs were included in this study. Findings revealed that Jordanian RNs in critical care units perceived themselves as having a satisfactory level of knowledge and practice of evidence-based interventions. In addition, RNs strongly recognized the value of EBP. There were significant positive associations between EBP and knowledge associated with EBP (r = 0.708, P < .001) and attitude toward EBP (r = 0.490, P < .001). CONCLUSION Knowledge associated with EBP, a positive attitude toward EBP, higher educational qualifications, and training in EBP all increased the implementation of EBP. It is recommended that continuing education programs on EBP for nurses be conducted. Nursing educators in clinical settings have to consider a number of strategies to improve EBP. A qualitative research design and/or including open-ended questions are encouraged to gain more in-depth views about EBP.
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Ehrhart MG, Shuman CJ, Torres EM, Kath LM, Prentiss A, Butler E, Aarons GA. Validation of the Implementation Climate Scale in Nursing. Worldviews Evid Based Nurs 2021; 18:85-92. [PMID: 33765356 DOI: 10.1111/wvn.12500] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/26/2021] [Indexed: 11/28/2022]
Abstract
BACKGROUND One critical factor in effective implementation of evidence-based practices (EBPs) in nursing is an organizational context that facilitates and supports implementation efforts. Measuring implementation climate can add useful insights on the extent to which the organizational context supports EBP implementation. AIMS This study cross-validates and examines the psychometric properties of the Implementation Climate Scale (ICS), which measures nurses' perceptions of their unit's climate for EBP implementation. METHODS This study analyzed ICS data from two cross-sectional studies, including 203 nurses from California and 301 nurses from Florida. Analyses included evaluation of internal consistency, multilevel aggregation statistics, and confirmatory factor analyses. RESULTS The 18-item ICS demonstrated comparable psychometric properties to the original measure development paper in both samples. Confirmatory factor analyses provided support for the scale's factor structure in both samples. LINKING EVIDENCE TO PRACTICE The ICS is a pragmatic measure that can be used to assess unit implementation climate in nursing contexts. Results from the ICS from nurses and nurse leaders can provide insights into implementation-specific barriers and facilitators within the organizational context.
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Affiliation(s)
| | | | | | - Lisa M Kath
- San Diego State University, San Diego, CA, USA
| | | | - Eve Butler
- Western Governors University, Salt Lake City, UT, USA
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Evidence-Based Decision-Making for Nurse Leaders. ACTA ACUST UNITED AC 2020; 18:471-475. [PMID: 32837356 PMCID: PMC7388761 DOI: 10.1016/j.mnl.2020.06.006] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2020] [Revised: 06/05/2020] [Accepted: 06/10/2020] [Indexed: 11/23/2022]
Abstract
Coronavirus 2019 (COVID-19) is challenging nurse leaders to adopt new decision-making practices. Nurse leaders who support evidence-based nursing practice create a culture of inquiry and lay the foundation for the use of evidence to inform management decisions. This article uses a case study to describe the evidence-based management process. The authors provide strategies for nurse leaders to develop evidence-based management competencies and build a culture to support the use of evidence to inform decision-making in leadership and management.
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Belita E, Squires JE, Yost J, Ganann R, Burnett T, Dobbins M. Measures of evidence-informed decision-making competence attributes: a psychometric systematic review. BMC Nurs 2020; 19:44. [PMID: 32514242 PMCID: PMC7254762 DOI: 10.1186/s12912-020-00436-8] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2019] [Accepted: 05/19/2020] [Indexed: 11/10/2022] Open
Abstract
Background The current state of evidence regarding measures that assess evidence-informed decision-making (EIDM) competence attributes (i.e., knowledge, skills, attitudes/beliefs, behaviours) among nurses is unknown. This systematic review provides a narrative synthesis of the psychometric properties and general characteristics of EIDM competence attribute measures in nursing. Methods The search strategy included online databases, hand searches, grey literature, and content experts. To align with the Cochrane Handbook of Systematic Reviews, psychometric outcome data (i.e., acceptability, reliability, validity) were extracted in duplicate, while all remaining data (i.e., study and measure characteristics) were extracted by one team member and checked by a second member for accuracy. Acceptability data was defined as measure completion time and overall rate of missing data. The Standards for Educational and Psychological Testing was used as the guiding framework to define reliability, and validity evidence, identified as a unified concept comprised of four validity sources: content, response process, internal structure and relationships to other variables. A narrative synthesis of measure and study characteristics, and psychometric outcomes is presented across measures and settings. Results A total of 5883 citations were screened with 103 studies and 35 unique measures included in the review. Measures were used or tested in acute care (n = 31 measures), public health (n = 4 measures), home health (n = 4 measures), and long-term care (n = 1 measure). Half of the measures assessed a single competence attribute (n = 19; 54.3%). Three measures (9%) assessed four competence attributes of knowledge, skills, attitudes/beliefs and behaviours. Regarding acceptability, overall missing data ranged from 1.6–25.6% across 11 measures and completion times ranged from 5 to 25 min (n = 4 measures). Internal consistency reliability was commonly reported (21 measures), with Cronbach’s alphas ranging from 0.45–0.98. Two measures reported four sources of validity evidence, and over half (n = 19; 54%) reported one source of validity evidence. Conclusions This review highlights a gap in the testing and use of competence attribute measures related to evidence-informed decision making in community-based and long-term care settings. Further development of measures is needed conceptually and psychometrically, as most measures assess only a single competence attribute, and lack assessment and evidence of reliability and sources of established validity evidence. Registration PROSPERO #CRD42018088754.
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Affiliation(s)
- Emily Belita
- McMaster University, School of Nursing, McMaster Innovation Park (MIP), 175 Longwood Road South, Suite 210a, Hamilton, ON L8P 0A1 Canada
| | - Janet E Squires
- University of Ottawa/Université d'Ottawa, School of Nursing/École des sciences infirmières, Room RGN 3038, Guindon Hall, 451 Smyth Road, Ottawa, ON Canada
| | - Jennifer Yost
- Villanova University, M. Louise Fitzpatrick College of Nursing, Driscoll Hall, Room 330, 800 Lancaster Avenue, Villanova, PA 19085 USA
| | - Rebecca Ganann
- McMaster University, School of Nursing, 1280 Main St. W., HSC 3N25F, Hamilton, ON Canada
| | - Trish Burnett
- McMaster University, School of Nursing, McMaster Innovation Park (MIP), 175 Longwood Road South, Suite 210a, Hamilton, ON L8P 0A1 Canada
| | - Maureen Dobbins
- McMaster University, School of Nursing, McMaster Innovation Park (MIP), 175 Longwood Road South, Suite 210a, Hamilton, ON L8P 0A1 Canada
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Speroni KG, McLaughlin MK, Friesen MA. Use of Evidence‐based Practice Models and Research Findings in Magnet‐Designated Hospitals Across the United States: National Survey Results. Worldviews Evid Based Nurs 2020; 17:98-107. [DOI: 10.1111/wvn.12428] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/16/2019] [Indexed: 11/30/2022]
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Waller-Wise R, Lewis S, Williams B. A Quality Improvement Project Utilizing a Clinical Practice Guideline in Women During Second-Stage Labor. J Perinat Educ 2020; 29:72-82. [PMID: 32308356 DOI: 10.1891/j-pe-d-19-00014] [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] [Indexed: 11/25/2022] Open
Abstract
Second-stage labor is the most challenging stage of labor, as it requires increasing exertion of the birthing woman. Variances in nursing interventions in second-stage labor have an influence on outcomes. There is disparity in nursing care during second-stage labor. The purpose of this project was to evaluate a clinical practice guideline in second-stage labor with respect to positioning, timing of pushing, type of pushing effort, and the effect on birth method and perineal trauma. Spontaneous vaginal birth increased, vacuum extraction birth decreased, and vaginal birth after cesarean doubled. The rate of episiotomy decreased, the rate of multiple types of lacerations decreased, the rate of vaginal wall tears decreased, and the need for wound suturing of birth acquired lacerations decreased.
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The Creation of an Interprofessional Evidence-Based Practice Council. J Nurs Adm 2020; 50:12-15. [DOI: 10.1097/nna.0000000000000832] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Lunden A, Teräs M, Kvist T, Häggman‐Laitila A. Nurse leaders’ perceptions and experiences of leading evidence: A qualitative enquiry. J Nurs Manag 2019; 27:1859-1868. [DOI: 10.1111/jonm.12886] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2019] [Revised: 09/20/2019] [Accepted: 10/03/2019] [Indexed: 11/29/2022]
Affiliation(s)
- Anne Lunden
- Hospital District of Helsinki and Uusimaa, Faculty of Health SciencesUniversity of Eastern Finland Kuopio Finland
| | - Marianne Teräs
- Department of Education University of Stockholm Stockholm Sweden
| | - Tarja Kvist
- Faculty of Health Sciences, University of Eastern Finland Kuopio Finland
| | - Arja Häggman‐Laitila
- Department of Social Services and Health Care Faculty of Health Sciences University of Eastern Finland Kuopio Finland
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Registered Nurses' Self-Assessed Knowledge of Evidence-Based Practice and Research: Moving Forward With New Information. J Nurses Prof Dev 2019; 35:E15-E19. [PMID: 31135615 DOI: 10.1097/nnd.0000000000000558] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
By 2020, most clinical decisions should be supported by best evidence. Therefore, nurses need institutional support and education about evidence-based practice (EBP) and research. The aim of this study was to describe nurses' self-assessed knowledge of EBP and research. Findings revealed nurses' knowledge of EBP and research ranged from no knowledge to high knowledge with opportunities for education. Providing for the use of best evidence is a dynamic process involving clinicians, educators, and administrators.
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Kim SC, Covington B, Benavente V, Willson P. Capstone Projects As Experiential Evidence-Based Practice Education. J Nurse Pract 2019. [DOI: 10.1016/j.nurpra.2018.12.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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20
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Abstract
An Association for Nursing Professional Development (ANPD) task force was charged with redesigning the association's small research grant process. One step in this process included identifying focus areas for the specialty's spirit of inquiry. Using input from a round table discussion with ANPD annual convention attendees, the Journal for Nurses in Professional Development Editorial Board, and the convention evaluation query, 10 spirit of inquiry focus areas were identified that align with the Nursing Professional Development Practice Model.
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21
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22
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Alignment of Nursing Professional Development With Organizations’ Strategic Priorities. J Nurses Prof Dev 2018; 34:117. [DOI: 10.1097/nnd.0000000000000441] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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23
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Melnyk BM, Gallagher-Ford L, Zellefrow C, Tucker S, Van Dromme L, Thomas BK. Outcomes From the First Helene Fuld Health Trust National Institute for Evidence-Based Practice in Nursing and Healthcare Invitational Expert Forum. Worldviews Evid Based Nurs 2018; 15:5-15. [DOI: 10.1111/wvn.12272] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/01/2017] [Indexed: 01/18/2023]
Affiliation(s)
- Bernadette Mazurek Melnyk
- Vice President for Health Promotion, University Chief Wellness Officer, Dean and Professor, College of Nursing, Professor of Pediatrics and Psychiatry, College of Medicine, and Executive Director, Helene Fuld Health Trust National Institute for Evidence-Based Practice in Nursing and Healthcare; The Ohio State University College of Nursing; Columbus OH USA
| | - Lynn Gallagher-Ford
- Senior Director, Helene Fuld Health Trust National Institute for Evidence-Based Practice in Nursing and Healthcare, and Director, Clinical Programs Core; The Ohio State University College of Nursing; Columbus OH USA
| | - Cindy Zellefrow
- Assistant Professor of Practice and Director, Academic Core, Helene Fuld Health Trust National Institute for Evidence-Based Practice in Nursing and Healthcare; The Ohio State University College of Nursing; Columbus OH USA
| | - Sharon Tucker
- Grayce Sills Endowed Professor of Psychiatric-Mental Health Nursing, Director, Implementation Science Core, Helene Fuld Health Trust National Institute for Evidence-Based Practice in Nursing and Healthcare; The Ohio State University College of Nursing; Columbus OH USA
| | - Laurel Van Dromme
- Director of Strategic Partnerships, Helene Fuld Health Trust National Institute for Evidence-Based Practice in Nursing and Healthcare, and College of Nursing; The Ohio State University College of Nursing; Columbus OH USA
| | - Bindu Koshy Thomas
- Technology & Research Coordinator, Helene Fuld Health Trust National Institute for Evidence-Based Practice in Nursing and Healthcare; The Ohio State University College of Nursing; Columbus OH USA
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Looking Back and Looking Forward Through the Lens of the Nursing Professional Development. J Nurses Prof Dev 2017; 33:329-332. [DOI: 10.1097/nnd.0000000000000402] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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