1
|
Peacock A, Ward-Smith P, Elmore R. Providing an Online Nursing Journal Club and Ensuring the Rigor of the Experience. Nurs Womens Health 2020; 24:453-459. [PMID: 33160903 DOI: 10.1016/j.nwh.2020.09.005] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2020] [Revised: 04/16/2020] [Accepted: 09/01/2020] [Indexed: 11/16/2022]
Abstract
Participation in nursing journal clubs has been correlated with increased familiarity among nurses with research processes and outcomes, as well as improved ability to critique research studies and apply evidence from the literature to practice. For nurses who are direct care providers, time and accessibility are barriers to participation in journal clubs. Providing a journal club using an online, asynchronous format increased participation. This article describes the inception of a nursing journal club and the steps taken to alter the format to increase participation.
Collapse
|
2
|
Demirgöz Bal M, Canbulat Sahiner N. Nurses’ Barriers to Research Utilization. ANKARA MEDICAL JOURNAL 2019. [DOI: 10.17098/amj.625324] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
|
3
|
Targeted Education and Trends in Pediatric Nurses Perceptions of Barriers, Facilitators, Confidence, and Attitudes Toward Research and Evidence-Based Practice Over Time. J Nurses Prof Dev 2019; 35:76-84. [DOI: 10.1097/nnd.0000000000000529] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
|
4
|
Dall'Oglio I, Vanzi V, Tiozzo E, Gawronski O, Biagioli V, Tucci S, Raponi M. Five Years of Journal Clubs With Pediatric Nurses and Allied Health Professionals: A Retrospective Study and Satisfaction Survey. J Pediatr Nurs 2018; 41:e2-e7. [PMID: 29551233 DOI: 10.1016/j.pedn.2018.03.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/13/2017] [Revised: 03/03/2018] [Accepted: 03/03/2018] [Indexed: 10/17/2022]
Abstract
PURPOSE Journal Clubs (JCs) for nurses and allied health professionals have been held in an Italian pediatric hospital since April 2008. This study aimed to: examine what type of articles have been used during JCs across 5years; investigate the potential implications for clinical and organizational practice; assess the participants' satisfaction about JCs and their contribution to professional development. DESIGN AND METHODS Using a retrospective design, all articles proposed in the JCs were examined. Specific criteria were used to evaluate the implications for practice within the hospital, which were classified as direct or indirect. Using a cross-sectional design, 63 JCs participants were asked to express their opinion and satisfaction about the JC sessions attended. RESULTS Overall, 132 articles were analyzed: most of them focused on pediatric care (64.4%) and nursing (96.2%). Almost half of the articles (n=60, 45.6%) were appraised as having brought implications for clinical practice, both direct (58.3%) and indirect (41.7%). Forty-one participants (12 attendees; 29 active participants) completed a questionnaire about their opinion about JCs. Most of participants (80.5%) reported that the topics selected for the JCs were interesting and relevant to their everyday practice. CONCLUSIONS Multidisciplinary JCs were considered useful for clinical practice, improvement of the quality of care, and professional development. However, lack of pragmatism and the difficulty to bridge the gap between research and practice were reported as weaknesses. PRACTICE IMPLICATIONS JCs can represent a quality improvement strategy for promoting research utilization among health professionals and thereby improving the quality of care.
Collapse
Affiliation(s)
- Immacolata Dall'Oglio
- Professional Development, Continuing Education and Nursing Research Service, Bambino Gesù Children's Hospital, IRCCS, Piazza Sant'Onofrio 4, 00165 Rome, Italy.
| | - Valentina Vanzi
- University Department of Pediatrics, Bambino Gesù Children's Hospital, IRCCS, Piazza Sant'Onofrio 4, 00165 Rome, Italy.
| | - Emanuela Tiozzo
- Professional Development, Continuing Education and Nursing Research Service, Bambino Gesù Children's Hospital, IRCCS, Piazza Sant'Onofrio 4, 00165 Rome, Italy.
| | - Orsola Gawronski
- Professional Development, Continuing Education and Nursing Research Service, Bambino Gesù Children's Hospital, IRCCS, Piazza Sant'Onofrio 4, 00165 Rome, Italy.
| | - Valentina Biagioli
- Professional Development, Continuing Education and Nursing Research Service, Bambino Gesù Children's Hospital, IRCCS, Piazza Sant'Onofrio 4, 00165 Rome, Italy.
| | - Serena Tucci
- Specialist Pediatric Department, Bambino Gesù Children's Hospital, IRCCS, Piazza Sant'Onofrio 4, 00165 Rome, Italy.
| | - Massimiliano Raponi
- Medical Direction, Bambino Gesù Children's Hospital, IRCCS, Piazza Sant'Onofrio 4, 00165 Rome, Italy.
| |
Collapse
|
5
|
Sortedahl C, Wical SH, Benike J. Promoting Evidence-Based Practice Through a Live Online Nursing Journal Club: It Takes a Team. ACTA ACUST UNITED AC 2018. [DOI: 10.1080/15323269.2018.1400823] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
- Charlotte Sortedahl
- College of Nursing and Health Sciences, University of Wisconsin-Eau Claire, Eau Claire, Wisconsin, USA
| | | | - Jennifer Benike
- University of Wisconsin-Eau Claire, Eau Claire, Wisconsin, USA
| |
Collapse
|
6
|
Middlebrooks R, Carter-Templeton H, Mund AR. Effect of Evidence-Based Practice Programs on Individual Barriers of Workforce Nurses: An Integrative Review. J Contin Educ Nurs 2017; 47:398-406. [PMID: 27580506 DOI: 10.3928/00220124-20160817-06] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2015] [Accepted: 06/01/2016] [Indexed: 11/20/2022]
Abstract
UNLABELLED HOW TO OBTAIN CONTACT HOURS BY READING THIS ISSUE Instructions: 1.2 contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded after you register, pay the registration fee, and complete the evaluation form online at http://goo.gl/gMfXaf. In order to obtain contact hours you must: 1. Read the article, "Effect of Evidence-Based Practice on Individual Barriers of Workforce Nurses: An Integrative Review" found on pages 398-406, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz. 2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study. 3. Go to the Villanova website to register for contact hour credit. You will be asked to provide your name, contact information, and a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be automatically generated. This activity is valid for continuing education credit until August 31, 2019. CONTACT HOURS This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated. Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. OBJECTIVES Identify individual barriers in the implementation of evidence-based practice (EBP) by nurses. Describe interventions of the programs reviewed in the article that directly affect barriers to clinical nurses' adoption of EBP or the use of research. DISCLOSURE STATEMENT Neither the planners nor the author have any conflicts of interest to disclose. BACKGROUND Individual barriers such as a lack of research awareness, electronic database navigation skills, and research comprehension prevent nurses from implementing evidence-based practice (EBP). The aim of this review article is to examine EBP programs and their influence on individual barriers among workforce nurses. METHOD A keyword search of online databases was conducted for original research published from 2004- 2015. A review of cited references and footnote searching of significant articles was conducted to identify additional relevant articles. RESULTS Twenty articles met the inclusion criteria. Although there was great variation among EBP programs, the majority of participants reported increased awareness, value, belief, knowledge, and skill as it relates to research utilization and EBP. CONCLUSION This review suggests that individual barriers to EBP may be influenced by clinically based EBP programs. However, a lack of randomized controlled studies and inconsistencies in measurement make it difficult to recommend best practices for developing EBP programs for nurses in the clinical setting. J Contin Educ Nurs. 2016;47(9):398-406.
Collapse
|
7
|
Rodriguez C, Victor C, Leonardi N, Sulo S, Littlejohn G. Barriers to Participation in an Online Nursing Journal Club at a Community Teaching Hospital. J Contin Educ Nurs 2017; 47:536-542. [PMID: 27893915 DOI: 10.3928/00220124-20161115-05] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2015] [Accepted: 06/09/2016] [Indexed: 11/20/2022]
Abstract
HOW TO OBTAIN CONTACT HOURS BY READING THIS ISSUE Instructions: 1.2 contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded after you register, pay the registration fee, and complete the evaluation form online at http://goo.gl/gMfXaf. In order to obtain contact hours you must: 1. Read the article, "Barriers to Participation in an Online Nursing Journal Club at a Community Teaching Hospital," found on pages 536-542, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz. 2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study. 3. Go to the Villanova website to register for contact hour credit. You will be asked to provide your name, contact information, and a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be automatically generated. This activity is valid for continuing education credit until November 30, 2019. CONTACT HOURS This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated. Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. OBJECTIVES Describe the benefits and barriers to participating in an online nursing journal club (ONJC) over a standard journal club. Identify three strategies to address the barriers to participation in an ONJC. DISCLOSURE STATEMENT Neither the planners nor the author have any conflicts of interest to disclose. BACKGROUND Journal clubs can be an important tool enabling health care professionals in promoting evidence-based practice within their organizations. METHOD The researchers examined 183 nurses' perceptions of an online nursing journal club (ONJC) and perceived barriers to participation through a survey at a teaching hospital. RESULTS Time was identified as the greatest participation barrier. The respondents preferred journal articles regarding the topics policy and procedures, medications, and nursing practice changes. CONCLUSION To increase the use of the ONJC, it is imperative to focus on perceived barriers and strategies to eliminate them to help with increasing overall participation and achieving success when using an ONJC. J Contin Educ Nurs. 2016;47(12):536-542.
Collapse
|
8
|
Häggman-Laitila A, Mattila LR, Melender HL. A Systematic Review of Journal Clubs for Nurses. Worldviews Evid Based Nurs 2016; 13:163-71. [PMID: 26765809 DOI: 10.1111/wvn.12131] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/20/2015] [Indexed: 01/14/2023]
Abstract
BACKGROUND Two previous systematic reviews describe studies on journal clubs from 1995 to 2007. AIMS To gather, assess, and synthesize the current empirical evidence on implementation of journal clubs, influencing factors, and outcomes of journal clubs in promoting evidence-based nursing. DESIGN A systematic review based on the procedure of the Centre for Reviews and Dissemination. DATA SOURCES AND METHODS Cochrane, CINAHL, and PubMed Medline databases were sought from 2008 to 2015. The final data consisted of 10 studies. Articles' references were searched manually. The quality appraisal was made according to study design. Data were analyzed by qualitative content analysis and narrative synthesis. RESULTS The analyses produced four main categories with 14 subcategories that described the journal clubs: organization, conduct of meetings, influencing factors, and intervention outcomes. Journal clubs had been carried out in a fairly uniform manner in different nursing communities. There remains a lack of evidence on journal clubs' impact on evidence-based nursing (EBN) implementation, which challenges the development of journal clubs' content and methods. LINKING EVIDENCE TO ACTION Because journal clubs have achieved a uniform and easy-to-follow manner that is suitable for different nursing contexts and provide multiple positive outcomes, they are recommended for EBN. In work communities, journal clubs should be combined with other well-known factors that promote EBN implementation. The assessment of the outcomes of journal clubs should cover all learning categories of EBN with a focus on medium- to long-term effectiveness. The evaluation of the effectiveness of journal clubs on patient care is of great importance for future studies.
Collapse
Affiliation(s)
- Arja Häggman-Laitila
- Professor Department of Nursing Science, University of Eastern Finland, Kuopio, Finland
| | | | - Hanna-Leena Melender
- Principal Lecturer, Department of Social and Health Care, VAMK University of Applied Sciences, Finland, Vaasa, Finland
| |
Collapse
|
9
|
Affiliation(s)
- Gina Dovi
- Gina Dovi is a clinical level III staff nurse at Hackensack University Medical Center in Hackensack, N.J
| |
Collapse
|
10
|
Affiliation(s)
- Gina Dovi
- Gina Dovi is a clinical level III staff nurse at Hackensack University Medical Center in Hackensack, N.J
| |
Collapse
|
11
|
Vadaparampil ST, Simmons VN, Lee JH, Malo T, Klasko L, Rodriguez M, Waddell R, Gwede CK, Meade CD. Journal clubs: an educational approach to advance understanding among community partners and academic researchers about CBPR and cancer health disparities. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2014; 29:122-128. [PMID: 24078328 PMCID: PMC4201936 DOI: 10.1007/s13187-013-0557-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
Journal clubs may enhance the knowledge and skills necessary to engage in community-based participatory research (CBPR) that will ultimately impact cancer health disparities. This article (1) describes an innovative approach to adapting the traditional journal club format to meet community and academic participants' needs, (2) presents evaluation data, and (3) explores whether responses differed between academic and community members. Five journal clubs occurred between February 2011 and May 2012 as a training activity of a regional cancer health disparities initiative. Each journal club was jointly planned and facilitated by an academic member in collaboration with a community partner. Attendees were recruited from academic programs across the Moffitt Cancer Center/University and community partners. Responses to a 13-item evaluation of each journal club session were compared to assess whether certain topics were evaluated more favorably, and explore differences between academic and community participants' assessment of the topic relevance. Evaluations were positive (mean ratings >4 out of 5) on most items and overall. No statistically significant differences were observed between academic and community members' ratings. Key overlapping interests by community partners and academic researchers/trainees for future journal club topics included discussing real-world CBPR examples and methods for involving the community in research. Although the initial goal was to use journal clubs as an educational tool to increase CBPR knowledge and skills of junior faculty trainees, results suggest mutual academic-community benefit and interest in learning more about CBPR as a way to reduce cancer health disparities.
Collapse
Affiliation(s)
- Susan T. Vadaparampil
- Health Outcomes and Behavior Program, Moffitt Cancer Center, 12902 Magnolia Drive, Tampa, FL, 33612, USA
- Department of Oncologic Sciences, College of Medicine, University of South Florida, 12901, Bruce B. Downs Boulevard, MDC 44, Tampa, FL, 33612, USA
- Center for Infection Research in Cancer, Moffitt Cancer Center, 12902 Magnolia Drive, MRC-CANCONT, Tampa, FL, 33612, USA
| | - Vani N. Simmons
- Health Outcomes and Behavior Program, Moffitt Cancer Center, 12902 Magnolia Drive, Tampa, FL, 33612, USA
- Department of Oncologic Sciences, College of Medicine, University of South Florida, 12901, Bruce B. Downs Boulevard, MDC 44, Tampa, FL, 33612, USA
- Tobacco Research and Intervention Program, Moffitt Cancer Center, 4115 E. Fowler Avenue, Tampa, FL, 33617, USA
| | - Ji-Hyun Lee
- Department of Oncologic Sciences, College of Medicine, University of South Florida, 12901, Bruce B. Downs Boulevard, MDC 44, Tampa, FL, 33612, USA
- Biostatistics and Biomedical Informatics Department, Moffitt Cancer Center, 12902 Magnolia Drive, Tampa, FL, 33612, USA
| | - Teri Malo
- Health Outcomes and Behavior Program, Moffitt Cancer Center, 12902 Magnolia Drive, Tampa, FL, 33612, USA
| | - Lynne Klasko
- Health Outcomes and Behavior Program, Moffitt Cancer Center, 12902 Magnolia Drive, Tampa, FL, 33612, USA
- Tobacco Research and Intervention Program, Moffitt Cancer Center, 4115 E. Fowler Avenue, Tampa, FL, 33617, USA
| | - Maria Rodriguez
- Health Outcomes and Behavior Program, Moffitt Cancer Center, 12902 Magnolia Drive, Tampa, FL, 33612, USA
| | - Rhonda Waddell
- Center for Values, Service, and Leadership, St. Leo University, 33701 State Road 52, Saint Leo, FL, 33574, USA
| | - Clement K. Gwede
- Health Outcomes and Behavior Program, Moffitt Cancer Center, 12902 Magnolia Drive, Tampa, FL, 33612, USA
- Department of Oncologic Sciences, College of Medicine, University of South Florida, 12901, Bruce B. Downs Boulevard, MDC 44, Tampa, FL, 33612, USA
| | - Cathy D. Meade
- Health Outcomes and Behavior Program, Moffitt Cancer Center, 12902 Magnolia Drive, Tampa, FL, 33612, USA
- Department of Oncologic Sciences, College of Medicine, University of South Florida, 12901, Bruce B. Downs Boulevard, MDC 44, Tampa, FL, 33612, USA
| |
Collapse
|
12
|
|
13
|
Publication efficiency among the higher impact factor nursing journals in 2009: A retrospective analysis. Int J Nurs Stud 2013; 50:543-51. [DOI: 10.1016/j.ijnurstu.2012.08.019] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2011] [Revised: 08/04/2012] [Accepted: 08/21/2012] [Indexed: 11/21/2022]
|
14
|
Mattila LR, Rekola L, Koponen L, Eriksson E. Journal club intervention in promoting evidence-based nursing: perceptions of nursing students. Nurse Educ Pract 2013; 13:423-8. [PMID: 23414641 DOI: 10.1016/j.nepr.2013.01.010] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2012] [Revised: 01/17/2013] [Accepted: 01/19/2013] [Indexed: 10/27/2022]
Abstract
This study focused on nursing journal clubs as an intervention in promoting evidence-based nursing. Nursing journal clubs refer to arranged meetings where nurses convene to discuss the use of research knowledge in nursing practice. Researchers and directors of a university hospital planned the intervention. The study aimed to assess learning and utilization of research knowledge after implementation of nursing journal clubs from the perspective of nursing students. In journal clubs, answers were sought from scientific nursing articles to solve nursing problems specified by each ward/outpatient unit. Nursing students paired up to make an oral presentation of a research article to staff nurses. After the presentation, they acted as chairpersons in the discussion. The students had a vocational nursing diploma and were aiming at bachelor's degree in nursing. After the final club meeting, the students (n = 53) responded to a questionnaire. The results indicated that the students were not able to utilize the studies to the same extent as they learnt from them. Age, work experience and participation in research and development activities were connected to learning. Despite limitations, the results may be used to develop nursing journal clubs as a learning and collaboration method between nurse education and health care.
Collapse
|