1
|
Landsverk NG, Olsen NR, Brovold T. Instruments measuring evidence-based practice behavior, attitudes, and self-efficacy among healthcare professionals: a systematic review of measurement properties. Implement Sci 2023; 18:42. [PMID: 37705031 PMCID: PMC10500884 DOI: 10.1186/s13012-023-01301-3] [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] [Received: 06/09/2023] [Accepted: 09/04/2023] [Indexed: 09/15/2023] Open
Abstract
BACKGROUND Evidence-based practice (EBP) is well known to most healthcare professionals. Implementing EBP in clinical practice is a complex process that can be challenging and slow. Lack of EBP knowledge, skills, attitudes, self-efficacy, and behavior can be essential barriers that should be measured using valid and reliable instruments for the population in question. Results from previous systematic reviews show that information regarding high-quality instruments that measure EBP attitudes, behavior, and self-efficacy in various healthcare disciplines need to be improved. This systematic review aimed to summarize the measurement properties of existing instruments that measure healthcare professionals' EBP attitudes, behaviors, and self-efficacy. METHODS We included studies that reported measurement properties of instruments that measure healthcare professionals' EBP attitudes, behaviors, and self-efficacy. Medline, Embase, PsycINFO, HaPI, AMED via Ovid, and Cinahl via Ebscohost were searched in October 2020. The search was updated in December 2022. The measurement properties extracted included data on the item development process, content validity, structural validity, internal consistency, reliability, and measurement error. The quality assessment, rating of measurement properties, synthesis, and modified grading of the evidence were conducted in accordance with the COSMIN methodology for systematic reviews. RESULTS Thirty-four instruments that measure healthcare professionals' EBP attitudes, behaviors or self-efficacy were identified. Seventeen of the 34 were validated in two or more healthcare disciplines. Nurses were most frequently represented (n = 53). Despite the varying quality of instrument development and content validity studies, most instruments received sufficient ( +) ratings on content validity, with the quality of evidence graded as "very low" in most cases. Structural validity and internal consistency were the measurement properties most often assessed, and reliability and measurement error were most rarely assessed. The quality assessment results and overall rating of these measurement properties varied, but the quality of evidence was generally graded higher for these properties than for content validity. CONCLUSIONS Based on the summarized results, the constructs, and the population of interest, several instruments can be recommended for use in various healthcare disciplines. However, future studies should strive to use qualitative methods to further develop existing EBP instruments and involve the target population. TRIAL REGISTRATION This review is registered in PROSPERO. CRD42020196009. Available from: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42020196009.
Collapse
Affiliation(s)
- Nils Gunnar Landsverk
- Department of Rehabilitation Science and Health Technology, Faculty of Health Science, Oslo Metropolitan University, Oslo, Norway.
| | - Nina Rydland Olsen
- Department of Health and Functioning, Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, Bergen, Norway
| | - Therese Brovold
- Department of Rehabilitation Science and Health Technology, Faculty of Health Science, Oslo Metropolitan University, Oslo, Norway
| |
Collapse
|
2
|
Hinic K, Kowalski MO. Use of Design Thinking to Grow the Reach and Relevance of Evidence-Based Practice Education Across a Health Care System. J Contin Educ Nurs 2023; 54:360-366. [PMID: 37531653 DOI: 10.3928/00220124-20230711-06] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/04/2023]
Abstract
Evidence-based practice (EBP) skill building among clinical nurses is a priority for nurses in professional development because it is well known that this approach to clinical decision-making results in safe, cost-effective, person-centered care. Recent studies indicate widespread lack of self-reported competency in EBP skills among nurses, demonstrating the importance of prioritizing programs that meet clinical nurses' needs for EBP education. The goal of this design thinking project was to expand and diversify an EBP skill building program to provide more widespread accessibility across a multi-hospital health care system. The team followed the five-step human-centered design thinking process to empathize, define, ideate, prototype, and test an innovation. Based on end user feedback, a dual-track EBP educational program, with options for an intensive yearlong hybrid EBP Scholars program and a three-session skill building webinar series, was implemented. Design thinking provides a rich framework for incorporating end user feedback to generate innovations to address challenges in health care. [J Contin Educ Nurs. 2023;54(8):360-366.].
Collapse
|
3
|
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.
Collapse
Affiliation(s)
| | | | | | | | | | - Rawan AlAzza
- Fatima College of Health Sciences, Abu Dhabi, UAE
| |
Collapse
|
4
|
Casey K, Cosme S. Measuring Nurse Residency Program Outcomes: Selecting the Right Tool. J Contin Educ Nurs 2022; 53:389-392. [PMID: 36041200 DOI: 10.3928/00220124-20220805-02] [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: 11/20/2022]
Abstract
Nursing professional development practitioners are critical to nurse residency program (NRP) development, implementation, and evaluation. Conducting a program evaluation provides an opportunity to collect and analyze data on identified goals and outcome measures and determine if the program components need to modified or changed. Health care organizations need a systematic process for evaluating NRPs to ensure effectiveness of program delivery, provide evidence to demonstrate program value to the organization, report achievement of program outcomes, and for continuous quality improvement. With the growing importance of offering high-quality NRPs, nurses in professional development must critically consider the type of data required to demonstrate program value and use the best tools to collect outcome data. This article discusses a variety of data collection tools that can be selected to measure NRP outcomes. [J Contin Educ Nurs. 2022;53(9):389-392.].
Collapse
|
5
|
Cunningham C, Moore Z, Connor TO, Patton D, Bux DD, Nugent DL. eHealth for neonatal nurse education despite Covid-19. ACTA ACUST UNITED AC 2021; 27:188-190. [PMID: 34658652 PMCID: PMC8504021 DOI: 10.1016/j.jnn.2020.11.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2020] [Accepted: 11/01/2020] [Indexed: 11/22/2022]
Abstract
Aim The aim of this contemporary issue paper is to challenge the premise that the term “eHealth” is relatable to patient or service users only. It will be critically explored if the term can be broadened to include neonatal nurse education interventions. Design A review of current literature will form the basis for the critical discussion of the term eHealth, and why it can be associated with neonatal nurse education. Methods The critical discussion will identify and review past and current literature relating to eHealth and its origins. It will portray the viability of the term eHealth as more than just a patient associated intervention, and why it should also be encompassed as a neonatal nurse education option. Conclusion eHealth is traditionally identifiable as a service user intervention or source of information. The term should be broadened to encompass neonatal nurse education and used as a resource that is easily accessible and user friendly. This will in turn encourage the personal and professional development of neonatal nurses and should ultimately contribute to evidence based best practices in the clinical environment, despite the current global pandemic.
Collapse
Affiliation(s)
- Colette Cunningham
- Senior Neonatal Intensive Care Staff Nurse in University Hospital Waterford (UHW), Ireland
| | - Zena Moore
- Professor and Head of School of Nursing and Midwifery, RCSI, Dublin, Ireland
| | - Tom O Connor
- Deputy Head of School/Director of Academic Affairs, RCSI, Dublin, Ireland
| | - Declan Patton
- Senior Lecturer/Director of Nursing and Midwifery Research, RCSI, Dublin, Ireland
| | - Dr Dhani Bux
- Consultant Paediatrician, University Hospital Waterford, Ireland
| | | |
Collapse
|
6
|
Bergström A, Ehrenberg A, Eldh AC, Graham ID, Gustafsson K, Harvey G, Hunter S, Kitson A, Rycroft-Malone J, Wallin L. The use of the PARIHS framework in implementation research and practice-a citation analysis of the literature. Implement Sci 2020; 15:68. [PMID: 32854718 PMCID: PMC7450685 DOI: 10.1186/s13012-020-01003-0] [Citation(s) in RCA: 49] [Impact Index Per Article: 12.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2019] [Accepted: 05/20/2020] [Indexed: 02/06/2023] Open
Abstract
BACKGROUND The Promoting Action on Research Implementation in Health Services (PARIHS) framework was developed two decades ago and conceptualizes successful implementation (SI) as a function (f) of the evidence (E) nature and type, context (C) quality, and the facilitation (F), [SI = f (E,C,F)]. Despite a growing number of citations of theoretical frameworks including PARIHS, details of how theoretical frameworks are used remains largely unknown. This review aimed to enhance the understanding of the breadth and depth of the use of the PARIHS framework. METHODS This citation analysis commenced from four core articles representing the key stages of the framework's development. The citation search was performed in Web of Science and Scopus. After exclusion, we undertook an initial assessment aimed to identify articles using PARIHS and not only referencing any of the core articles. To assess this, all articles were read in full. Further data extraction included capturing information about where (country/countries and setting/s) PARIHS had been used, as well as categorizing how the framework was applied. Also, strengths and weaknesses, as well as efforts to validate the framework, were explored in detail. RESULTS The citation search yielded 1613 articles. After applying exclusion criteria, 1475 articles were read in full, and the initial assessment yielded a total of 367 articles reported to have used the PARIHS framework. These articles were included for data extraction. The framework had been used in a variety of settings and in both high-, middle-, and low-income countries. With regard to types of use, 32% used PARIHS in planning and delivering an intervention, 50% in data analysis, 55% in the evaluation of study findings, and/or 37% in any other way. Further analysis showed that its actual application was frequently partial and generally not well elaborated. CONCLUSIONS In line with previous citation analysis of the use of theoretical frameworks in implementation science, we also found a rather superficial description of the use of PARIHS. Thus, we propose the development and adoption of reporting guidelines on how framework(s) are used in implementation studies, with the expectation that this will enhance the maturity of implementation science.
Collapse
Affiliation(s)
- Anna Bergström
- Department of Women’s and Children’s health, Uppsala Global Health Research on Implementation and Sustainability (UGHRIS), Uppsala, Sweden
- Institute for Global Health, University College London, London, UK
| | - Anna Ehrenberg
- School of Education, Health, and Social Studies, Dalarna University, Falun, Sweden
- Adelaide Nursing School, University of Adelaide, Adelaide, Australia
| | - Ann Catrine Eldh
- Department of Medicine and Health, Linköping University, Linköping, Sweden
- Department of Public Health and Caring Science, Uppsala University, Uppsala, Sweden
| | - Ian D. Graham
- School of Epidemiology and Public Health, University of Ottawa, Ottawa, Canada
- Ottawa Hospital Research Institute, Ottawa, Canada
| | - Kazuko Gustafsson
- School of Education, Health, and Social Studies, Dalarna University, Falun, Sweden
- University Library, Uppsala University, Uppsala, Sweden
| | - Gillian Harvey
- Adelaide Nursing School, University of Adelaide, Adelaide, Australia
| | - Sarah Hunter
- Caring Futures Institute, College of Nursing and Health Sciences, Flinders University, Adelaide, Australia
| | - Alison Kitson
- Caring Futures Institute, College of Nursing and Health Sciences, Flinders University, Adelaide, Australia
- Green Templeton College, University of Oxford, Oxford, UK
| | - Jo Rycroft-Malone
- Division of Health Research, Faculty of Health and Medicine, Lancaster University, Lancashire, UK
| | - Lars Wallin
- School of Education, Health, and Social Studies, Dalarna University, Falun, Sweden
- Department of Health and Care Sciences, The Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
| |
Collapse
|
7
|
Hu MY, Wu YN, McEvoy MP, Wang YF, Cong WL, Liu LP, Li XX, Zhou CL. Development and validation of the Chinese version of the evidence-based practice profile questionnaire (EBP 2Q). BMC MEDICAL EDUCATION 2020; 20:280. [PMID: 32838782 PMCID: PMC7445933 DOI: 10.1186/s12909-020-02189-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/27/2019] [Accepted: 08/04/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Evidence-based practice (EBP) education or training are considered fundamental to building and strengthening an EBP culture, as well as to encouraging evidence-based academic and clinical practice in the nursing community. However, few valid and reliable instruments are available for the assessment of EBP teaching and learning in clinical nurses in China. Translation, reliability, and validity testing of the English Evidence-Based Practice Profile Questionnaire (EBP2Q), which has strong psychometric properties, may encourage evaluation and promote the implementation of EBP in Mainland China. METHODS Based on established guidelines for the development of questionnaires, the English EBP2Q was translated and cross-culturally adapted. The Chinese version of the EBP2Q (EBP2Q-C) was validated using a sample of 543 nurses. Structural validity was evaluated through exploratory factor analysis and confirmatory factor analysis, and the questionnaire was tested for convergent and criterion validity. The internal consistency and test-retest reliability were also evaluated. RESULTS The content validity index demonstrated good content validity (≥0.98). An eight-factor structure was obtained in the exploratory factor analysis, and verified by a three-order factor model from the confirmatory factor analysis (χ2/df = 2.001; RMSEA = 0.065; SRMR = 0.077; and CFI = 0.884). The Spearman's rank correlation analysis of the EBP2Q-C with the Evidence-Based Practice Questionnaire showed moderate correlations for Practice (0.58) and Confidence (0.68) and a low correlation for Sympathy (0.32). Criterion validity was demonstrated by significant differences in terms of nurses' highest education, present position, EBP training, involvement in research programs, and level of understanding of English. Both the overall Cronbach's α and the Cronbach's α for the domains exceeded 0.70. The intraclass correlation coefficients for the domains ranged between 0.75 and 0.96, indicating satisfactory repeatability. CONCLUSIONS Except for the convergent validity of the Sympathy domain, the EBP2Q-C provided evidence of validity and reliability. Therefore, it can be applied in EBP education or training assessment in Mainland China.
Collapse
Affiliation(s)
- Ming-Yu Hu
- Department of Nursing, Nanfang Hospital, Southern Medical University, No.1838 Guangzhou Avenue North, Guangzhou, 510515, Guangdong, China
| | - Yan-Ni Wu
- Department of Nursing, Nanfang Hospital, Southern Medical University, No.1838 Guangzhou Avenue North, Guangzhou, 510515, Guangdong, China
| | - Maureen Patricia McEvoy
- Allied Health and Human Performance Unit, University of South Australia, North Terrace, Adelaide, 5000, Australia
| | - Yan-Fang Wang
- Department of Nursing, Nanfang Hospital, Southern Medical University, No.1838 Guangzhou Avenue North, Guangzhou, 510515, Guangdong, China
| | - Wei-Lian Cong
- Department of Nursing, Nanfang Hospital, Southern Medical University, No.1838 Guangzhou Avenue North, Guangzhou, 510515, Guangdong, China
| | - Li-Ping Liu
- Department of Nursing, Nanfang Hospital, Southern Medical University, No.1838 Guangzhou Avenue North, Guangzhou, 510515, Guangdong, China
| | - Xiao-Xia Li
- Department of Nursing, Nanfang Hospital, Southern Medical University, No.1838 Guangzhou Avenue North, Guangzhou, 510515, Guangdong, China
| | - Chun-Lan Zhou
- Department of Nursing, Nanfang Hospital, Southern Medical University, No.1838 Guangzhou Avenue North, Guangzhou, 510515, Guangdong, China.
| |
Collapse
|
8
|
Tucker S, Zadvinskis IM, Connor L. Development and Psychometric Testing of the Implementation Self-efficacy for EBP (ISE4EBP) Scale. West J Nurs Res 2020; 43:45-52. [DOI: 10.1177/0193945920925032] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
There is inadequate research about nurses’ confidence in implementation strategies that foster the application and sustainability of evidence-based practice (EBP). Guided by Bandura’s self-efficacy theory, we propose that self-efficacy (confidence) in EBP implementation strategies can accelerate the uptake of evidence into practice to improve health care quality. The purpose of this study was to develop and test the psychometric properties of the Implementation Self-efficacy for EBP (ISE4EBP) scale as a measure for evaluating self-efficacy in using EBP implementation strategies. In a sample of 65 registered nurses, the 29-item ISE4EBP scale demonstrated adequate content validity (via content validity index), internal consistency reliability (Cronbach's alpha = 0.987), and construct validity indicated by associations with organizational readiness for EBP. Clinicians may use the ISE4EBP scale to identify areas for building implementation confidence to accelerate the uptake of evidence to improve quality care.
Collapse
Affiliation(s)
- Sharon Tucker
- College of Nursing, The Ohio State University, Columbus, OH, USA
| | | | - Linda Connor
- College of Nursing, The Ohio State University, Columbus, OH, USA
| |
Collapse
|
9
|
Boswell C, Ashcraft A, Long J, Cannon S, DiVito-Thomas P, Delaney T. Self-Efficacy: Changing the Tide of Evidence-Based Practice. Worldviews Evid Based Nurs 2020; 17:129-135. [PMID: 32243684 DOI: 10.1111/wvn.12434] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/22/2019] [Indexed: 11/29/2022]
Abstract
AIMS The specific aim for this study was to describe differences in evidence-based practice (EBP) and self-efficacy in frontline RNs. This project utilized a national study with a convenience selection of acute care agencies to examine the relationship between organizational and unit culture, EBP, and self-efficacy in frontline nurses. METHODS This national study used descriptive correlational methodology to describe differences in EBP and self-efficacy among RNs. The sample included 245 frontline RNs employed in acute care settings. To measure the study variables, the Nursing Evidence-Based Practice Survey (Titler, Hill, Matthews, & Reed, 1999) and the Evidence-Based Nursing Practice Self-Efficacy Scale were used (Tucker, Olson, & Frusti, 2009). Each instrument was delivered via the Qualtrics online platform. RESULTS The correlation of bivariate interval level variables was analyzed using Pearson's r. The correlation between EBP and self-efficacy was strongly correlated: r(170) = .537, p = .01. Sections within the Nursing Evidence-Based Practice Survey were calculated and found to be significant (unit culture r = .241, p = .01; organizational culture r = .570, p = .01; knowledge, skills, attitude r = .538, p = .01). LINKING EVIDENCE TO ACTION Several implications exist for education, staff development, and nursing management. Nursing school programs incorporate EBP into the curriculum so that nurses have a foundation for EBP. However, staff development professionals in clinical settings must continue to build on the nurses' knowledge and skill, thus increasing self-confidence for EBP. Nursing management can provide the resources for staffing models and policies to reinforce the value of EBP and positive patient outcomes. This combination provides frontline staff with EBP participation and increased self-efficacy in its usage.
Collapse
Affiliation(s)
- Carol Boswell
- James A. "Buddy" Davidson Charitable Foundation Endowed Chair for Evidence-Based Practice, Odessa, TX, USA.,Center of Excellence in Evidence-Based Practice, School of Nursing, Texas Tech University Health Sciences Center, Odessa, TX, USA
| | - Alyce Ashcraft
- Health Sciences Center, Texas Tech University, Lubbock, TX, USA
| | - JoAnn Long
- Lubbock Christian University, Lubbock, TX, USA
| | - Sharon Cannon
- Center of Excellence in Evidence-Based Practice, School of Nursing, Texas Tech University Health Sciences Center, Odessa, TX, USA
| | - Pam DiVito-Thomas
- The Christian Village, Lincoln, IL, USA.,Lincoln Christian University and Seminary, Lincoln, IL, USA
| | - Terry Delaney
- Department of Nursing, Lubbock Christian University, Lubbock, TX, USA
| |
Collapse
|
10
|
Lott TF, Hughes RG, Johnson E. The implementation of an evidence-based practice mentoring program. Nurs Manag (Harrow) 2020; 51:11-14. [PMID: 32221122 DOI: 10.1097/01.numa.0000657292.87970.06] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Affiliation(s)
- Tanya F Lott
- Tanya F. Lott is the Magnet program director at Bon Secours St. Francis Hospital (part of the Roper St. Francis Healthcare system) in Charleston, S.C. Ronda G. Hughes is the director of the Center for Nursing Leadership and an associate professor at the University of South Carolina College of Nursing in Columbia, S.C. Emily Johnson is an associate professor in the College of Nursing at the Medical University of South Carolina in Charleston, S.C
| | | | | |
Collapse
|
11
|
Royer HR, Crary P, Fayram E, Heidrich SM. Five-Year Program Evaluation of an Evidence-Based Practice Scholars Program. J Contin Educ Nurs 2018; 49:547-554. [DOI: 10.3928/00220124-20181116-05] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2018] [Accepted: 08/17/2018] [Indexed: 11/20/2022]
|
12
|
Blackman IR, Giles TM. Can Nursing Students Practice What Is Preached? Factors Impacting Graduating Nurses' Abilities and Achievement to Apply Evidence-Based Practices. Worldviews Evid Based Nurs 2017; 14:108-117. [PMID: 28192634 DOI: 10.1111/wvn.12205] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/04/2016] [Indexed: 11/27/2022]
Abstract
BACKGROUND In order to meet national Australian nursing registration requisites, nurses need to meet competency requirements for evidence-based practices (EBPs). AIMS A hypothetical model was formulated to explore factors that influenced Australian nursing students' ability and achievement to understand and employ EBPs related to health care provision. METHODS A nonexperimental, descriptive survey method was used to identify self-reported EBP efficacy estimates of 375 completing undergraduate nursing students. Factors influencing participants' self-rated EBP abilities were validated by Rasch analysis and then modeled using the partial least squares analysis (PLS Path) program. RESULTS Graduating nursing students' ability to understand and apply EBPs for clinical improvement can be directly and indirectly predicted by eight variables including their understanding in the analysis, critique and synthesis of clinically based nursing research, their ability to communicate research to others and whether they had actually witnessed other staff delivering EBP. LINKING EVIDENCE TO ACTION Forty-one percent of the variance in the nursing students' self-rated EBP efficacy scores is able to be accounted for by this model. Previous exposure to EBP studies facilitates participants' confidence with EBP, particularly with concurrent clinical EBP experiences.
Collapse
Affiliation(s)
- Ian R Blackman
- Lecturer, School of Nursing and Midwifery, Flinders University, Adelaide, SA, Australia
| | - Tracey M Giles
- Senior Lecturer, School of Nursing and Midwifery, Flinders University, Adelaide, SA, Australia
| |
Collapse
|
13
|
Psychometric Properties of Korean Version of Self-Efficacy of Evidence-Based Practice Scale. Asian Nurs Res (Korean Soc Nurs Sci) 2016; 10:207-212. [PMID: 27692250 DOI: 10.1016/j.anr.2016.05.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2015] [Revised: 03/28/2016] [Accepted: 05/16/2016] [Indexed: 11/21/2022] Open
Abstract
PURPOSE This study is to evaluate the psychometric properties of the Korean version of the Self-Efficacy of Evidence-Based Practice (SE-EBP) scale, which was originally developed by Chang and Crowe. The beta-version of the SE-EBP is a modified version of the original SE-EBP, which measures the clinical nurses' confidence in finding, appraising, and implementing evidence into practice. Although the original SE-EBP has been validated, no study has been conducted to validate the Korean version of SE-EBP. METHODS The original scale was translated into Korean through a process of forward and back translation of the original scale. After getting confirmation of the equivalence of the Korean forward translation by the original author, exploratory factor analysis and confirmatory factor analysis of data from 212 clinical nurses were used to test construct validity. Internal consistency was examined using Cronbach α coefficients. For the statistical analysis, STATA version 13.0 software program was used. RESULTS Exploratory factor analysis of the 28 items revealed three factors with eigenvalues above 1, accounting for 60.2% of the total variance. Confirmatory factor analysis showed good fit of the three-factor structure which was statistically significant (χ2=718.61, df=330, p<.01). For internal consistency, Cronbach α coefficient for the total scale was .95, and it was greater than .80 for each of the three subscales. CONCLUSIONS The Korean version of SE-EBP scale showed evidence of adequate construct validity and reliability. This study might have contributed to a wider application of the SE-EBP scale, but further studies are needed to provide more evidence on the structure of the scale.
Collapse
|
14
|
Kleinpell RM, Faut-Callahan M, Carlson E, Llewellyn J, Dreher M. Evolving the practitioner-teacher role to enhance practice-academic partnerships: a literature review. J Clin Nurs 2015; 25:708-14. [DOI: 10.1111/jocn.13017] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/31/2015] [Indexed: 11/29/2022]
Affiliation(s)
- Ruth M Kleinpell
- Center for Clinical Research & Scholarship; Rush University Medical Center and Rush University College of Nursing; Chicago IL USA
- Rush University College
of Nursing; Chicago IL USA
| | | | | | | | - Melanie Dreher
- Rush University College
of Nursing; Chicago IL USA
- College of Nursing; Rush University Medical Center; Chicago IL USA
| |
Collapse
|
15
|
Blackman IR, Giles T. Psychometric Evaluation of a Self-Report Evidence-Based Practice Tool Using Rasch Analysis. Worldviews Evid Based Nurs 2015; 12:253-64. [DOI: 10.1111/wvn.12105] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/04/2015] [Indexed: 11/29/2022]
Affiliation(s)
- Ian R. Blackman
- School of Nursing & Midwifery; Flinders University; Adelaide South Australia Australia
| | - Tracey Giles
- School of Nursing & Midwifery; Flinders University; Adelaide South Australia Australia
| |
Collapse
|
16
|
White S, Spruce L. Perioperative Nursing Leaders Implement Clinical Practice Guidelines Using the Iowa Model of Evidence-Based Practice. AORN J 2015; 102:51-6; quiz 57-9. [DOI: 10.1016/j.aorn.2015.04.001] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2014] [Revised: 12/15/2014] [Accepted: 04/03/2015] [Indexed: 10/23/2022]
|
17
|
Nickerson CJ, Thurkettle MA. Cognitive Maturity and Readiness for Evidence-Based Nursing Practice. J Nurs Educ 2013. [DOI: 10.3928/01484834-20121121-04] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
|
18
|
Chang AM, Crowe L. Validation of Scales Measuring Self-Efficacy and Outcome Expectancy in Evidence-Based Practice. Worldviews Evid Based Nurs 2011; 8:106-15. [DOI: 10.1111/j.1741-6787.2011.00215.x] [Citation(s) in RCA: 38] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
|