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Mohamed RA, Alhujaily M, Ahmed FA, Nouh WG, Almowafy AA. Exploring the potential impact of applying web-based training program on nurses' knowledge, skills, and attitudes regarding evidence-based practice: A quasi-experimental study. PLoS One 2024; 19:e0297071. [PMID: 38330025 PMCID: PMC10852226 DOI: 10.1371/journal.pone.0297071] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2023] [Accepted: 12/22/2023] [Indexed: 02/10/2024] Open
Abstract
Evidence-based practice (EBP) has gained significant importance in clinical practice worldwide, including in nursing. This study aimed to explore the potential impact of applying a web-based training program on nurses' knowledge, skills, and attitudes regarding EBP. A quasi-experimental pretest-posttest research design was utilized with a purposive sample of 64 professional nurses who agreed to participate. The study took place in different hospitals and primary healthcare centers in the Bisha Governorate, Aseer region, Saudi Arabia. A four-week standardized web-based training program was implemented using an online learning approach. Nurses were provided with an online self-rated data collection tool through the Google Forms platform. The findings indicated a highly significant difference in the total knowledge and EBP skills mean scores of the post-intervention (53.08±15.9) and (66.03±8.95), respectively compared to pre-intervention (P<0.05). Additionally, there was marked improvement in the mean scores of the positive attitude of the training sessions post-intervention compared to pre-intervention. The program was also well-received by the nurses in terms of quality and usability. The program has the potential to enhance nurses' knowledge, skills, and attitudes toward EBP. Therefore, healthcare organizations may consider adopting web-based training as a means of continuing professional education to promote EBP competencies among nurses.
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Affiliation(s)
- Rasha A. Mohamed
- Department of Nursing, College of Applied Medical Sciences, University of Bisha, Bisha, Kingdom of Saudi Arabia
| | - Muhanad Alhujaily
- Department of Medical Laboratory Sciences, College of Applied Medical Sciences, University of Bisha, Bisha, Kingdom of Saudi Arabia
| | - Faransa A. Ahmed
- Department of Nursing, College of Applied Medical Sciences in Alnamas, University of Bisha, Bisha, Kingdom of Saudi Arabia
| | - Wael G. Nouh
- Department of Medical Laboratory Sciences, College of Applied Medical Sciences, University of Bisha, Bisha, Kingdom of Saudi Arabia
| | - Abeer A. Almowafy
- International Islamic Center for Population Studies and Research, Al-Azhar University, Cairo, Egypt
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Jamaldeen J, Nalamate R, Kurien M, Basheer A, Rose. Otolaryngologists' Initiative for Collaborative Tracheostomy Care: Knowledge, Attitude and Skill in Tracheostomy Care Among Nurses - An Interventional Study from India. Indian J Otolaryngol Head Neck Surg 2023; 75:1-7. [PMID: 37362136 PMCID: PMC10163569 DOI: 10.1007/s12070-023-03682-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2023] [Accepted: 03/03/2023] [Indexed: 06/28/2023] Open
Abstract
Introduction: Tracheostomy-related adverse events are a global problem, requiring coordinated approach for care of tracheostomised patients. The concept of 'collaborative tracheostomy care' was introduced by Global Tracheostomy Collaborative in 2012. For successful post tracheostomy outcome, nursing care is vital. Data on their knowledge, attitude and skills regarding tracheostomy care including outcome of a structured interventional workshop is not available from India. Methods: A validated questionnaire with items pertaining to knowledge, attitude and skills regarding tracheostomy care was administered to nurses working in intensive care units and wards. Following this, a workshop was conducted for hands-on training in tracheostomy care using didactic lectures, videos and simulation-based training. The participants took a post-test immediately and after three months. Skills were assessed before and three months after the workshop using a checklist. Results: Among 386 participants who attended the pre-test and workshop, 285 (74.2%) underwent post-test immediately and three months later. Overall mean knowledge score (± SD) of the participants in pre-workshop was 6.8 ± 3.5, immediate post-test score was 15.9 ± 2.7 and three months later was 11.6 ± 3.5 (p < 0.001) out of total score 20. The baseline score was significantly higher among ICU nurses. Three months post workshop skill assessment revealed no statistically significant increase in the proportion of participants who performed skills related to suctioning procedure. Conclusion: Knowledge, attitude and practice regarding tracheostomy care is inadequate among nurses. Otolaryngologists-driven structured intervention with didactic lectures, videos and hands-on training can improve all three domains to positively impact outcomes in post tracheostomy patient care. Supplementary Information The online version contains supplementary material available at 10.1007/s12070-023-03682-9.
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Affiliation(s)
- Jishana Jamaldeen
- Department of ENT, Dr Moopen’s Medical College, Wayanad, 673577 Kerala India
| | | | - Mary Kurien
- Department of ENT, Pondicherry Institute of Medical Sciences, Puducherry, India
| | - Aneesh Basheer
- Department of General Medicine, Dr Moopen’s Medical College, Wayanad, India
| | - Rose
- College of Nursing, Pondicherry Institute of Medical Sciences, Puducherry, India
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Portela Dos Santos O, Melly P, Hilfiker R, Giacomino K, Perruchoud E, Verloo H, Pereira F. Effectiveness of Educational Interventions to Increase Skills in Evidence-Based Practice among Nurses: The EDITcare Systematic Review. Healthcare (Basel) 2022; 10:2204. [PMID: 36360544 PMCID: PMC9691114 DOI: 10.3390/healthcare10112204] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2022] [Revised: 10/27/2022] [Accepted: 10/29/2022] [Indexed: 09/08/2024] Open
Abstract
BACKGROUND Using evidence-based practice (EBP) improves the implementation of safe, high-quality healthcare for patients, reduces avoidable costs, and plays a crucial role in bridging knowledge-action gaps and reducing health inequities. EBP combines the best available evidence in the relevant literature with patient preferences and values and healthcare professionals' (HCPs) expertise. METHODS Systematic searches of ten bibliographic databases, unpublished works, and the Grey Literature Report sought studies published up to 30 September 2022. RESULTS The 15 studies retained involved 2712 nurses. Three types of effective educational interventions were identified: (1) multifaceted educational strategies incorporating mentoring and tutoring; (2) single educational strategies, often delivered online; and (3) multifaceted educational strategies using the five steps of EBP. Eleven primary outcomes (EBP beliefs, EBP self-efficacy, perceived EBP implementation, EBP competencies, EBP knowledge, EBP skills, EBP attitudes, EBP behaviors, EBP desire, EBP practice, and perceptions of organizational culture and readiness) were assessed using 13 qualitative and quantitative instruments. CONCLUSIONS Ensuring the successful implementation of EBP requires effective educational strategies. Computer-based learning seems the most cost-effective and efficient strategy, when considering caregivers' characteristics, the clinical field, and educational interventions across the pre-, peri-, and post-implementation processes.
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Affiliation(s)
- Omar Portela Dos Santos
- Department of Nursing Sciences, School of Health Sciences, HES-SO Valais/Wallis, University of Applied Sciences and Arts Western Switzerland, Chemin de l’Agasse 5, CH-1950 Sion, Switzerland
- Institute of Health Sciences, Universidade Católica Portuguesa, Rua de Diogo Botelho 1327, 4169-005 Porto, Portugal
| | - Pauline Melly
- Department of Nursing Sciences, School of Health Sciences, HES-SO Valais/Wallis, University of Applied Sciences and Arts Western Switzerland, Chemin de l’Agasse 5, CH-1950 Sion, Switzerland
| | - Roger Hilfiker
- Department of Physiotherapy, School of Health Sciences, HES-SO Valais/Wallis, University of Applied Sciences and Arts Western Switzerland, Rathausstrasse 8, CH-3954 Leukerbad, Switzerland
| | - Katia Giacomino
- Department of Physiotherapy, School of Health Sciences, HES-SO Valais/Wallis, University of Applied Sciences and Arts Western Switzerland, Rathausstrasse 8, CH-3954 Leukerbad, Switzerland
| | - Elodie Perruchoud
- Department of Nursing Sciences, School of Health Sciences, HES-SO Valais/Wallis, University of Applied Sciences and Arts Western Switzerland, Chemin de l’Agasse 5, CH-1950 Sion, Switzerland
| | - Henk Verloo
- Department of Nursing Sciences, School of Health Sciences, HES-SO Valais/Wallis, University of Applied Sciences and Arts Western Switzerland, Chemin de l’Agasse 5, CH-1950 Sion, Switzerland
- Service of Old Age Psychiatry, Department of Psychiatry, Lausanne University Hospital, Route de Cery 60, CH-1008 Lausanne, Switzerland
| | - Filipa Pereira
- Department of Nursing Sciences, School of Health Sciences, HES-SO Valais/Wallis, University of Applied Sciences and Arts Western Switzerland, Chemin de l’Agasse 5, CH-1950 Sion, Switzerland
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Chao WY, Huang LC, Hung HC, Hung SC, Chuang TF, Yeh LY, Tseng HC. Effectiveness of Digital Flipped Learning Evidence-Based Practice on Nurses' Knowledge, Attitude, and Practice: A Quasi-Experimental Trial. Healthcare (Basel) 2022; 10:healthcare10071257. [PMID: 35885783 PMCID: PMC9317611 DOI: 10.3390/healthcare10071257] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2022] [Revised: 06/30/2022] [Accepted: 07/01/2022] [Indexed: 11/16/2022] Open
Abstract
Background: Evidence-based care has become critical in raising the quality of medical facilities. The implementation of evidence-based practice helps medical practitioners make better clinical decisions. Objective: The objective of this study was to investigate whether the innovative flipped teaching model could be as effective as the conventional teaching model in terms of knowledge, attitude, and practice and to confirm the continuous effect. Design: A quasi-experimental design using the flipped and conventional learning groups concurrently with repeat measurements was used. Setting: The setting was a 475-bed regional teaching hospital in Taiwan, from March to July 2020. Participants: The study included 114 licensed nurses who had worked longer than three months, with 57 participants each in two groups. Methods: The participants were assigned to two groups using a block randomization method. All participants completed questionnaires related to knowledge, attitude, and practice of EBP at four-time points: pre-test (T0) and immediately after intervention (T1), at month 1 (T2), and at month 3 (T3). Analysis of repeated generalized estimating equations was used. Results: The flipped and conventional learning groups had significant differences in knowledge, attitude, and practice at the T0 and T1 (p < 0.05). The flipped group was higher than the conventional group at T3 in the knowledge score (p = 0.001) and lower than the conventional group at T2 in the attitude score (p = 0.010). There were no significant differences between the two groups’ practice scores at different time points. There were no significantly different score changes for knowledge, attitude, and practice (p > 0.05). The interaction term only at T3 vs. T0 in the knowledge score was slightly different (p = 0.049) in primary outcome. Conclusion: The intervention methods of both groups were effective. Flipped learning is more flexible and has more time for discussion, which nurses favor. Under the policy promoted in the hospital, EBP combined with the nursing advancement system was standardized, and conventional learning also improved the learning effect.
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Affiliation(s)
- Wen-Yi Chao
- Department of Public Health, China Medical University, Taichung 406040, Taiwan;
- Department of Nursing, Nantou Hospital, Nantou 540234, Taiwan;
| | - Li-Chi Huang
- School of Nursing, China Medical University, Taichung 406040, Taiwan;
- Department of Nursing, China Medical University Hospital, Taichung 404332, Taiwan
| | - Hung-Chang Hung
- Department of Internal Medicine, Nantou Hospital, Nantou 540234, Taiwan; (H.-C.H.); (T.-F.C.)
| | - Shih-Chang Hung
- Department of Emergency, Nantou Hospital, Nantou 540234, Taiwan;
- Department of Emergency Medicine, Nantou Hospital, Nantou 540234, Taiwan
| | - Tzung-Fang Chuang
- Department of Internal Medicine, Nantou Hospital, Nantou 540234, Taiwan; (H.-C.H.); (T.-F.C.)
| | - Li-Yueh Yeh
- Department of Nursing, Nantou Hospital, Nantou 540234, Taiwan;
| | - Hui-Chen Tseng
- School of Nursing, China Medical University, Taichung 406040, Taiwan;
- Department of Nursing, China Medical University Hospital, Taichung 404332, Taiwan
- Correspondence:
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King O, West E, Lee S, Glenister K, Quilliam C, Wong Shee A, Beks H. Research education and training for nurses and allied health professionals: a systematic scoping review. BMC MEDICAL EDUCATION 2022; 22:385. [PMID: 35590359 PMCID: PMC9121620 DOI: 10.1186/s12909-022-03406-7] [Citation(s) in RCA: 21] [Impact Index Per Article: 10.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/14/2021] [Accepted: 04/22/2022] [Indexed: 05/06/2023]
Abstract
BACKGROUND Research capacity building (RCB) initiatives have gained steady momentum in health settings across the globe to reduce the gap between research evidence and health practice and policy. RCB strategies are typically multidimensional, comprising several initiatives targeted at different levels within health organisations. Research education and training is a mainstay strategy targeted at the individual level and yet, the evidence for research education in health settings is unclear. This review scopes the literature on research education programs for nurses and allied health professionals, delivered and evaluated in healthcare settings in high-income countries. METHODS The review was conducted systematically in accordance with the Joanna Briggs Institute scoping review methodology. Eleven academic databases and numerous grey literature platforms were searched. Data were extracted from the included full texts in accordance with the aims of the scoping review. A narrative approach was used to synthesise findings. Program characteristics, approaches to program evaluation and the outcomes reported were extracted and summarised. RESULTS Database searches for peer-reviewed and grey literature yielded 12,457 unique records. Following abstract and title screening, 207 full texts were reviewed. Of these, 60 records were included. Nine additional records were identified on forward and backward citation searching for the included records, resulting in a total of 69 papers describing 68 research education programs. Research education programs were implemented in fourteen different high-income countries over five decades. Programs were multifaceted, often encompassed experiential learning, with half including a mentoring component. Outcome measures largely reflected lower levels of Barr and colleagues' modified Kirkpatrick educational outcomes typology (e.g., satisfaction, improved research knowledge and confidence), with few evaluated objectively using traditional research milestones (e.g., protocol completion, manuscript preparation, poster, conference presentation). Few programs were evaluated using organisational and practice outcomes. Overall, evaluation methods were poorly described. CONCLUSION Research education remains a key strategy to build research capacity for nurses and allied health professionals working in healthcare settings. Evaluation of research education programs needs to be rigorous and, although targeted at the individual, must consider longer-term and broader organisation-level outcomes and impacts. Examining this is critical to improving clinician-led health research and the translation of research into clinical practice.
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Affiliation(s)
- Olivia King
- Western Alliance, 25 Ryot St, Warrnambool, 3280, VIC, Australia.
- Barwon Health, Geelong, VIC, Australia.
- Monash University, Clayton, VIC, Australia.
| | - Emma West
- Western Alliance, 25 Ryot St, Warrnambool, 3280, VIC, Australia
- Deakin University, Geelong, VIC, Australia
| | - Sarah Lee
- Monash University, Clayton, VIC, Australia
| | - Kristen Glenister
- The University of Melbourne, Wangaratta and Shepparton, VIC, Australia
| | - Claire Quilliam
- The University of Melbourne, Wangaratta and Shepparton, VIC, Australia
| | - Anna Wong Shee
- Deakin University, Geelong, VIC, Australia
- Grampians Health, Ballarat, VIC, Australia
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D'Souza P, George A, Nair S, Noronha J, Renjith V. Effectiveness of an Evidence-Based Practice Training Program for Nurse Educators: A Cluster-Randomized Controlled Trial. Worldviews Evid Based Nurs 2021; 18:261-271. [PMID: 34355843 DOI: 10.1111/wvn.12521] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2020] [Revised: 10/16/2020] [Accepted: 11/21/2020] [Indexed: 12/29/2022]
Abstract
BACKGROUND Evidence-based practice (EBP) endeavors to integrate the best available evidence with clinical expertise and patient preference to enhance clinical outcomes. For nurses to effectively demonstrate EBP, the concepts of EBP should be systematically incorporated into the nursing curriculum, with nurse educators playing a pivotal role in execution. However, the effect of EBP training programs on nurse educators remains largely unexplored. AIM To evaluate the effectiveness of an EBP training program on the knowledge, attitude, practice, and competency of nurse educators. METHODS A pragmatic randomized controlled trial was conducted at a nursing education institution. Fifty-one nurse educators were cluster randomized into intervention and control groups. A 30-hour EBP training intervention was provided for nurse educators in the intervention group. The outcome variables were knowledge, attitude, practice, and competency regarding EBP. These outcomes were evaluated using the EBP knowledge and practice questionnaire, EBP attitude scale, and Fresno test. Data were collected at baseline, the end of 5 months, and the end of 10 months. RESULTS Fifty-one eligible participants were enrolled in the study. The intervention and control group had three clusters each with 27 and 24 participants, respectively. Participants in both groups were comparable for variables such as age, years of experience, and educational background (p > .05). Between groups, outcome variables were compared using mixed linear multi-level modeling. Nurse educators who received the EBP training program demonstrated significant differences in knowledge (p < .05), attitude (p < .05), practice (p < .05), and competency scores (p < .05), than that of the control group, indicating the intervention effectiveness. LINKING EVIDENCE TO ACTION EBP training programs are effective in improving the knowledge, attitude, practice, and competency of nurse educators.
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Affiliation(s)
- Preethy D'Souza
- UCL Institute of Education, University of London, London, UK
| | - Anice George
- Manipal College of Nursing, Manipal Academy of Higher Education, Manipal, India
| | - Sreekumaran Nair
- Department of Biostatistics (Biometrics), Jawaharlal Institute of Postgraduate Medical Education and Research, Puducherry, India
| | - Judith Noronha
- Manipal College of Nursing, Manipal Academy of Higher Education, Manipal, India
| | - Vishnu Renjith
- School of Nursing & Midwifery, Royal College of Surgeons in Ireland, Dublin 2, Ireland
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Lattie EG, Burgess E, Mohr DC, Reddy M. Care Managers and Role Ambiguity: The Challenges of Supporting the Mental Health Needs of Patients with Chronic Conditions. Comput Support Coop Work 2021; 30:1-34. [PMID: 34149187 PMCID: PMC8211021 DOI: 10.1007/s10606-020-09391-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/15/2020] [Indexed: 12/24/2022]
Abstract
As U.S. healthcare organizations transition to value-based healthcare, they are increasingly focusing on supporting patients who have difficulties managing chronic care, including mental health, through the growing role of care managers (CMs). CMs communicate with patients, provide access to resources, and coach them toward healthy behaviors. CMs also coordinate patient-related issues internally with healthcare practitioners and externally with community organizations and insurance providers. While there have been many interaction design studies regarding the work of clinical and non-clinical healthcare providers and how best to design support systems for them, we know little about the work of CMs. In this study, we examine the role of CMs, particularly focusing on their work to support patient mental health, through interviews with 11 CMs who are part of a large Midwestern U.S. health system. Workflow observations were conducted to supplement the interview data. We describe the role of CMs and identify challenges that they face in supporting patient mental health. A key challenge is a high degree of role ambiguity in this professional role. We discuss sociotechnical implications to better support care delivery processes and technologies for the delivery of mental health services by CMs.
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Affiliation(s)
- Emily G. Lattie
- Center for Behavioral Intervention Technologies, Northwestern University, Chicago, IL
- Department of Medical Social Sciences, Northwestern University, Chicago, IL
- Department of Preventive Medicine, Northwestern University, Chicago, IL
| | - Eleanor Burgess
- Department of Communication Studies, Northwestern University, Evanston, IL
| | - David C. Mohr
- Center for Behavioral Intervention Technologies, Northwestern University, Chicago, IL
- Department of Preventive Medicine, Northwestern University, Chicago, IL
| | - Madhu Reddy
- Center for Behavioral Intervention Technologies, Northwestern University, Chicago, IL
- Department of Communication Studies, Northwestern University, Evanston, IL
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Fu L, Su W, Ye X, Li M, Shen J, Chen C, Guo Q, Ye L, He Y. Evidence-Based Practice Competency and Related Factors Among Nurses Working in Public Hospitals. INQUIRY: The Journal of Health Care Organization, Provision, and Financing 2020; 57:46958020927876. [PMID: 32500772 PMCID: PMC7278297 DOI: 10.1177/0046958020927876] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
This study aimed to describe the status and related factors of evidence-based practice (EBP) competency among nurses in China. A convenience sample of 1036 nurses were recruited from 13 public hospitals in Shanghai through an anonymous online survey. Nurses’ demographic data, working data, and evidence-based nursing (EBN)-related conditions were collected by a structured questionnaire and EBP competency was assessed using the Chinese version of Evidence-based Nursing Competency Rating Scale (EBNCRS). The original score of EBNCRS among nurses was not good. The original score of evidence searching, critical appraisal, and synthesis subscale was lower than the original score of evidence transfer, situation assessment, and evidence implementation subscale. Nurses’ age, hospital level, and perceived EBN knowledge were identified as significant related factors of EBP competency. There is an urgent need to upgrade the EBP competency of nurses in Shanghai, especially competency in evidence transfer, situation assessment, and evidence implementation.
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Affiliation(s)
- Liang Fu
- Jinhua Municipal Central Hospital, China
| | - Wei Su
- Zhongshan Hospital Fudan University, Shanghai, China
| | | | - Ming Li
- Zhongshan Hospital Fudan University, Shanghai, China
| | - Jun Shen
- Zhongshan Hospital Fudan University, Shanghai, China
| | - Chen Chen
- Pengpu Xincun Street Community Health Service Center, Shanghai, China
| | - Qi Guo
- Shanghai Xuhui Central Hospital, China
| | - Liping Ye
- Shanghai Minhang Central Hospital, China
| | - Yuhong He
- Fenglin Street Community Health Service Center, Shanghai, China
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Gorsuch C(PF, Gallagher Ford L, Koshy Thomas B, Melnyk BM, Connor L. Impact of a Formal Educational Skill‐Building Program Based on the ARCC Model to Enhance Evidence‐Based Practice Competency in Nurse Teams. Worldviews Evid Based Nurs 2020; 17:258-268. [DOI: 10.1111/wvn.12463] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/23/2020] [Indexed: 11/29/2022]
Affiliation(s)
- Col (ret) Penelope F. Gorsuch
- Helene Fuld Health Trust National Institute for EBP in Nursing & Healthcare Columbus Ohio USA
- The Ohio State University College of Nursing Columbus Ohio USA
| | - Lynn Gallagher Ford
- Helene Fuld Health Trust National Institute for EBP in Nursing & Healthcare Columbus Ohio USA
- The Ohio State University College of Nursing Columbus Ohio USA
| | - Bindu Koshy Thomas
- Helene Fuld Health Trust National Institute for EBP in Nursing & Healthcare Columbus Ohio USA
- The Ohio State University College of Nursing Columbus Ohio USA
| | - Bernadette Mazurek Melnyk
- The Ohio State University College of Nursing Columbus Ohio USA
- Helene Fuld Health Trust National Institute for EBP Columbus Ohio USA
| | - Linda Connor
- Helene Fuld Health Trust National Institute for EBP in Nursing & Healthcare Columbus Ohio USA
- The Ohio State University College of Nursing Columbus Ohio USA
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Park M, Jeong M, Lee M, Cullen L. Web-based experiential learning strategies to enhance the evidence-based-practice competence of undergraduate nursing students. NURSE EDUCATION TODAY 2020; 91:104466. [PMID: 32454317 DOI: 10.1016/j.nedt.2020.104466] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2019] [Revised: 03/11/2020] [Accepted: 04/30/2020] [Indexed: 05/23/2023]
Abstract
BACKGROUND Evidence-based practice (EBP) is considered a key competence for practicing high-quality and safe nursing. However, undergraduate nursing programs continue to provide traditional classroom teaching strategies that have limitations in facilitating the development of critical competences for engaging in EBP in real clinical contexts. OBJECTIVE AND DESIGN The purpose of this study was to develop a web-based experiential learning program aimed at improving the engagement and experience of nursing students in EBP. A quasi-experimental research with non-equivalent control-group with non-synchronized design was used to describe the process of program development and the innovative learning method, and discuss the outcomes of the program. METHODS The experimental group was exposed to a web-based experiential learning program, while the control group received traditional learning with written material. Self-reported EBP scores (knowledge and skills, attitude, and practice) and clinical-questioning confidence were evaluated to assess the effects of the program. RESULTS The result showed that web-based experiential learning strategies were effective in significantly improving the EBP knowledge and skills score (F = 12.29, p = .001) and the score for confidence in asking clinical questions (F = 12.14, p = .001). The attitudes toward EBP (F = 0.75, p = .389) and practice score (F = 3.22, p = .076) did not show a significant difference between the experimental group and the control group. CONCLUSION The web-based experiential learning was found to be an effective method for enhancing the EBP competence of nursing students. Based on the study results, we suggest using web-based experiential learning to supplement the traditional learning method or as the mainstream learning method for nursing students.
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Affiliation(s)
- Myonghwa Park
- College of Nursing, Chungnam National University, Republic of Korea
| | - Miri Jeong
- College of Nursing, Chungnam National University, Republic of Korea.
| | - Mihyun Lee
- College of Nursing, Daejeon Health Institute of Technology, Republic of Korea
| | - Laura Cullen
- Department of Nursing Services and Patient Care, University of Iowa Hospitals and Clinics, United States of America
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In what ways does online teaching create a positive attitude towards research in nursing students studying a first year evidence-based practice undergraduate subject online? Nurse Educ Pract 2020; 44:102744. [PMID: 32179437 DOI: 10.1016/j.nepr.2020.102744] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2019] [Revised: 01/20/2020] [Accepted: 02/21/2020] [Indexed: 11/24/2022]
Abstract
Nursing research teaching is seen as central to nurse education and practice, but the impact of exposure to research teaching on students' attitudes towards research remains unclear. The aims of this study were to explore the attitudes towards research of undergraduate nursing students, before and after exposure to research teaching online. A further aim of this study was to better understand students' attitudes towards research, to inform future teaching strategies. This descriptive quasi-experimental study used pre-semester and post-semester data collected by means of an online questionnaire. The Attitudes Towards Nursing Research Scale measured student attitudes via 18 Likert items that assessed four domains: Research Abilities, Usefulness of Research, Personal Interest in Research and Using Research in Clinical Practice. There were no statistically significant changes in the overall Attitude Towards Research Scale. Individual item analysis did show statistically significant changes in two items: Understanding of research terminology increased (p = 0.001), but Intention to conduct research decreased (p = 0.035). This study generated evidence on attitudes of nursing students toward research before and after their exposure to a research subject. Research teaching online may be insufficient to effect a change in student nurses' attitudes towards research. SUMMARY OF RELEVANCE: Issue: Research is a foundational topic in undergraduate nursing curricula, but students often find the topic to be challenging to learn, while academics find it challenging to engage students in learning about research.What is Already Known: A validated instrument, Attitudes Towards Research, can be used to ascertain if teaching affects attitudes.What this Paper Adds: Overall attitudes of first year, second semester students did not change after experiencing a semester long introductory research subject. However, two item statements did show a statistically significant change, in disparate directions. Understanding of Research Terminology increased, while Intention to Conduct Research decreased.
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Abstract
BACKGROUND AND PURPOSE Clinician research competencies influence research use for evidence-based practice (EBP). We aimed to develop, refine, and psychometrically assess the Research Competencies Assessment Instrument for Nurses (RCAIN) to measure registered nurse research competencies (i.e., knowledge, skills, attitudes) focused on EBP-related domains: research process, knowledge synthesis, and knowledge translation activities. METHODS The preliminary psychometrics (face, content, construct/criterion validity) were evaluated based on 63 completed surveys. RESULTS The Cronbach's α coefficients were .871, .813, and .946 for each domain, respectively; interitem correlations ranged from .472 to .833 (explained variance: 68.5%). Three components/factors revealed: comprehension of and skills required in research process and application of knowledge and skills. The revised RCAIN consists of 19 five-point Likert-type questions. CONCLUSIONS The RCAIN assesses modifiable characteristics and explains variance in practice, health system, and patient outcomes. Further assessments are underway.
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Moore ER, Watters R, Wallston KA. Effect of Evidence‐Based Practice (EBP) Courses on MSN and DNP Students’ Use of EBP. Worldviews Evid Based Nurs 2019; 16:319-326. [DOI: 10.1111/wvn.12369] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/22/2019] [Indexed: 11/30/2022]
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Laine A, Välimäki M, Löyttyniemi E, Pekurinen V, Marttunen M, Anttila M. The Impact of a Web-Based Course Concerning Patient Education for Mental Health Care Professionals: Quasi-Experimental Study. J Med Internet Res 2019; 21:e11198. [PMID: 30821697 PMCID: PMC6418488 DOI: 10.2196/11198] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2018] [Revised: 11/15/2018] [Accepted: 11/25/2018] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Continuing education has an important role in supporting the competence of health care professionals. Although Web-based education is a growing business in various health sectors, few studies have been conducted in psychiatric settings to show its suitability in demanding work environments. OBJECTIVE We aimed to describe the impact of a Web-based educational course to increase self-efficacy, self-esteem, and team climate of health care professionals. Possible advantages and disadvantages of the Web-based course are also described. METHODS The study used nonrandomized, pre-post intervention design in 1 psychiatric hospital (3 wards). Health care professionals (n=33) were recruited. Self-efficacy, self-esteem, and team climate were measured at 3 assessment points (baseline, 8 weeks, and 6 months). Possible advantages and disadvantages were gathered with open-ended questions at the end of the course. RESULTS Our results of this nonrandomized, pre-post intervention study showed that health care professionals (n=33) had higher self-efficacy after the course, and the difference was statistically significant (mean 30.16, SD 3.31 vs mean 31.77, SD 3.35; P=.02). On the other hand, no differences were found in the self-esteem or team climate of the health care professionals before and after the course. Health care professionals found the Web-based course useful in supporting their work and relationships with patients. The tight schedule of the Web-based course and challenges in recruiting patients to use the patient education program with health care professionals were found to be the disadvantages. CONCLUSIONS Web-based education might be a useful tool to improve the self-efficacy of health care professionals even in demanding work environments such as psychiatric hospitals. However, more studies with robust and sufficiently powered data are still needed.
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Affiliation(s)
- Anna Laine
- Department of Nursing Science, University of Turku, Turku, Finland
| | - Maritta Välimäki
- Department of Nursing Science, University of Turku, Turku, Finland.,School of Nursing, Hong Kong Polytechnic University, Hong Kong, China (Hong Kong)
| | | | - Virve Pekurinen
- Department of Nursing Science, University of Turku, Turku, Finland
| | - Mauri Marttunen
- University of Helsinki, Helsinki, Finland.,Helsinki University Hospital, Helsinki, Finland
| | - Minna Anttila
- Department of Nursing Science, University of Turku, Turku, Finland
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Andiwatir A, Betan Y. Letter to the Editor: Evidence-based practice for nursing profession: Barriers and teaching strategies solutions. Int J Nurs Sci 2019; 6:123-124. [PMID: 31406878 PMCID: PMC6608662 DOI: 10.1016/j.ijnss.2018.11.009] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2018] [Accepted: 11/30/2018] [Indexed: 10/27/2022] Open
Affiliation(s)
- Alexius Andiwatir
- Faculty of Psychology, Airlangga University, Surabaya, East Java, Indonesia
- Department of Nursing, Citra Husada Mandiri Kupang School of Health Sciences, Kupang City, East Nusa Tenggara, Indonesia
| | - Yasinta Betan
- Department of Nursing, Citra Husada Mandiri Kupang School of Health Sciences, Kupang City, East Nusa Tenggara, Indonesia
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What and how … but where does the why fit in? The disconnection between practice and research evidence from the perspective of UK nurses involved in a qualitative study. Nurse Educ Pract 2019; 34:90-96. [DOI: 10.1016/j.nepr.2018.11.008] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2018] [Revised: 10/28/2018] [Accepted: 11/16/2018] [Indexed: 11/19/2022]
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Saunders H, Vehviläinen‐Julkunen K. Key considerations for selecting instruments when evaluating healthcare professionals’ evidence‐based practice competencies: A discussion paper. J Adv Nurs 2018; 74:2301-2311. [DOI: 10.1111/jan.13802] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2018] [Revised: 06/02/2018] [Accepted: 06/27/2018] [Indexed: 12/01/2022]
Affiliation(s)
- Hannele Saunders
- Faculty of Health Sciences Department of Nursing Science University of Eastern Finland Kuopio Finland
- South‐Eastern Finland University of Applied Sciences (Xamk) Kuopio Finland
| | - Katri Vehviläinen‐Julkunen
- Faculty of Health Sciences Department of Nursing Science University of Eastern Finland and Kuopio University Hospital Kuopio Finland
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Törnävä M, Koivula M, Helminen M, Suominen T. Web-based education about vulvodynia and its care among student healthcare staff: A quasi-experimental study. Nurse Educ Pract 2018; 31:194-199. [PMID: 29986313 DOI: 10.1016/j.nepr.2018.06.008] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2017] [Revised: 04/24/2018] [Accepted: 06/11/2018] [Indexed: 12/11/2022]
Abstract
Student healthcare providers are the type of primary healthcare professionals who usually have first contact with young women who have problems with intimacy, such as vulvar pain - known as vulvodynia. However, a need to increase healthcare professionals' level of knowledge of vulvodynia and its care has been identified. This study aimed to assess the awareness and knowledge of vulvodynia and its care among student healthcare providers, before and after Web-based education. The study design was national, descriptive and quasi-experimental, and was conducted across Finland. A total of 79 participants completed baseline measurements, 58 completed web-based education and 30 took part in a follow-up survey. A survey instrument called 'Awareness and knowledge of vulvodynia and its care' was developed for this study, and the data were collected using a web-based questionnaire. Descriptive statistical methods were used to evaluate the participants' awareness and knowledge of vulvodynia and its care before and after web-based education. The primary results indicated that the participants' awareness and knowledge of vulvodynia and its care was statistically significantly improved following web-based education.
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Affiliation(s)
- Minna Törnävä
- University of Tampere, Faculty of Social Sciences, Health Sciences, Finland; Tampere University Hospital, Pirkanmaa Hospital District, Finland.
| | - Meeri Koivula
- University of Tampere, Faculty of Social Sciences, Health Sciences, Finland
| | - Mika Helminen
- University of Tampere, Faculty of Social Sciences, Health Sciences, Finland; Tampere University Hospital, Pirkanmaa Hospital District, Finland
| | - Tarja Suominen
- University of Tampere, Faculty of Social Sciences, Health Sciences, Finland
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Knowledge, attitude and practices of Ghanaian midwives regarding the use of ophthalmic medications among pregnant women. INTERNATIONAL JOURNAL OF AFRICA NURSING SCIENCES 2018. [DOI: 10.1016/j.ijans.2018.03.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
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Jeong M, Park M. Development and Effects of E-Learning Program for Clinical Questioning in Evidence-Based Practice Using Case-Based Animation for Nurses. ACTA ACUST UNITED AC 2018. [DOI: 10.7475/kjan.2018.30.6.643] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Affiliation(s)
- Miri Jeong
- Doctoral Student, College of Nursing, Chungnam National University, Daejeon, Korea
| | - Myonghwa Park
- Professor, College of Nursing, Chungnam National University, Daejeon, Korea
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Application of a Q Method Study to Understanding Nurses' Perspective of Adopting Evidence-Based Nursing. Asian Nurs Res (Korean Soc Nurs Sci) 2017; 11:253-260. [PMID: 29290272 DOI: 10.1016/j.anr.2017.09.001] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2017] [Revised: 09/18/2017] [Accepted: 09/19/2017] [Indexed: 11/24/2022] Open
Abstract
PURPOSE This study applied the Q method to identify and describe the various types of nurse perceptions that are crucially associated with their engagement in evidence-based nursing (EBN). METHODS The study participants were nurses at a medical center and a regional teaching hospital. A series of Q sorts was performed by nurses to subjectively rank the Q statements. Q statements were constructed based on the literature related to EBN adoption by nurses and face-to-face interviews. RESULTS A total of 60 participants were invited to rank 44 Q statements related to EBN. Factor analysis was conducted on the rankings of the Q statements. The following are the five prominent shared perspectives: (1) emphasized the obstacles to evidence searching and reading ability; (2) emphasized the organizational promotive strategies; (3) emphasized the available supportive resources; (4) emphasized the significance of EBN; and (5) emphasized the evidence-searching ability and external incentives. The five identified groups of perspectives can enhance hospital administrators to acknowledge the barriers and incentives associated with EBN practices. CONCLUSION The exploration of clustering nurses' perceptions may facilitate the development of customized strategies to enable more appropriate training.
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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.
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Sim JY, Jang KS, Kim NY. Effects of Education Programs on Evidence-Based Practice Implementation for Clinical Nurses. J Contin Educ Nurs 2017; 47:363-71. [PMID: 27467312 DOI: 10.3928/00220124-20160715-08] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2016] [Accepted: 05/18/2016] [Indexed: 11/20/2022]
Abstract
This study was conducted to identify the effectiveness of an education program for evidence-based practice (EBP) implementation of clinical nursing. EBP knowledge/skill, attitude, and belief; information search ability; and EBP implementation were significantly higher in the experimental group than in the control group. Furthermore, the effect on implementation was maintained at week 4 and week 8, indicating that the education program practically promotes the EBP implementation of nurses. Results confirm that the education program for EBP implementation is critical and the continuous education program is an essential part of EBP implementation. Also, to promote EBP implementation and disseminate it to nursing organizations, an immediate concern should be the cultivation of mentors for EBP and fortification of the belief and ability regarding EBP implementation. J Contin Educ Nurs. 2016;47(8):363-371.
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Green A, Jeffs DA, Boateng BA, Lowe GR, Walden M. Evaluating Evidence-Based Practice Knowledge and Beliefs Through the e-Learning EBP Academy. J Contin Educ Nurs 2017; 48:304-311. [PMID: 28658498 DOI: 10.3928/00220124-20170616-07] [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: 04/27/2016] [Accepted: 02/01/2017] [Indexed: 11/20/2022]
Abstract
BACKGROUND This research examined evidence-based practice (EBP) knowledge and beliefs before and after a 3-month e-learning program was implemented to build EBP capacity at a large children's hospital. METHOD Ten clinicians completed the development, implementation, and evaluation of the e-learning education, comprising phase one. Revision and participation by 41 clinicians followed in phase two. Participants in both phases completed the EBP Beliefs and Implementation Scales preintervention, postintervention, and 6 months after postintervention. RESULTS EBP beliefs and implementation increased immediately and 6 months after postintervention, with statistically significant increases in both phases. Participants in both phases applied knowledge by completing mentor-supported EBP projects. CONCLUSION Although EBP beliefs and implementation scores increased and e-learning provided flexibility for clinician participation, challenges arose, resulting in lower-than-expected completion. Subsequent revisions resulted in hybrid education, integrating classroom and e-learning with project mentoring. This funded e-learning research contributes knowledge to the growing specialty of professional development. J Contin Educ Nurs. 2017;48(7):304-311.
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Patelarou AE, Laliotis A, Brokalaki H, Petrakis J, Dafermos V, Koukia E. Readiness for and predictors of evidence base practice in Greek healthcare settings. Appl Nurs Res 2017; 35:64-70. [DOI: 10.1016/j.apnr.2017.02.003] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2016] [Accepted: 02/01/2017] [Indexed: 11/16/2022]
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Rojjanasrirat W, Rice J. Evidence-based practice knowledge, attitudes, and practice of online graduate nursing students. NURSE EDUCATION TODAY 2017; 53:48-53. [PMID: 28437780 DOI: 10.1016/j.nedt.2017.04.005] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/07/2016] [Revised: 02/21/2017] [Accepted: 04/04/2017] [Indexed: 06/07/2023]
Abstract
OBJECTIVES This study aimed to evaluate changes in evidence-based practice (EBP) knowledge, attitudes, and practice of nursing students before and after completing an online, graduate level, introductory research/EBP course. DESIGN A prospective one-group pretest-posttest design. SETTINGS A private university in the Midwestern, USA. PARTICIPANTS Sixty-three online nurse practitioner students in Master's program. METHODS A convenient sample of online graduate nursing students who enrolled in the research/EBP course was invited to participate in the study. Study outcomes were measured using the Evidence-Based Practice Questionnaire (EBPQ) before and after completing the course. Descriptive statistics and paired-Samples t-test was used to assess the mean differences between pre-and post-test scores. RESULTS Overall, students' post-test EBP scores were significantly improved over pre-test scores, t(63)=-9.034, p<0.001). Statistically significant differences were found for practice of EBP mean scores t(63)=-12.78, p=0.001). No significant differences were found between pre and post-tests on knowledge and attitudes toward EBP scores. Most frequently cited barriers to EBP were lack of understanding of statistics, interpretation of findings, lack of time, and lack of library resources.
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Affiliation(s)
- Wilaiporn Rojjanasrirat
- Graceland University School of Nursing, 1401 W. Truman Road, Kansas City, MO 64050, United States.
| | - Jan Rice
- Graceland University School of Nursing, 1401 W. Truman Road, Kansas City, MO 64050, United States.
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Rosvall A, Carlson E. Registered nurses' perception of self-efficacy and competence in smoking cessation after participating in a web-based learning activity. J Clin Nurs 2017; 26:4777-4785. [PMID: 28370516 DOI: 10.1111/jocn.13831] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/18/2017] [Indexed: 11/26/2022]
Abstract
AIMS AND OBJECTIVES To describe how registered nurses having undergone a web-based learning activity perceive their self-efficacy and competence to support patients with smoking cessation in connection with surgery. BACKGROUND Smoking cessation in connection with surgery reduces postoperative complications, and the support patients get from registered nurses may be important in helping them become smoke-free in connection with their surgery. Therefore, registered nurses are in need of enhanced understanding about which kind of counselling is the most effective for smoking cessation. Educating large groups of registered nurses in a digital environment appears to be a flexible and cost-effective way. DESIGN AND METHODS A convergent mixed-method design with data collection was done using questionnaires (n = 47) and semistructured interviews (n = 11). Inclusion criteria were registered nurses in surgical wards. The samples were nonprobability and modified nested. Descriptive statistics and content analysis were used for data analysis. RESULTS After completing the web-based learning activity, the registered nurses perception was that of good self-efficacy and increased competence in supporting patients with smoking cessation in connection with surgery. They improved their understanding of how to talk about smoking cessation with patients in dialogue using open-ended questions. Nevertheless, the registered nurses requested opportunities for dialogue and interaction with colleagues or topic experts. CONCLUSIONS The results indicate that registered nurses can enhance their competence in supporting patients to embrace smoking cessation by learning in a digital environment. Self-efficacy and understanding of the topic seems to motivate registered nurses to counsel patients about smoking cessation. RELEVANCE TO CLINICAL PRACTICE Findings from this study will be of particular interest to educators in healthcare settings who can devise further development of web-based learning activities.
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Affiliation(s)
- Annica Rosvall
- Department of Care Science, Faculty of Health and Society, Malmö University, Malmö, Sweden
| | - Elisabeth Carlson
- Department of Care Science, Faculty of Health and Society, Malmö University, Malmö, Sweden
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Moore L. Effectiveness of an Online Educational Module in Improving Evidence-Based Practice Skills of Practicing Registered Nurses. Worldviews Evid Based Nurs 2017; 14:358-366. [DOI: 10.1111/wvn.12214] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/02/2016] [Indexed: 11/30/2022]
Affiliation(s)
- Lora Moore
- Associate Professor, School of Nursing; Western Kentucky University; Bowling Green KY USA
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A Cross-sectional Study on Evidence-Based Nursing Practice in the Contemporary Hospital Setting. J Nurses Prof Dev 2017; 33:64-69. [PMID: 28252483 DOI: 10.1097/nnd.0000000000000339] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Rachman-Elbaum S, Stark AH, Kachal J, Johnson T, Porat-Katz BS. Online training introduces a novel approach to the Dietetic Care Process documentation. Nutr Diet 2017; 74:365-371. [DOI: 10.1111/1747-0080.12331] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2016] [Revised: 08/12/2016] [Accepted: 09/19/2016] [Indexed: 11/29/2022]
Affiliation(s)
- Shelly Rachman-Elbaum
- The Robert H. Smith Faculty of Agriculture, Food and Environment, School of Nutritional Sciences; The Hebrew University of Jerusalem; Rehovot Israel
| | - Aliza H. Stark
- The Robert H. Smith Faculty of Agriculture, Food and Environment, School of Nutritional Sciences; The Hebrew University of Jerusalem; Rehovot Israel
| | | | - Teresa Johnson
- Department of Kinesiology and Health Promotion; Troy University; Troy Alabama USA
| | - Bat Sheva Porat-Katz
- The Robert H. Smith Faculty of Agriculture, Food and Environment, School of Nutritional Sciences; The Hebrew University of Jerusalem; Rehovot Israel
- Israeli Ministry of Health; Jerusalem Israel
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Saunders H, Vehviläinen-Julkunen K. Nurses’ Evidence-Based Practice Beliefs and the Role of Evidence-Based Practice Mentors at University Hospitals in Finland. Worldviews Evid Based Nurs 2016; 14:35-45. [DOI: 10.1111/wvn.12189] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/24/2016] [Indexed: 11/28/2022]
Affiliation(s)
- Hannele Saunders
- Early Stage Researcher and Doctoral Candidate, Department of Nursing Science, Faculty of Health Sciences; University of Eastern Finland; Kuopio Finland
| | - Katri Vehviläinen-Julkunen
- Professor, Department of Nursing Science, Faculty of Health Sciences; University of Eastern Finland and Kuopio University Hospital; Kuopio Finland
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Readiness for and predictors of evidence-based practice in Greek healthcare settings. Appl Nurs Res 2016; 32:275-280. [PMID: 27969042 DOI: 10.1016/j.apnr.2016.08.010] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2016] [Accepted: 08/18/2016] [Indexed: 11/23/2022]
Abstract
BACKGROUND Implementation of evidence-based practice (EBP) remains limited in healthcare settings and knowledge of predictors of healthcare professionals' EBP activities is lacking. AIM To describe nurses' readiness for EBP and identify related predictors in Greek healthcare settings. RESULTS Nurses scored high in the EBP readiness scale reflecting significant positive readiness toward EBP and consistently reported favorable attitudes toward and beliefs about EBP. However, half of them were unsure about their ability to engage in EBP despite the fact that they valued research-based practice as important. EBP specific domains including the "EBP-attitude", the "EBP-knowledge", the "informational needs" and the "workplace culture" and nurses' demographics as well, were found to be strong predictors of EBP readiness among Greek nurses. CONCLUSION As nurses are now more aware of and open to the idea of EBP, diverse strategies and well-designed interventions to facilitate the desired change to practice are needed.
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Kang Y, Yang IS. Evidence-based nursing practice and its correlates among Korean nurses. Appl Nurs Res 2016; 31:46-51. [DOI: 10.1016/j.apnr.2015.11.016] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2014] [Revised: 11/23/2015] [Accepted: 11/24/2015] [Indexed: 11/16/2022]
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Saunders H, Vehviläinen-Julkunen K, Stevens KR. Effectiveness of an education intervention to strengthen nurses’ readiness for evidence-based practice: A single-blind randomized controlled study. Appl Nurs Res 2016; 31:175-85. [DOI: 10.1016/j.apnr.2016.03.004] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2016] [Accepted: 03/18/2016] [Indexed: 11/15/2022]
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Häggman-Laitila A, Mattila LR, Melender HL. Educational interventions on evidence-based nursing in clinical practice: A systematic review with qualitative analysis. NURSE EDUCATION TODAY 2016; 43:50-9. [PMID: 27286945 DOI: 10.1016/j.nedt.2016.04.023] [Citation(s) in RCA: 41] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/03/2015] [Revised: 04/18/2016] [Accepted: 04/27/2016] [Indexed: 05/06/2023]
Abstract
AIMS To gather, assess and synthesise the currently available evidence of educational interventions on evidence-based nursing (EBN). BACKGROUND Previous systematic reviews have focused on the items used in reporting educational interventions for facilitating evidence-based practices in medicine and health care or teaching research literacy in nursing as well as on the outcomes of these interventions. DESIGN A systematic review based on a procedure of the Centre for Reviews and Disseminations for conducting a systematic review of health interventions. DATA SOURCES AND METHODS Texts from 2008 to 2015 were sought from the Cochrane, CINAHL and PubMed Medline databases. Eight studies were selected for the final data and reviewed for quality. Data were analysed with narrative synthesis including qualitative content analysis. RESULTS Four main categories and sixteen subcategories were identified. The learning contents included principles of EBN and research, the process of EBN, and planning a change in practice. The most popular teaching/learning methods were lectures/didactic presentations and group work. The interventions encouraged learners to critically examine and evaluate their practice. The interventions also improved participants' capacity to identify the need for research evidence in clinical practice. CONCLUSION The educational interventions were fairly similar and had promising results. However, as the level of evidence was modest in the studies, there are several development needs for interventions and further research challenges. Interventions should provide participants with sufficient competences for implementing every step of EBN, with special focus on the implementation of evidence in patient care. The assessment of the outcomes of interventions should cover all learning categories of EBN with focus on medium to long-term effectiveness. The influence of different teaching/learning methods and learning contexts and settings should be investigated further.
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Affiliation(s)
- Arja Häggman-Laitila
- Department of Nursing Science, University of Eastern Finland, P.O. BOX 1627, FI-70211 Kuopio, Finland.
| | | | - Hanna-Leena Melender
- Department of Social and Health Care, VAMK University of Applied Sciences, Raastuvankatu 31-33, 65100 Vaasa, Finland.
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Saunders H, Stevens KR, Vehviläinen-Julkunen K. Nurses' readiness for evidence-based practice at Finnish university hospitals: a national survey. J Adv Nurs 2016; 72:1863-74. [DOI: 10.1111/jan.12963] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/13/2016] [Indexed: 11/26/2022]
Affiliation(s)
- Hannele Saunders
- Department of Nursing Science; Faculty of Health Sciences; University of Eastern Finland; Kuopio Finland
| | - Kathleen R. Stevens
- Improvement Science Research Network; University of Texas Health Science Center; San Antonio Texas USA
| | - Katri Vehviläinen-Julkunen
- Department of Nursing Science; Faculty of Health Sciences; University of Eastern Finland and Kuopio University Hospital; Finland
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The evidence-based practice readiness survey: a structural equation modeling approach for a Greek sample. INT J EVID-BASED HEA 2016; 13:77-86. [PMID: 26057651 DOI: 10.1097/xeb.0000000000000043] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
The present study reports on the translation, cultural adaptation and validation of the Evidence-Based Practice Readiness Survey into the Greek language. Back-translation strategy for cross-cultural research was used to translate the questionnaire into Greek. The psychometric measurements that were performed included: reliability coefficients and explanatory factor analysis using a Varimax Rotation and Principal Components Method. In a further step, confirmatory analysis of the principal components was conducted. The internal consistency of the Greek Evidence-Based Practice Readiness Survey version, as assessed by the Cronbach's alpha coefficient, showed satisfactory results. The value for alpha was found equal to 0.85. The explanatory and confirmatory factor analysis demonstrated a four-factor structure of the tool.
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Validation d’un questionnaire mesurant l’adhérence et les compétences de gestion des effets secondaires chez des patients traités par capécitabine. Bull Cancer 2016; 103:241-51. [DOI: 10.1016/j.bulcan.2016.01.010] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2015] [Revised: 12/03/2015] [Accepted: 01/11/2016] [Indexed: 12/27/2022]
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The state of readiness for evidence-based practice among nurses: An integrative review. Int J Nurs Stud 2015; 56:128-40. [PMID: 26603729 DOI: 10.1016/j.ijnurstu.2015.10.018] [Citation(s) in RCA: 115] [Impact Index Per Article: 12.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2015] [Revised: 10/23/2015] [Accepted: 10/23/2015] [Indexed: 11/23/2022]
Abstract
OBJECTIVES To review factors related to nurses' individual readiness for evidence-based practice and to determine the current state of nurses' evidence-based practice competencies. DESIGN An integrative review study. DATA SOURCES Thirty-seven (37) primary research studies on nurses' readiness for evidence-based practice, of which 30 were descriptive cross-sectional surveys, 5 were pretest-posttest studies, and one study each was an experimental pilot study and a descriptive qualitative study. Included studies were published from the beginning of 2004 through end of January 2015. REVIEW METHODS The integrative review study used thematic synthesis, in which the quantitative studies were analyzed deductively and the qualitative studies inductively. Outcomes related to nurses' readiness for evidence-based practice were grouped according to the four main themes that emerged from the thematic synthesis: (1) nurses' familiarity with evidence-based practice (EBP); (2) nurses' attitudes toward and beliefs about evidence-based practice; (3) nurses' evidence-based practice knowledge and skills; and (4) nurses' use of research in practice. Methodological quality of the included studies was evaluated with Joanna Briggs Institute critical appraisal tools. RESULTS Although nurses were familiar with, had positive attitudes toward, and believed in the value of EBP in improving care quality and patient outcomes, they perceived their own evidence-based practice knowledge and skills insufficient for employing evidence-based practice, and did not use best evidence in practice. The vast majority (81%) of included studies were descriptive cross-sectional surveys, 84% used a non-probability sampling method, sample sizes were small, and response rates low. Most included studies were of modest quality. CONCLUSIONS More robust, theoretically-based and psychometrically sound nursing research studies are needed to test and evaluate the effectiveness of interventions designed to advance nurses' evidence-based practice competencies, especially teaching them how to integrate evidence-based practice into clinical decision-making. All efforts should be focused on systematically using knowledge transformation strategies shown to be effective in rigorous studies, to translate best evidence into practice-friendly, readily usable forms that are easily accessible to nurses to integrate into their clinical practice.
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A qualitative study on barriers to evidence-based practice in patient counseling and advocacy in Germany. BMC Health Serv Res 2015; 15:317. [PMID: 26260158 PMCID: PMC4542047 DOI: 10.1186/s12913-015-0979-9] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2014] [Accepted: 07/27/2015] [Indexed: 01/22/2023] Open
Abstract
BACKGROUND Despite the attempt to integrate evidence-based practice (EBP) in patient counseling and advocacy, there is limited knowledge on the status quo of this process in the German health care system. Our objective was to identify important determinants influencing the application of EBP in the counseling and advocacy setting in Germany. METHODS We carried out a qualitative study performing semi-structured expert interviews and one group discussion among n = 9 patient counselors (PCs) and patient advocates (PAs) identified via expert recommendations and by contacting relevant institutions. The interview manual was developed on the basis of a literature review on barriers/facilitators of EBP in health care delivery and a preamble oriented pyramid discussion with a multidisciplinary team. Interviews were analyzed using the Grounded Theory method. A paradigm was developed to present the interrelations between hindering and facilitating factors for EBP and the attitude towards the utilization of EBP among PAs and PCs. RESULTS Findings from nine face-to-face interviews and one group discussion demonstrate that by now PCs and PAs do not recognize EBP as a tool to facilitate the professionalization of patient counselors and advocates. This result is due to individual and institutional barriers such as cognitive-behavioral, professional, attitude related as well as resource and system barriers. PCs and PAs have predominantly critical attitudes towards EBP caused by a lack of trust in its reliability and by concerns regarding unfavorable effects EBP may have on the relationship with the patient and on the cooperation with physicians. A missing infrastructure of needs-based EBP training programs also discourages PCs and PAs from engaging in EBP. Despite the numerous hindering factors, there is also a growing awareness that EBP could help to improve patient counseling and advocacy. To facilitate EBP in future, needs-based training programs and health policy interventions that support interdisciplinary collaboration are required. CONCLUSION Although EBP among PCs and PAs is gaining importance, it is still less likely to be recognized as helpful and its application faces various barriers. More needs-based EBP training programs and health policy interventions to decrease barriers and foster interdisciplinary collaboration are necessary.
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Ramos‐Morcillo AJ, Fernández‐Salazar S, Ruzafa‐Martínez M, Del‐Pino‐Casado R. Effectiveness of a Brief, Basic Evidence‐Based Practice Course for Clinical Nurses. Worldviews Evid Based Nurs 2015. [DOI: 10.1111/wvn.12103] [Citation(s) in RCA: 39] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Phillips M, Wile C, Bartol C, Stockman C, Dhir M, Soroka SD, Hingwala J, Bargman JM, Chan CT, Tennankore KK. An education initiative modifies opinions of hemodialysis nurses towards home dialysis. Can J Kidney Health Dis 2015; 2:16. [PMID: 25922688 PMCID: PMC4411822 DOI: 10.1186/s40697-015-0051-z] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2014] [Accepted: 03/23/2015] [Indexed: 11/23/2022] Open
Abstract
Background It has been shown that in-center hemodialysis (HD) nurses prefer in-center HD for patients with certain characteristics; however it is not known if their opinions can be changed. Objective To determine if an education initiative modified the perceptions of in-center HD nurses towards home dialysis. Design Cross-sectional survey of in-center HD nurses before and after a three hour continuing nursing education (CNE) initiative. Content of the CNE initiative included a didactic review of benefits of home dialysis, common misconceptions about patient eligibility, cost comparisons of different modalities and a home dialysis patient testimonial video. Setting All in-center HD nurses (including those working in satellite dialysis units) affiliated with a single academic institution Measurements Survey themes included perceived barriers to home dialysis, preferred modality (home versus in-center HD), ideal modality distribution in the local program, awareness of home dialysis and patient education about home modalities. Methods Paired comparisons of responses before and after the CNE initiative. Results Of the 115 in-center HD nurses, 100 registered for the CNE initiative and 89 completed pre and post surveys (89% response rate). At baseline, in-center HD nurses perceived that impaired cognition, poor motor strength and poor visual acuity were barriers to peritoneal dialysis and home HD. In-center HD was preferred for availability of multidisciplinary care and medical personnel in case of catastrophic events. After the initiative, perceptions were more in favor of home dialysis for all patient characteristics, and most patient/system factors. Home dialysis was perceived to be underutilized both at baseline and after the initiative. Finally, in-center HD nurses were more aware of home dialysis, felt better informed about its benefits and were more comfortable teaching in-center HD patients about home modalities after the CNE session. Limitations Single-center study Conclusions CNE initiatives can modify the opinions of in-center HD nurses towards home modalities and should complement the multitude of strategies aimed at promoting home dialysis. Electronic supplementary material The online version of this article (doi:10.1186/s40697-015-0051-z) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Matthew Phillips
- Capital District Health Authority/QEII Renal Program, Halifax, Nova Scotia Canada
| | - Colleen Wile
- Capital District Health Authority/QEII Renal Program, Halifax, Nova Scotia Canada
| | - Carolyn Bartol
- Capital District Health Authority/QEII Renal Program, Halifax, Nova Scotia Canada
| | - Cynthia Stockman
- Capital District Health Authority/QEII Renal Program, Halifax, Nova Scotia Canada
| | - Minakshi Dhir
- Capital District Health Authority/QEII Renal Program, Halifax, Nova Scotia Canada
| | - Steven D Soroka
- Division of Nephrology, Dalhousie University, Halifax, Nova Scotia B3H 1V8 Canada
| | - Jay Hingwala
- Health Sciences Center/Manitoba Renal Program, Winnipeg, Manitoba Canada
| | - Joanne M Bargman
- Division of Nephrology, University Health Network, University of Toronto, Toronto, Ontario Canada
| | - Christopher T Chan
- Division of Nephrology, University Health Network, University of Toronto, Toronto, Ontario Canada
| | - Karthik K Tennankore
- Division of Nephrology, Dalhousie University, Halifax, Nova Scotia B3H 1V8 Canada
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Breimaier HE, Halfens RJ, Lohrmann C. Effectiveness of multifaceted and tailored strategies to implement a fall-prevention guideline into acute care nursing practice: a before-and-after, mixed-method study using a participatory action research approach. BMC Nurs 2015; 14:18. [PMID: 25870522 PMCID: PMC4394413 DOI: 10.1186/s12912-015-0064-z] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2014] [Accepted: 03/11/2015] [Indexed: 11/30/2022] Open
Abstract
Background Research- and/or evidence-based knowledge are not routinely adopted in healthcare and nursing practice. It is also unclear which implementation strategies are effective in nursing practice and what expenditures of time and money are required for the successful implementation of clinical practice guidelines (CPGs). The aim in this study was to assess the effectiveness and required time investment of multifaceted and tailored strategies for implementing an evidence-based fall-prevention guideline (Falls CPG) into nursing practice in an acute care hospital setting. Methods A before-and-after, mixed-method design was used within a participatory action research approach (PAR). The study was carried out in two departments of an Austrian university teaching hospital and included all graduate and assistant nurses. Data were collected through a questionnaire, group discussions and semi-structured interviews. Qualitative data were content-analysed using a template based on the Consolidated Framework for Implementation Research (CFIR), which also served as a theoretical framework for the study. Quantitative data were descriptively analysed using appropriate tests for independent groups. Results By applying multifaceted and tailored implementation strategies, the graduate and assistant nurses’ knowledge on fall prevention, how to access the Falls CPG and the guideline itself increased significantly between baseline and final assessment (p ≤ .001). Qualitative data also revealed an increase in participant awareness of fall prevention. A baseline positive attitude towards guidelines improved significantly towards the end of the project (p = .001). Required fall prevention equipment like baby monitors or one-way glide sheets were available for use and any required environmental adaptations, e.g. a handrail in the corridor, were made. Hospital nursing personnel (approximately 150) invested a total of 1192 hours of working time over the course of the project. Conclusions Multifaceted strategies tailored to the specific setting within a PAR approach and guided by the CFIR enabled the effective implementation of a CPG into acute care nursing practice. Nursing managers now have sound knowledge of the time resources required for CPG implementation. Electronic supplementary material The online version of this article (doi:10.1186/s12912-015-0064-z) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Helga E Breimaier
- Institute of Nursing Science, Medical University of Graz, Billrothgasse 6, 8010 Graz, Austria
| | - Ruud Jg Halfens
- Department of Health Services Research, CAPHRI, Maastricht University, Duboisdomein 30, 6229 GT Maastricht, The Netherlands
| | - Christa Lohrmann
- Institute of Nursing Science, Medical University of Graz, Billrothgasse 6, 8010 Graz, Austria
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Jang KS, Kim EA, Park H. The Effects of an Evidence-based Nursing Course Using Action Learning on Undergraduate Nursing Students. ACTA ACUST UNITED AC 2015. [DOI: 10.5977/jkasne.2015.21.1.119] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022]
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Abstract
OBJECTIVES: The purpose of this study was to evaluate the effect of a research training program on clinicians’ knowledge, attitudes, and practices related to research and evidence-based practice (EBP). BACKGROUND: EBP has been shown to improve patient care and outcomes. Innovative approaches are needed to overcome individual and organizational barriers to EBP. METHODS: Mixed-methods design was used to evaluate a research training intervention with point-of-care clinicians in a Canadian urban health organization. Participants completed the Knowledge, Attitudes, and Practice Survey over 3 timepoints. Focus groups and interviews were also conducted. RESULTS: Statistically significant improvement in research knowledge and ability was demonstrated. Participants and administrators identified benefits of the training program, including the impact on EBP. CONCLUSIONS: Providing research training opportunities to point-of-care clinicians is a promising strategy for healthcare organizations seeking to promote EBP, empower clinicians, and showcase excellence in clinical research.
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Kazawa K, Moriyama M, Oka M, Takahashi S, Kawai M, Nakano M. Efficacy and Usability of an E-Learning Program for Fostering Qualified Disease Management Nurses. Health (London) 2015. [DOI: 10.4236/health.2015.78113] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Moattari M, Moosavinasab E, Dabbaghmanesh MH, ZarifSanaiey N. Validating a Web-based Diabetes Education Program in continuing nursing education: knowledge and competency change and user perceptions on usability and quality. J Diabetes Metab Disord 2014; 13:70. [PMID: 26086025 PMCID: PMC4470346 DOI: 10.1186/2251-6581-13-70] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/21/2014] [Accepted: 06/16/2014] [Indexed: 12/03/2022]
Abstract
BACKGROUND Nurses as the members of health care professionals need to improve their knowledge and competencies particularly in diabetes mellitus through continuing nursing education programs. E-learning is an indirect method of training that can meet nurses' educational needs. This study is aimed at validating a web-based diabetes education program through measurement of nurses' knowledge and clinical competency in diabetes and nurses' perception about its usability and quality. METHODS This Quasi-experimental research was conducted on a single group of 31 nurses employed in hospitals affiliated with Shiraz University of Medical Sciences. We used a 125 MCQ knowledge test and Objective Structured Clinical Exam (OSCE) to measure knowledge and clinical competency of nurses in diabetes before and after intervention. A Learning Management System (LMS) was designed to provide educational content in the form of 12 multimedia electronic modules, interactive tests; a forum and learning activities. Nurses were trained for two months in this system after which the post-test was administered. Each nurse completed two questionnaires for measurement of their perceptions on usability and quality. We used descriptive statistics for demographic and descriptive data analysis. Paired t-test was used to compare pre- and post-data using SPSS. RESULTS The findings showed significant differences in knowledge scores (p < 0.001), total score of clinical competencies (p < 0.001), and all ten assessed clinical competencies. The range of ratings given by participants varied on the six usability variables of Web-based training (2.96-4.23 from 5) and eight quality variables of Web-based training (3.58-4.37 from 5). CONCLUSION Web-based education increased nurses' knowledge and competencies in diabetes. They positively evaluated Web-based learning usability and quality. It is hoped that this course will have a positive clinical outcomes.
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Affiliation(s)
- Marzieh Moattari
- Faculty of Nursing and Midwifery, Shiraz University of Medical Sciences, Zand Street, Shiraz, Iran
| | - Elham Moosavinasab
- Faculty of Nursing and Midwifery, Shiraz University of Medical Sciences, Zand Street, Shiraz, Iran
| | | | - Nahid ZarifSanaiey
- Center of Excellence for Electronic Learning in Medical Sciences, Shiraz University of Medical Sciences, Zand Street, Shiraz, Iran
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Leung K, Trevena L, Waters D. Systematic review of instruments for measuring nurses' knowledge, skills and attitudes for evidence-based practice. J Adv Nurs 2014; 70:2181-95. [DOI: 10.1111/jan.12454] [Citation(s) in RCA: 75] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/03/2014] [Indexed: 11/27/2022]
Affiliation(s)
- Kat Leung
- Sydney Medical School; The University of Sydney; Camperdown New South Wales Australia
| | - Lyndal Trevena
- Sydney Medical School; The University of Sydney; Camperdown New South Wales Australia
| | - Donna Waters
- Sydney Nursing School; The University of Sydney; Camperdown New South Wales Australia
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Green A, Jeffs D, Huett A, Jones LR, Schmid B, Scott AR, Walker L. Increasing Capacity for Evidence-Based Practice Through the Evidence-Based Practice Academy. J Contin Educ Nurs 2014; 45:83-90. [DOI: 10.3928/00220124-20140124-20] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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50
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Laibhen-Parkes N, Codone S. Web-based evidence based practice educational intervention to improve EBP competence among BSN-prepared pediatric bedside nurses: a mixed methods pilot study. ACTA ACUST UNITED AC 2014. [DOI: 10.7243/2056-9157-1-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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