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Hart A. What influences specialist palliative care nurses working in a community setting to engage with research? Br J Community Nurs 2024; 29:177-183. [PMID: 38564438 DOI: 10.12968/bjcn.2024.29.4.177] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/04/2024]
Abstract
AIMS The aim of this research was to understand what influences specialist palliative care nurses working in a community setting to engage with research. METHODS Qualitative research using interviews with community based clinical nurse specialists (CNS). FINDINGS A total of five themes were identified: research negativity and enthusiasm, clinical focus, audits, organisational support and keeping up to date. CONCLUSION Except for audit activity, CNS do not view the research pillar as an integral part of their clinical role. Previous research education may not give the CNS the breadth of research skills that they require. The advance professional apprenticeship may resolve these education issues. Managers and organisations need to prioritise EBP skills; supporting nurses with both education and EBP mentors to develop these skills. Nurses require ongoing time to engage with research activity and use these skills to improve both their own clinical practice and those who use them as a research resource.
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Affiliation(s)
- Annette Hart
- Clinical Nurse Specialist Lecturer; North London Hospice, London
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Furtado L, Coelho F, Mendonça N, Soares H, Gomes L, Sousa JP, Duarte H, Costeira C, Santos C, Araújo B. Exploring Professional Practice Environments and Organisational Context Factors Affecting Nurses' Adoption of Evidence-Based Practice: A Scoping Review. Healthcare (Basel) 2024; 12:245. [PMID: 38255132 PMCID: PMC10815808 DOI: 10.3390/healthcare12020245] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2023] [Revised: 01/07/2024] [Accepted: 01/16/2024] [Indexed: 01/24/2024] Open
Abstract
This scoping review, conducted within the Joanna Briggs Institute (JBI) framework, analysed the recent literature (January 2018 to March 2023) addressing factors inherent to professional practice environments and organisational contexts influencing nurses' adoption of evidence-based practice (EBP). This review included studies involving nurses regardless of sector, practice setting, and scope of practice. A systematic search was undertaken across the PubMed, Web of Science, CINAHL, and MEDLINE databases, as well as the EThOS, OATD, and RCAAP platforms. The extracted textual elements underwent a content analysis, resulting in a coding structure established through an inductive approach that categorised information into main categories and subcategories linked by similarity and thematic affinity. Forty-one studies were included, revealing four main categories of factors impacting EBP adoption by nurses: (1) organisational dynamics, (2) management and leadership, (3) teamwork and communication, and (4) resources and infrastructure. The study's limitations acknowledge the subjective nature of categorisation, recognising potential variations based on individual perspectives despite adopting procedures to minimise the risk of bias. The results provide a substantial foundation for developing interventions to cultivate environments conducive to EBP adoption by nurses, thereby enhancing the integration of evidence into nurses' professional practice contexts. This review was prospectively registered on the Open Science Framework (registration no. osf.io/e86qz).
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Affiliation(s)
- Luís Furtado
- Department of Nursing, Mental Health and Gerontology, School of Health, University of the Azores, 9700-042 Angra do Heroísmo, Portugal
- Faculty of Health Sciences and Nursing, Universidade Católica Portuguesa, 1649-023 Lisboa, Portugal
| | - Fábio Coelho
- Department of Nursing, Mental Health and Gerontology, School of Health, University of the Azores, 9700-042 Angra do Heroísmo, Portugal
| | | | - Hélia Soares
- Department of Nursing, Mental Health and Gerontology, School of Health, University of the Azores, 9700-042 Angra do Heroísmo, Portugal
| | - Luís Gomes
- Department of Nursing, Mental Health and Gerontology, School of Health, University of the Azores, 9700-042 Angra do Heroísmo, Portugal
| | - Joana Pereira Sousa
- Center for Innovative Care and Health Technology—ciTechCare, School of Health Sciences, Polytechnic of Leiria, 2411-090 Leiria, Portugal
| | - Hugo Duarte
- Center for Innovative Care and Health Technology—ciTechCare, School of Health Sciences, Polytechnic of Leiria, 2411-090 Leiria, Portugal
| | - Cristina Costeira
- Center for Innovative Care and Health Technology—ciTechCare, School of Health Sciences, Polytechnic of Leiria, 2411-090 Leiria, Portugal
| | - Cátia Santos
- Center for Innovative Care and Health Technology—ciTechCare, School of Health Sciences, Polytechnic of Leiria, 2411-090 Leiria, Portugal
| | - Beatriz Araújo
- Center for Interdisciplinary Research in Health, Faculty of Health Sciences and Nursing, Universidade Católica Portuguesa, 4169-005 Porto, Portugal
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Hu A, Whitney RL. Evaluating the Impact of an Evidence-Based Practice Education Program in a Nurse Residency Program on Evidence-Based Practice Beliefs, Implementation, and Competency. J Nurses Prof Dev 2024; 40:35-40. [PMID: 37812125 DOI: 10.1097/nnd.0000000000000968] [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: 10/10/2023]
Abstract
This quality improvement project examined implementation of the John Hopkins Nursing evidence-based practice (EBP) model, a standardized EBP education curriculum, in a hospital-based nurse residency program. We found that EBP education increased nurse residents' EBP beliefs, implementation frequency, and competencies. Our findings suggest that adopting existing EBP curricula is a convenient and effective approach to EBP education. Staff development professionals should continue to support and advocate for the adoption of EBP education within their organizations.
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Schetaki S, Patelarou E, Giakoumidakis K, Kleisiaris C, Patelarou A. Evidence-Based Practice Competency of Registered Nurses in the Greek National Health Service. NURSING REPORTS 2023; 13:1225-1235. [PMID: 37755348 PMCID: PMC10536009 DOI: 10.3390/nursrep13030105] [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: 07/31/2023] [Revised: 09/03/2023] [Accepted: 09/06/2023] [Indexed: 09/28/2023] Open
Abstract
Nurses' competency toward evidence-based practice (EBP) has been extensively investigated by several studies worldwide. However, factors affecting the competence of Greek nurses working in the NHS have not been fully investigated in terms of EBP. Thus, this study aimed to explore the impact of the individual qualifications of nurses on their competence toward EBP. Data from 473 registered nurses working in 10 hospitals in the Greek National Health Service (NHS) were collected between October and December 2020 using a convenience sampling method in a cross-section design. The Greek version of the 35-item (five-point Likert scale) Evidence-Based Practice Competency Questionnaire for Professional Registered Nurses (EBP-COQ Prof) was used to assess the competence level of nurses, focusing on attitudes, skills, and knowledge, as well as the utilization of EBP in clinical practice. One-way ANOVA and Pearson coefficient tests were applied to compare the possible differences among variables (two or more groups) as appropriate. A multi-factorial regression model was applied to explore participants' qualifications, including demographics (MSc degree, gender, English language knowledge, etc.) as independent variables, and to control for potential confounding effects toward EBP competency. The p-values < 0.05 were considered statistically significant. The mean age of the 473 participants (402 women and 71 men) was 44.7 ± 9.2 years old. The mean value of competence subscales was found as follows: attitudes 3.9 ± 0.6, knowledge 3.7 ± 0.6, skills 3.1 ± 0.8, and utilization 3.4 ± 0.7. A multivariate regression analysis revealed that associates of "Master's degree" (t = 3.039, p = 0.003), "Writing an academic article" (3.409, p = 0.001), "Working in a University clinic" (2.203, p = 0.028), and "Computer Skills" (2.404, p = 0.017) positively affected "Attitudes", "Knowledge", "Skills", and "Utilization", respectively. The research data suggest that nurses working in the Greek NHS were limited in competence regarding EBP in comparison with other European countries. Therefore, vocational, educational, and training programs tailored to EBP enhancement are crucially important. This study was not registered.
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Affiliation(s)
| | | | | | | | - Athina Patelarou
- Department of Nursing, School of Health Sciences, Hellenic Mediterranean University, 71410 Heraklion, Greece; (S.S.); (E.P.); (K.G.); (C.K.)
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Hosseini‐Moghaddam F, Mohammadpour A, Bahri N, Mojalli M. Nursing managers' perspectives on facilitators of and barriers to evidence-based practice: A cross-sectional study. Nurs Open 2023; 10:6237-6247. [PMID: 37306392 PMCID: PMC10416005 DOI: 10.1002/nop2.1864] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2022] [Revised: 12/06/2022] [Accepted: 05/05/2023] [Indexed: 06/13/2023] Open
Abstract
AIM This study aimed to determine the facilitators and barriers to evidence-based practice (EBP) from the perspective of Iranian nursing managers. DESIGN Cross-sectional study. METHODS Data were collected from 335 top nursing managers of Iran. The research instruments included three electronic questionnaires for demographics, facilitators and barriers of evidence-based practice. Descriptive statistics and appropriate analysis tests were used to clarify the strength of relationships between the factors. RESULTS A total of 277 nursing managers participated in the study (response rate of 82%). Iranian nursing managers believed that organizational factors were the most important domain for both facilitators (34.7 ± 9.2) and barriers (28.37 ± 6.2) to EBP. Regarding the Perspectives of nursing managers on Necessity and Extent of EBP implementation, 79.8% (n = 221) considered EBP to be essential, while 45.8% (n = 127) regarded its implementation as moderate.
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Affiliation(s)
- Fatemeh Hosseini‐Moghaddam
- Department of Internal Surgical Nursing, Faculty of Nursing, Social Determinants of Health Research CenterGonabad University of Medical SciencesGonabadIran
| | - Ali Mohammadpour
- Department of Internal Surgical Nursing, Faculty of Nursing, Social Determinants of Health Research CenterGonabad University of Medical SciencesGonabadIran
| | - Narjes Bahri
- Department of Midwifery, Faculty of Medicine, Social Determinants of Health Research CenterGonabad University of Medical SciencesGonabadIran
| | - Mohamad Mojalli
- Department of Medical Emergency, School of NursingGonabad University of Medical SciencesGonabadIran
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Connor L, Dean J, McNett M, Tydings DM, Shrout A, Gorsuch PF, Hole A, Moore L, Brown R, Melnyk BM, Gallagher-Ford L. Evidence-based practice improves patient outcomes and healthcare system return on investment: Findings from a scoping review. Worldviews Evid Based Nurs 2023; 20:6-15. [PMID: 36751881 DOI: 10.1111/wvn.12621] [Citation(s) in RCA: 30] [Impact Index Per Article: 30.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2022] [Accepted: 11/14/2022] [Indexed: 02/09/2023]
Abstract
BACKGROUND Evidence-based practice and decision-making have been consistently linked to improved quality of care, patient safety, and many positive clinical outcomes in isolated reports throughout the literature. However, a comprehensive summary and review of the extent and type of evidence-based practices (EBPs) and their associated outcomes across clinical settings are lacking. AIMS The purpose of this scoping review was to provide a thorough summary of published literature on the implementation of EBPs on patient outcomes in healthcare settings. METHODS A comprehensive librarian-assisted search was done with three databases, and two reviewers independently performed title/abstract and full-text reviews within a systematic review software system. Extraction was performed by the eight review team members. RESULTS Of 8537 articles included in the review, 636 (7.5%) met the inclusion criteria. Most articles (63.3%) were published in the United States, and 90% took place in the acute care setting. There was substantial heterogeneity in project definitions, designs, and outcomes. Various EBPs were implemented, with just over a third including some aspect of infection prevention, and most (91.2%) linked to reimbursement. Only 19% measured return on investment (ROI); 94% showed a positive ROI, and none showed a negative ROI. The two most reported outcomes were length of stay (15%), followed by mortality (12%). LINKING EVIDENCE TO ACTION Findings indicate that EBPs improve patient outcomes and ROI for healthcare systems. Coordinated and consistent use of established nomenclature and methods to evaluate EBP and patient outcomes are needed to effectively increase the growth and impact of EBP across care settings. Leaders, clinicians, publishers, and educators all have a professional responsibility related to improving the current state of EBP. Several key actions are needed to mitigate confusion around EBP and to help clinicians understand the differences between quality improvement, implementation science, EBP, and research.
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Affiliation(s)
- Linda Connor
- Helene Fuld Health Trust National Institute for Evidence-Based Practice in Nursing & Healthcare, College of Nursing, The Ohio State University, Columbus, Ohio, USA
| | - Jennifer Dean
- Helene Fuld Health Trust National Institute for Evidence-Based Practice in Nursing & Healthcare, College of Nursing, The Ohio State University, Columbus, Ohio, USA
| | - Molly McNett
- Helene Fuld Health Trust National Institute for Evidence-Based Practice in Nursing & Healthcare, College of Nursing, The Ohio State University, Columbus, Ohio, USA
| | - Donna M Tydings
- St. John Fisher University, Wegmans School of Nursing, Rochester, New York, USA
| | | | - Penelope F Gorsuch
- Summa Health System, Akron, Ohio, USA.,The Ohio State University, College of Nursing, Columbus, Ohio, USA
| | - Ashley Hole
- Memorial Sloan-Kettering Cancer Center, New York, New York, USA
| | | | - Roy Brown
- Affiliate Faculty, VCU Libraries, Health Sciences Library, Virginia Commonwealth University School of Nursing, Richmond, Virginia, USA
| | - Bernadette Mazurek Melnyk
- Helene Fuld Health Trust National Institute for Evidence-Based Practice in Nursing & Healthcare, College of Nursing, The Ohio State University, Columbus, Ohio, USA
| | - Lynn Gallagher-Ford
- Helene Fuld Health Trust National Institute for Evidence-Based Practice in Nursing & Healthcare, College of Nursing, The Ohio State University, Columbus, Ohio, USA
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Handor R, Persoon A, van Lieshout F, Lovink M, Vermeulen H. The Required Competencies of Bachelor- and Master-Educated Nurses in Facilitating the Development of an Effective Workplace Culture in Nursing Homes: An Integrative Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:12324. [PMID: 36231624 PMCID: PMC9564543 DOI: 10.3390/ijerph191912324] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/09/2022] [Revised: 09/06/2022] [Accepted: 09/20/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Nursing home care is undergoing significant changes. This requires innovative teams operating in an effective workplace culture characterized by person-centeredness and offering evidence-based care. A pivotal role for bachelor- and master-educated nurses (BNs/MNs) is foreseen to facilitate such cultures; however, there is currently no comprehensive overview of what competencies this requires. OBJECTIVES To identify what competencies are required from BNs/MNs in facilitating the development of an effective workplace culture in nursing homes. METHODS AND DESIGN We conducted an integrative review (IR) using Whittemore and Knafl's method. We searched the PubMed, CINAHL, and PsycINFO databases for studies published between January 2010 and December 2021 in English. Two independent reviewers determined whether studies met inclusion: bachelor- or master-educated nurse; nursing home; professional competencies; and mixed methods or qualitative and qualitative studies. We applied the CASP appraisal tool and analyzed the data by applying content analysis. RESULTS Sixteen articles were included. Five themes were identified representing required competencies for BNs/MNs facilitating: (1) learning cultures in nursing practice; (2) effective work relationships within teams; (3) leadership capability within teams; (4) implementation of guidelines, standards, and protocols; (5) a work environment acknowledging grief and loss of residents within teams. CONCLUSIONS It shows that the BN/MN applies five competencies associated with a facilitator role to promote the development of an effective workplace culture to achieve a safe, high-level quality of care, satisfaction, and well-being. An overarching leadership as a change champion will support teams to achieve a quality that should guide the transformation in nursing care.
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Affiliation(s)
- Rachida Handor
- Department of Primary and Community Care, Radboud Institute for Health Sciences, Radboud University Medical Center, 6500 HB Nijmegen, The Netherlands
| | - Anke Persoon
- Department of Primary and Community Care, Radboud Institute for Health Sciences, Radboud University Medical Center, 6500 HB Nijmegen, The Netherlands
| | - Famke van Lieshout
- Department of People and Health Studies, Fontys University of Applied Sciences, 5600 AH Eindhoven, The Netherlands
| | - Marleen Lovink
- Department of Primary and Community Care, Radboud Institute for Health Sciences, Radboud University Medical Center, 6500 HB Nijmegen, The Netherlands
| | - Hester Vermeulen
- Scientific Center for Quality of Healthcare (IQ Healthcare), Radboud University Medical Center, Radboud Institute for Health Sciences, 6500 HB Nijmegen, The Netherlands
- School of Health Studies, HAN University of Applied Sciences, 6525 EN Nijmegen, The Netherlands
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Tlili MA, Aouicha W, Tarchoune S, Sahli J, Ben Dhiab M, Chelbi S, Mtiraoui A, Ajmi T, Ben Rejeb M, Mallouli M. Predictors of evidence-based practice competency among Tunisian nursing students. BMC MEDICAL EDUCATION 2022; 22:421. [PMID: 35655300 PMCID: PMC9161527 DOI: 10.1186/s12909-022-03487-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/08/2021] [Accepted: 05/24/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Evidence-based practice (EBP) is an important competency of undergraduate nursing students which should be cultivated before graduation by increasing future healthcare providers' knowledge, skills and attitudes towards EBP. This study aimed to describe nursing students' competencies (attitudes, knowledge, skills) in Evidence-based practice (EBP) and to determine factors predicting EBP competency. METHODS A descriptive cross-sectional study was conducted at the Higher School of Health Sciences and Techniques of Sousse (Tunisia) among 365 nursing students. Data were collected using the validated Evidence Based Practice Competencies Questionnaire (EBP-COQ). Multiple linear regression was performed to determine factors predicting EBP competencies. RESULTS The overall score of EBP-COQ questionnaire was 3.26 ± 0.53 out of 5. The attitude, skills and knowledge subscales received 4.04 ± 0.41; 3.05 ± 0.77 and 2.70 ± 0.74 as mean scores respectively. Multiple linear regression analysis (table 4) revealed that significant related factors were academic level (β = 0.271, p = 0.001), English-language reading skills (β = 0.435, p < 0.001), facing staff resistance in implementing a new evidence-based procedure (β = - 0.081, p = 0.035) difficulties in obtaining full-text papers (β = - 0.127, p < 0.001) and training in methodology (β = 0.232, p < 0.001) and also in statistics (β = 0.205, p < 0.001). CONCLUSIONS These results help to understand students' attitudes, knowledge and skills in EBP and can be therefore a starting point to develop effective strategies for EBP curricula.
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Affiliation(s)
- Mohamed Ayoub Tlili
- University of Sousse, Faculty of Medicine of Sousse, Department of Family and Community Medicine, LR12ES03, 4002, Sousse, Tunisia.
- University of Sousse, Higher School of Health Sciences and Techniques of Sousse, 4054, Sousse, Tunisia.
| | - Wiem Aouicha
- University of Sousse, Faculty of Medicine of Sousse, Department of Family and Community Medicine, LR12ES03, 4002, Sousse, Tunisia
- University of Sousse, Higher School of Health Sciences and Techniques of Sousse, 4054, Sousse, Tunisia
| | - Syrine Tarchoune
- University of Sousse, Higher School of Health Sciences and Techniques of Sousse, 4054, Sousse, Tunisia
| | - Jihene Sahli
- University of Sousse, Faculty of Medicine of Sousse, Department of Family and Community Medicine, LR12ES03, 4002, Sousse, Tunisia
| | - Mohamed Ben Dhiab
- University of Sousse, Faculty of Medicine of Sousse, 4002, Sousse, Tunisia
| | - Souad Chelbi
- University of Sousse, Higher School of Health Sciences and Techniques of Sousse, 4054, Sousse, Tunisia
- University of Sousse, Faculty of Medicine of Sousse, 4002, Sousse, Tunisia
| | - Ali Mtiraoui
- University of Sousse, Faculty of Medicine of Sousse, Department of Family and Community Medicine, LR12ES03, 4002, Sousse, Tunisia
| | - Thouraya Ajmi
- University of Sousse, Faculty of Medicine of Sousse, Department of Family and Community Medicine, LR12ES03, 4002, Sousse, Tunisia
| | - Mohamed Ben Rejeb
- University of Sousse, Faculty of Medicine of Sousse, 4002, Sousse, Tunisia
- Sahloul University Hospital, Department of Prevention and Care Safety, 4054, Sousse, Tunisia
| | - Manel Mallouli
- University of Sousse, Faculty of Medicine of Sousse, Department of Family and Community Medicine, LR12ES03, 4002, Sousse, Tunisia
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Lacerda JFED, Maia ER, Moreira MRC, Santos PSPD, Farias AC. Competência cultural no cuidado de Enfermagem à pessoa com deficiência: notas sobre a formação do enfermeiro. INTERFACE - COMUNICAÇÃO, SAÚDE, EDUCAÇÃO 2022. [DOI: 10.1590/interface.220289] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
O objetivo do presente estudo foi analisar a formulação de competência cultural para o cuidado de Enfermagem à pessoa com deficiência. Trata-se de um estudo descritivo e documental realizado por meio da análise de projetos pedagógicos de cursos de graduação em Enfermagem. Os dados foram analisados no software Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnairese, associado ao referencial teórico Transcultural Interprofessional Practice. A classificação hierárquica descendente originou duas classes, abordando o desenvolvimento da competência cultural para o cuidado de enfermagem individual e coletivo da pessoa com deficiência por meio de evidências científicas nos diferentes ciclos de vida e níveis de atenção, com ênfase na reabilitação e comunicação no processo saúde-doença. A formulação da competência cultural foi abordada de modo amplo e inespecífico, requerendo inclusão nos currículos de disciplinas que abordem a temática.
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ULAŞ KARAAHMETOĞLU G, KUTAHYALİOGLU N, NARAYAN M. Factors Associated with Nurses’ Attitudes Towards Evidence- Based Practice in Turkey. CLINICAL AND EXPERIMENTAL HEALTH SCIENCES 2021. [DOI: 10.33808/clinexphealthsci.877108] [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]
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Cleary-Holdforth J, O'Mathúna D, Fineout-Overholt E. Evidence-Based Practice Beliefs, Implementation, and Organizational Culture and Readiness for EBP Among Nurses, Midwives, Educators, and Students in the Republic of Ireland. Worldviews Evid Based Nurs 2021; 18:379-388. [PMID: 34750977 DOI: 10.1111/wvn.12543] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/16/2021] [Indexed: 11/28/2022]
Abstract
BACKGROUND Evidence-based practice (EBP) is an approach to health care that combines best available evidence, healthcare professionals' expertise, and patient preferences, yielding benefits for patients, healthcare professionals, and organizations. However, globally, EBP implementation remains inconsistent among nurses. Exploring this in an Irish context will establish a national baseline from which progress can be made on system-wide integration of EBP in nurse and midwife (i.e., clinician) practice, nursing/midwifery education, and the Irish healthcare system. AIM To establish clinician, educator, and student's EBP beliefs, knowledge, and implementation, and the organizational culture of the clinical and educational settings within the Republic of Ireland. METHODS Using a descriptive study design, a national survey with demographic questions, uniquely focused EBP scales, and an open-ended question were administered to clinicians, nursing/midwifery educators, and students. Ethical review was obtained. Descriptive and inferential statistics were used to analyze the quantitative data. RESULTS Clinicians, educators, and students reported positive beliefs about EBP (M = 59.98, SD 8.68; M = 87.72, SD = 10.91; M = 55.18, SD = 10.29, respectively). Beliefs regarding their ability to implement EBP were lower overall. EBP implementation was low across all groups (clinicians: M = 12.85, SD = 14; educators: M = 31.09, SD = 16.54; students: M = 16.59, SD = 12.11). Clinicians, educators, and students reported varying perceptions of organizational support and readiness for EBP (M = 74.07, SD = 19.65; M = 86.43, SD = 15.01; M = 93.21, SD = 16.21, respectively). Across all measures, higher scores indicated higher beliefs, implementation, and organizational culture and readiness for EBP. LINKING EVIDENCE TO ACTION Clinicians have a unique opportunity to facilitate system-wide integration of EBP. Furthermore, given the variable EBP knowledge, beliefs, and implementation, opportunities to enhance these attributes abound, particularly when supported by their organizations. This study established a contemporary baseline in Ireland from which to engage the identified strengths, challenges, and opportunities required to craft an organizational culture and environment that supports and advances an EBP approach to nursing and midwifery practice and education.
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Affiliation(s)
- Joanne Cleary-Holdforth
- School of Nursing, Psychotherapy and Community Health, Dublin City University, Dublin 9, Ireland
| | - Dónal O'Mathúna
- College of Nursing, Ohio State University, Columbus, Ohio, USA
| | - Ellen Fineout-Overholt
- Gallup Certified Strengths Coach, College of Nursing & Health Sciences, University of Texas at Tyler, Tyler, Texas, USA
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A pre-experimental pilot study exploring EBP Beliefs and EBP Implementation among post-graduate student nurses in Saudi Arabia. Nurse Educ Pract 2021; 57:103215. [PMID: 34700260 DOI: 10.1016/j.nepr.2021.103215] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Revised: 09/07/2021] [Accepted: 09/20/2021] [Indexed: 11/21/2022]
Abstract
AIM This study aimed to measure the impact of a dedicated EBP module on the knowledge, skills and capability for EBP of students undertaking the inaugural MSc in Nursing: Advanced Practice programme in the KSA. BACKGROUND Evidence-based practice (EBP) yields multiple benefits for all key stakeholders of healthcare. Key to this are healthcare professionals armed with necessary EBP knowledge and skills. Nurses, the largest professional group in healthcare, can be instrumental in effecting sustained EBP implementation. In the Kingdom of Saudi Arabia (KSA) achieving this is hindered by a chronic shortage of nurses and a heavy reliance on expatriate nurses who are often a transient workforce, resulting in a high turnover. The Government of Saudi Arabia 2030 Vision aspires to address the indigenous nurse shortage and the quality of healthcare. In 2017 the inaugural MSc in Nursing: Advanced Practice programme was established in the KSA to prepare Saudi nurses for emerging advanced practice roles. A dedicated EBP module was a core component of the programme. METHODS A pre-experimental pilot study conducted over 18-months collected data from the same participants at three different points. Two validated EBP questionnaires measuring EBP Beliefs and EBP Implementation were administered to post-graduate students undertaking the MSc in Nursing: Advanced Practice programme in one Higher Education Institution in the KSA. Descriptive, inferential and correlational statistics were employed to analyse the demographic data, group mean scores and distribution on the EBP scales, as well the correlation between EBP Beliefs and EBP Implementation. FINDINGS Findings demonstrated that the educational intervention did improve participants' EBP beliefs and implementation. Participants reported positive beliefs about EBP at all 3 data collection points (M = 57.4 SD = 7.0; M = 62.54 SD = 7.21; M = 55.31 SD = 15.81, respectively). EBP implementation was low prior to undertaking the module but improved thereafter as illustrated across the 3 data collection points (M = 15.14 SD = 11.9; M = 27.64 SD = 14.35; M = 25.9 SD = 20.43). On both measures, higher scores indicate higher EBP beliefs and implementation. CONCLUSION This study established the EBP Beliefs and EBP Implementation of a sample of postgraduate nursing students in the KSA. Findings revealed a substantial improvement in both EBP Beliefs and EBP Implementation following the EBP module. Findings support the use of a dedicated module to prepare nurses to use EBP and to practice at an advanced level while simultaneously preparing them for leadership roles in healthcare in KSA. In so doing, this will help to advance the healthcare goals of the KSA 2030 vision.
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Intervention for Alleviating Clinical Inertia in the Management of Urinary Incontinence. J Wound Ostomy Continence Nurs 2021; 48:332-337. [PMID: 34186552 DOI: 10.1097/won.0000000000000786] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
PURPOSE The purpose of this study was to determine whether clinical inertia exists in the care of patients with urinary incontinence and to test the effects of an educational intervention designed to alleviate inertia related to care of urinary incontinence. DESIGN Single-group, pretest/posttest design. SUBJECTS AND SETTING The sample comprised 132 participants practicing in 6 medical-surgical inpatient care units at an urban hospital in Almería, Spain; 66 (50%) were RNs, and all other participants were unlicensed assistive personnel. Most participants (87.9%) were female; their average age was 43.99 years (SD = 7.85 years). METHODS An educational intervention (online course) was provided. The main objective of the course was application of evidence-based knowledge for prevention and management of urinary incontinence in hospitalized patients. The course program comprised 3 didactic units: (1) introduction and evaluation of the patient with urinary incontinence, (2) care plans, and (3) instructions and rational use of absorbent products. Data collection included demographic and professional characteristics of respondents, desired results when caring for patients with incontinence, a medical record checklist, an occupational environment and satisfaction scale, and an assessment record of knowledge/skills and training activity satisfaction. RESULTS After comparing the pre- and posttest scores of knowledge on urinary incontinence, significant differences were found before and after the intervention (z = -14.113, P = .000). Specifically, analysis revealed differences in caring actions related to urinary incontinence (z = -14.248, P = .000) and differences in direct observation of urinary incontinence practice following the intervention (z = -14.326, P = .000). CONCLUSIONS Our findings indicate existence of inertia in nursing care for hospitalized patients with urinary incontinence. The educational intervention improved knowledge, observable nursing care activities related to incontinence management, and improved documentation of care.
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Perruchoud E, Fernandes S, Verloo H, Pereira F. Beliefs and implementation of evidence-based practice among nurses in the nursing homes of a Swiss canton: An observational cross-sectional study. J Clin Nurs 2021; 30:3218-3229. [PMID: 33960546 PMCID: PMC8518770 DOI: 10.1111/jocn.15826] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2020] [Revised: 03/22/2021] [Accepted: 04/12/2021] [Indexed: 11/28/2022]
Abstract
Aims and objectives Examine beliefs about EBP and its level of implementation among nurses working in nursing homes in a bilingual canton of Switzerland and explore associations between these aspects and nurses’ sociodemographic and professional characteristics. Background Although evidence‐based practice (EBP) is recognised as an effective strategy for improving the quality and safety of care, little is known about its use in nursing homes. Nurses’ beliefs about EBP and their implementation of it in Switzerland’s nursing homes have never been explored. Design An observational cross‐sectional study. Methods Beliefs about and implementation of EBP were evaluated using validated French‐ and German‐language versions of the EBP Beliefs Scale and the EBP Implementation Scale, developed by Melnyk and Fineout‐Overholt (Melnyk, Fineout‐Overholt, & Mays, 2008, Worldviews on Evidence‐Based Nursing, 5, 208). The STROBE checklist for cross‐sectional studies was used in reporting this study. Results The participation rate was 40.6% (N = 194). Most participants stated that they had some knowledge of EBP and held favourable beliefs about it. Nevertheless, 37.1% of participants found the concept complicated and 36.1% found it time‐consuming. Participants were more likely to implement stages in the EBP process linked to direct clinical practice rather than those which required scientific knowledge and skills. Conclusion Most participants had favourable beliefs about EBP, but the level of implementation of EBP among nurses in their daily clinical practice was sub‐optimal. Relevance to clinical practice A greater emphasis should be put on fostering the use of EBP among nurses working in nursing homes. This could be achieved via training and the development of individual, institutional and contextual strategies promoting the integration of EBP in clinical settings.
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Affiliation(s)
| | - Sofia Fernandes
- Les Maisons de la Providence Nursing Home, Le Châble, Switzerland
| | - Henk Verloo
- School of Health Sciences, HES-SO Valais/Wallis, Sion, Switzerland
| | - Filipa Pereira
- School of Health Sciences, HES-SO Valais/Wallis, Sion, Switzerland
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Preparing Mentors: A Review of the Literature. J Nurses Prof Dev 2021; 37:341-343. [PMID: 33625072 DOI: 10.1097/nnd.0000000000000724] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
The purpose of this literature review is to evaluate the preparation provided to nurse mentors. The nine studies reviewed revealed four themes related to preparation of nurse mentors. Nursing professional development practitioners should use current literature to develop nurse mentor preparation tools to improve the outcomes of the nursing mentor-mentee relationship and impact patient care.
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A multi-dimensional EBP educational program to improve evidence-based practice and critical thinking of hospital-based nurses: Development, implementation, and preliminary outcomes. Nurse Educ Pract 2020; 52:102964. [PMID: 33752147 DOI: 10.1016/j.nepr.2020.102964] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2019] [Revised: 05/12/2020] [Accepted: 12/22/2020] [Indexed: 11/23/2022]
Abstract
Improving outcomes and quality of care through evidence-based practice (EBP) is a priority globally. But most nurses have insufficient competence in EBP. How to conduct Educational interventions to enhance clinical nurses' EBP competencies and critical thinking disposition (CTD) requires more evidence. One hundred eleven clinical nurses from a Chinese four-campus hospital were enrolled in our EBP education program. The Johns Hopkins Nursing Evidence-Based Practice Model was used to develop and guide the educational and practical sessions. Multi-dimensional learning strategies -including online self-learning, on-site lectures, workshops, and social media-facilitated group discussions-were used to facilitate the implementation of the education sessions. After education, nurses embedded evidence into practice. The Chinese versions of the EBP Believe scale (EBPB), EBP Implementation scale (EBPI), and the Simplified Chinese Version of the Critical Thinking Disposition Inventory (CTDI-SCV) were applied to assess the relevant competencies among clinical nurses before and after the education program. Clinical nurses' EBPB, EBPI, and CTDI-SCV scores improved. But only EBPB and EBP skills and attitudes were enhanced with a statistical difference (t = -2.980, -4.141, and -2.695, with all p < 0.01). There was a small positive association between EBPB and CTDI-SCV (r = 0.396, p < 0.01). Fifteen EBP programs were successfully accomplished.
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Skela-Savič B, Gotlib J, Panczyk M, Patelarou AE, Bole U, Ramos-Morcillo AJ, Finotto S, Mecugni D, Jarosova D, Patelarou E, Dolezel J, Ruzafa-Martínez M. Teaching evidence-based practice (EBP) in nursing curricula in six European countries-A descriptive study. NURSE EDUCATION TODAY 2020; 94:104561. [PMID: 32905986 DOI: 10.1016/j.nedt.2020.104561] [Citation(s) in RCA: 24] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/16/2020] [Revised: 06/19/2020] [Accepted: 08/08/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Teaching evidence-based practice (EBP) in nursing education varies among nurse educators and universities. Lack of nurses' knowledge and skills are among the barriers commonly associated with the limited use of EBP in practice. OBJECTIVES To describe the presence, characteristics and content of courses of EBP in nursing bachelor's, master's, and PhD programs in six European countries. DESIGN A descriptive study design was employed. SETTINGS The study was implemented as part of the EBP e-Toolkit Project as a strategic partnership of six European higher education institutions from six countries in the framework of the Erasmus+ Programme. PARTICIPANTS Census sampling (N = 225) was used. A total of 162 (72%) faculties responded from the following countries: Spain (79), Italy (44), the Czech Republic (15), Poland (12), Greece (7), and Slovenia (5). METHODS Three structured instruments were developed by using the consensus development panel. The research was conducted from December 2018 to March 2019. For names of subjects, a manual narrative Template Analysis was used with open descriptive coding. RESULTS Subjects in "EBP in Nursing or Health Care" are included in 45 (29.2%) bachelor's programs, mostly worth 180 European Credit Transfer System (ECTS) credits, 30 (28%) master's, and 6 (40%) PhD programs. In bachelor's programs, an average of 134 h are spent teaching EBP steps, followed by 127 h in master's programs and 52 h in PhD programs. EBP subjects have different focuses: clear topics in EBP, development of research knowledge, awareness of the need for evidence-based clinical work, and understanding the needs of the profession. CONCLUSIONS Teaching EBP is not yet sufficiently integrated into nursing curricula. For more efficient integration, guidelines on the standardization of teaching approaches and content have to be developed in all three cycles of higher education. Further research is needed on the implementation of teaching at master's and PhD levels of nursing curricula.
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Affiliation(s)
- Brigita Skela-Savič
- Angela Boškin Faculty of Health Care, Spodnji Plavž 3, 4270 Jesenice, Slovenia.
| | - Joanna Gotlib
- Department of Education and Research in Health Sciences, Faculty of Health Science, Medical University of Warsaw, Warsaw, Poland.
| | - Mariusz Panczyk
- Department of Education and Research in Health Sciences, Faculty of Health Science, Medical University of Warsaw, Warsaw, Poland.
| | | | - Urban Bole
- Angela Boškin Faculty of Health Care, Slovenia.
| | | | - Stefano Finotto
- University of Modena and Reggio Emilia, seat of Reggio Emilia, Degree Course in Nursing, Italy.
| | - Daniela Mecugni
- University of Modena and Reggio Emilia, seat of Reggio Emilia, Degree Course in Nursing, Italy.
| | - Darja Jarosova
- Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Syllabova 19, 703 00 Ostrava, Czech Republic.
| | | | - Jakub Dolezel
- Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Syllabova 19, 703 00 Ostrava, Czech Republic.
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Türe A, Demirsoy N, Yıldırım A. Validity and reliability of Evidence-Based Practice Leadership Scale and Evidence-Based Work Environment Scale in Turkish. Perspect Psychiatr Care 2020; 56:968-978. [PMID: 32378222 DOI: 10.1111/ppc.12529] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/05/2019] [Revised: 12/27/2019] [Accepted: 04/26/2020] [Indexed: 11/26/2022] Open
Abstract
PURPOSE This study aims to evaluate the validity and reliability of the Evidence-Based Practice Leadership Scale (EBPLS) and Work Environment Scale (EBPWES) translated into Turkish so that they are used in nursing research. DESIGN AND METHODS This methodological study was conducted with nurses. Language and content validity, item analyses were used to test the validity and reliability of the scales. FINDINGS The confirmatory factor analysis results demonstrate that t values of each item in both scales are significant (P < .05). All model and data fit indices are higher than the acceptable level. Thus, CFA has shown that the scales with model-data fit are valid. PRACTICE IMPLICATIONS The characteristics of nurse leaders and the suitability of the working environment are crucial for the maintenance of evidence-based practices. EBPLS and EBPWES will be effective and reliable tools in our country and an effective tool for contributing to the maintenance and development of evidence-based practices. The analyses indicate that the Turkish versions of the EBPLS and the EBPWES are acceptable, valid, and reliable for Turkish nurses.
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Affiliation(s)
- Aysun Türe
- Department of Nursing, Faculty of Health Sciences, Eskişehir Osmangazi University, Eskisehir, Turkey
| | - Nilufer Demirsoy
- Department of History of Medicine and Medical Ethics, Faculty of Medicine, Eskisehir Osmangazi University, Eskisehir, Turkey
| | - Aytolan Yıldırım
- Department of Nursing, Faculty of Health Sciences, Atlas University, Istanbul, Turkey
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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.
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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.
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Galiano A, Simonetti M, Quiroga N, Larrain A. Development, implementation and evaluation of an evidence-based practice model in a new hospital in Chile. J Nurs Manag 2020; 28:1748-1757. [PMID: 32799398 DOI: 10.1111/jonm.13134] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2020] [Revised: 08/03/2020] [Accepted: 08/07/2020] [Indexed: 11/29/2022]
Abstract
AIMS To describe an implementation programme for an evidence-based practice (EBP) model in a new Chilean hospital and to analyse the programme evaluation results. BACKGROUND Evidence-based practice is key to professional nursing for improving health care safety and quality. METHODS First, a literature review was performed to develop an institutional EBP model. Second, internal and external analyses contributed to assessing facilitators for and barriers to implementation. Third, a multi-stage implementation plan was conducted. Fourth, process and outcome indicators were evaluated. RESULTS The model considered the basic elements of EBP and outlined different decision-making levels in clinical practice. Several facilitators for implementation were identified. Each implementation stage included activities addressing EBP knowledge, attitude and skills. Outcome indicators showed significant improvement regarding knowledge (p = .038). Providers with formal EBP training, compared with providers without training, showed a significant difference of 8.6% (0.6 points) in the average CPBE-19 score in knowledge, attitude and application in the last evaluation (p < .01). CONCLUSION Having an EBP programme with ongoing implementation strategies improves knowledge over time, and formal training enhances positive results. IMPLICATIONS FOR NURSING MANAGEMENT Nurse managers can build an institutional research culture to improve the quality of care using an EBP programme that fits organisational needs.
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Affiliation(s)
| | - Marta Simonetti
- Universidad de los Andes Chile Facultad de Enfermería y Obstetricia Escuela de Enfermería
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de Almeida CM, Pollo CF, Meneguin S. Nursing Interventions for Patients with Intracranial Hypertension: Integrative Literature Review. AQUICHAN 2019. [DOI: 10.5294/aqui.2019.19.4.9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
Objective: the study sought to identify, in national and international publications, the principal Nursing interventions aimed at patients with intracranial hypertension. Materials and Method: integrative literature review with search in LILACS, PubMed, Scopus, Web of Science, Cinahal, and Google Scholar databases, from 2013 to 2018. Results: the sample was comprised of seven articles fulfilling the inclusion criteria. Two thematic categories were established for the Nursing interventions aimed at patients with intracranial hypertension: cognitive skills and clinical reasoning, necessary to control neuro-physiological parameters and prevent intracranial hypertension, and evidence-based practices to improve care for neuro-critical patients. Conclusions: intracranial hypertension is an event of great clinical impact, whose complications can be minimized and control through specific Nursing interventions that encompass control of neuro-physiological and hemodynamic parameters and prevention of increased intracranial pressure related with the performance of procedures by the Nursing staff.
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Renolen Å, Hjälmhult E, Høye S, Danbolt LJ, Kirkevold M. Evidence-based practice integration in hospital wards-The complexities and challenges in achieving evidence-based practice in clinical nursing. Nurs Open 2019; 6:815-823. [PMID: 31367404 PMCID: PMC6650761 DOI: 10.1002/nop2.259] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2018] [Revised: 12/20/2018] [Accepted: 01/30/2019] [Indexed: 12/30/2022] Open
Abstract
AIM Exploring the processes involved in two different strategies to integrate evidence-based practice into nursing practice. DESIGN Classical grounded theory methodology was used. METHODS Data were collected through 90 hr of observation and 4 focus groups among clinical nurses in two different hospital wards. RESULTS We identified a multidimensional evidence-based practice integration framework that illuminates the complexities involved in the integration process. The dimensions were approaches to evidence-based practice, positions of evidence-based practice and levels of evidence-based practice. The interactions between the dimensions gave five combinations; an explicit evidence-based practice performed as a parallel to daily work at the systems level, an implicit evidence-based practice integrated into daily work at the systems level, an explicit evidence-based practice integrated into daily work at the individual level, an explicit evidence-based practice integrated into daily work at the systems level and an implicit evidence-based practice integrated into daily work at the individual level.
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Affiliation(s)
- Åste Renolen
- Institute of Health and SocietyUniversity of OsloOsloNorway
- Department of MedicineInnlandet Hospital TrustLillehammerNorway
| | - Esther Hjälmhult
- Centre for Evidence‐Based PracticeWestern Norway University of Applied SciencesBergenNorway
| | - Sevald Høye
- Faculty of Public HealthInland Norway University of Applied SciencesElverumNorway
| | - Lars Johan Danbolt
- Centre of Psychology of ReligionInnlandet Hospital TrustOttestadNorway
- Norwegian School of TheologyOsloNorway
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Tomotaki A, Fukahori H, Sakai I. Exploring sociodemographic factors related to practice, attitude, knowledge, and skills concerning evidence-based practice in clinical nursing. Jpn J Nurs Sci 2019; 17:e12260. [PMID: 31173465 DOI: 10.1111/jjns.12260] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2018] [Revised: 11/19/2018] [Accepted: 01/07/2019] [Indexed: 11/28/2022]
Abstract
AIM This study aimed to explore sociodemographic factors related to evidence-based practice (EBP) competency in Japanese nurses in university hospitals. METHODS In March 2016, a survey was distributed to 843 clinical nurses who directly provide nursing care at two university hospitals in Japan. Multiple regression analyses were conducted on data received from 472 nurses using the Evidence-Based Practice Questionnaire (Japanese version). RESULTS Sociodemographic factors related to EBP competency were experience with conducting nursing research as a part of continuing education, education about EBP, advanced practice certification (certified nurse specialists/certified nurses), and years of experience in clinical nursing. These factors differed across the four subscales of the questionnaire: Practice, Attitude, Knowledge of Research and Practice, and Skills of Research and Practice. Specifically, experience with two or more nursing research activities was significantly positively associated with Attitude and Knowledge/Skills Concerning Research and Practice of EBP, but not related to the implementation of EBP itself. Advanced practice certification was significantly positively associated with Practice and Attitude of EBP. CONCLUSIONS Our study quantitatively identified sociodemographic factors including experience with conducting nursing research and advanced practice certification status that were found to be related to EBP competency and these factors were differently associated with the four subscales of the Evidence-Based Practice Questionnaire (Japanese version). EBP education should depend on nurses' levels of EBP competency, and nursing educators and managers need to be cognizant of their nurses' sociodemographic factors when providing EBP education.
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Affiliation(s)
- Ai Tomotaki
- Informatics, National College of Nursing, Japan, Tokyo, Japan
| | - Hiroki Fukahori
- Department of System Management in Nursing, Graduate School of Health Care Sciences, Tokyo Medical and Dental University, Tokyo, Japan.,Faculty of Nursing and Medical Care, Keio University, Tokyo, Japan
| | - Ikuko Sakai
- Long-term Care Facilities Nursing Systems Management, Department of Nursing Systems Management, Graduate School of Nursing, Chiba University, Chiba, Japan
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Home Healthcare Nurses' Attitudes, Confidence, and Engagement in Evidence-Based Practice. Home Healthc Now 2019; 37:79-87. [PMID: 30829785 DOI: 10.1097/nhh.0000000000000723] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Evidence-based practice (EBP) is becoming standard in today's healthcare arena and home care organizations are not exempt from integrating evidence into practice to improve patient outcomes. There is a scarcity of research literature that examines the behaviors and attitudes of home healthcare nurses (HHNs) regarding EBP. In this study, a descriptive survey design was used to investigate HHNs' a) information-seeking behaviors when providing nursing care, b) administrative support for EBP (as perceived by HHNs), c) attitudes toward EBP, and d) EBP engagement and confidence in providing EBP nursing care. Self-reported data were collected by internet and paper survey. The survey consisted of a 65-item questionnaire that included the Nurses' Attitudes Toward Evidence-Based Practice Scale, which has previously established validity and reliability. A convenience sample of 95 HHNs participated in the study. Results suggest HHNs' EBP attitudes are positive. A positive and significant relationship was found between attitudes and hours worked (r = 0.21, p = 0.047) and educational level (r = 0.45, p = 0.0001); 95% confidence level. Confidence levels in providing EBP care were moderate, and HHNs did not perceive EBP as an agency priority. HHNs need to be supported and encouraged in the facilitation of EBP, a task made easier when they are knowledgeable about EBP, have confidence in their EBP skills, and have the support of their organizations.
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Bole U, Skela-Savič B. Odnos in znanje medicinskih sester ter ovire pri implementaciji na dokazih temelječe prakse. OBZORNIK ZDRAVSTVENE NEGE 2018. [DOI: 10.14528/snr.2018.52.2.206] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Uvod: Na dokazih temelječa praksa velja za zlati standard obravnave pacientov. Namen raziskave je bil preučiti odnos, znanje in ovire pri implementaciji na dokazih temelječe prakse v zdravstveni negi.Metode: Uporabljen je bil sistematični pregled znanstvene in strokovne literature. V pregled so bile vključene naslednje baze: CINAHL Plus, ProQuest Dissertations & Theses Global, SpringerLink, WILEY in PubMed. Omejitvena kriterija iskanja sta bila objava članka med letoma 2008 in 2017 ter dostopnost celotnega besedila člankov v angleščini. Ključne besede iskanja: nurse, evidence based practice, implementation barriers. V končni pregled je bilo vključenih 37 člankov. Ocena kakovosti dokazov je prikazana v hierarhiji dokazov. Podatki so bili obdelani s tematsko kvalitativno analizo.Rezultati: Identificiranih je 73 kod, ki so združene v 7 vsebinskih kategorij: (1) dejavniki, ki vplivajo na negativen odnos medicinskih sester do na dokazih temelječe prakse, (2) dejavniki, ki vplivajo na pozitiven odnos medicinskih sester do na dokazih temelječe prakse, (3) znanje raziskovanja medicinskih sester za uporabo znanstvenih dokazov v kliničnem okolju, (4) znanje uporabe informacijske tehnologije za iskanje dokazov, (5) vpliv mentorstva in kompetenc za implementacijo na dokazih temelječe prakse v klinično okolje, (6) ovire organizacije za implementacijo na dokazih temelječe prakse v klinično okolje in (7) ovire medicinskih sester za implementacijo na dokazih temelječe prakse v klinično okolje.Diskusija in zaključek: Raziskava pokaže pozitiven kot tudi negativen odnos medicinskih sester do na dokazih temelječe prakse. Osredotoča se na pomanjkanja znanja in ovire, s katerimi se srečujejo medicinske sestre pri implementaciji na dokazih temelječe prakse v klinično okolje.
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Schneider LR, Pereira RPG, Ferraz L. A prática baseada em evidência no contexto da Atenção Primária à Saúde. SAÚDE EM DEBATE 2018. [DOI: 10.1590/0103-1104201811804] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
RESUMO A prática baseada em evidência agrega o melhor conhecimento científico, com a experiência clínica do profissional e a escolha do paciente, resultando em uma maior resolutividade na assistência em saúde. O objetivo do estudo foi analisar a prática baseada em evidência dos profissionais das equipes com Estratégia Saúde da Família em um município de Santa Catarina. Trata-se de um estudo quantitativo, realizado por meio de questionários com 112 profissionais de saúde. Os resultados apontaram que eles consideram a prática baseada em evidência fundamental, contudo, em suas ações, ela está mais centrada na experiência clínica. Outrossim, não se sentem plenamente capacitados para realizar a busca de evidências científicas, destacando o pouco conhecimento e habilidades em pesquisa. Além disso, ressaltam a alta demanda de atendimentos, escasso domínio de língua estrangeira e falta de apoio da gestão como dificultadores. Conclui-se que os profissionais da atenção primária precisam se aprimorar para o desenvolvimento da prática baseada em evidência, sendo que isso ultrapassa a sua vontade individual, ficando também ao encargo das instituições formadoras e dos serviços de saúde.
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De la Enfermería basada en la evidencia a la práctica asistencial: la evaluación de resultados como elemento integrador. ENFERMERIA CLINICA 2018; 28:149-153. [DOI: 10.1016/j.enfcli.2018.04.004] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/16/2018] [Accepted: 04/20/2018] [Indexed: 11/18/2022]
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