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Santos D, Cardoso D, Cardoso AF, Duque FM, Fernandes B, Sousa R, Amaral AF. Barriers and facilitators of evidence-based practice in the Portuguese context: perceptions of formal nursing leaders. JBI Evid Implement 2024:02205615-990000000-00118. [PMID: 39045835 DOI: 10.1097/xeb.0000000000000451] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/25/2024]
Abstract
INTRODUCTION Formal nursing leaders play an important role in promoting and sustaining evidence-based practice (EBP) in the clinical context, particularly by creating a conducive environment for change and increasing clinicians' awareness of the positive results of EBP. However, nursing leaders encounter both barriers and facilitators in their work; therefore, it is important to understand their perceptions on this topic. OBJECTIVE The objective of this study was to understand the perceptions of formal nursing leaders about barriers and facilitators for EBP. METHODS A descriptive exploratory study with a qualitative approach was conducted. A convenience sample was obtained, consisting of formal nursing leaders from three Portuguese health care institutions. Data were collected through semi-structured interviews. Content analysis was conducted using MAXQDA Analytic Pro 2022 software. RESULTS Seventeen formal nursing leaders were interviewed. Five categories of EBP barriers were identified: (1) scarce resources and inefficient resource management; (2) non-conducive organizational culture; (3) distance between academia and the clinical context; (4) demotivation; and (5) resistance to change. Seven categories of EBP facilitators were identified: (1) availability of resources and efficient resource management; (2) conducive organizational culture; (3) partnerships between academia and the clinical context; (4) motivation and commitment; (5) leadership; (6) organization that regulates professional practice; and (7) multidisciplinary meetings. CONCLUSIONS This study identified barriers and facilitators for EBP through the perceptions of formal nursing leaders. Collaborative multidisciplinary efforts by leaders, direct care professionals, academics, and researchers should be conducted to overcome barriers and strengthen facilitators for EBP. SPANISH ABSTRACT http://links.lww.com/IJEBH/A242.
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Affiliation(s)
- Diana Santos
- Health Sciences Research Unit: Nursing (UICISA: E), Nursing School of Coimbra (ESEnfC), Coimbra, Portugal
- Faculty of Economics, University of Coimbra, Coimbra, Portugal
- Centro Hospitalar e Universitário de Coimbra, EPE, Coimbra, Portugal
| | - Daniela Cardoso
- Health Sciences Research Unit: Nursing (UICISA: E), Nursing School of Coimbra (ESEnfC), Coimbra, Portugal
- Portugal Centre for Evidence-Based Practice: A JBI Centre of Excellence, Health Sciences Research Unit: Nursing, Nursing School of Coimbra, Coimbra, Portugal
| | - Ana Filipa Cardoso
- Health Sciences Research Unit: Nursing (UICISA: E), Nursing School of Coimbra (ESEnfC), Coimbra, Portugal
- Portugal Centre for Evidence-Based Practice: A JBI Centre of Excellence, Health Sciences Research Unit: Nursing, Nursing School of Coimbra, Coimbra, Portugal
| | - Filipa Margarida Duque
- Health Sciences Research Unit: Nursing (UICISA: E), Nursing School of Coimbra (ESEnfC), Coimbra, Portugal
| | - Beatriz Fernandes
- Health Sciences Research Unit: Nursing (UICISA: E), Nursing School of Coimbra (ESEnfC), Coimbra, Portugal
- Hospital de Cascais Dr. José de Almeida, Alcabideche, Portugal
| | - Rosário Sousa
- Health Sciences Research Unit: Nursing (UICISA: E), Nursing School of Coimbra (ESEnfC), Coimbra, Portugal
- Hospital da Luz, Coimbra, Portugal
| | - António Fernando Amaral
- Health Sciences Research Unit: Nursing (UICISA: E), Nursing School of Coimbra (ESEnfC), Coimbra, Portugal
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Wudu MA, Tarekegn SM, Wondifraw EB, Birhanu TA, Hailu MK, Bekalu YE, Yosef ST, Belete MA. Uptake of evidence-based practice and its predictors among nurses in Ethiopia: a systematic review and meta-analysis. Front Pharmacol 2024; 15:1421690. [PMID: 39092215 PMCID: PMC11291372 DOI: 10.3389/fphar.2024.1421690] [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: 05/03/2024] [Accepted: 06/17/2024] [Indexed: 08/04/2024] Open
Abstract
Background: While evidence-based practice has demonstrated its capacity to enhance healthcare quality and bolster clinical outcomes, the translation of research into clinical practice encounters persistent challenges. In Ethiopia, there remains a dearth of comprehensive and nationally representative data concerning the extent of Evidence-based practice adoption among nurses. Thus, this systematic review and meta-analysis endeavors to assess the overall prevalence of Evidence-based practice implementation and delve into its determinants among Ethiopian nurses. Methods: A systematic review and meta-analysis were conducted following the PRISMA guidelines. In order to identify pertinent studies, a search was conducted across PubMed, Scopus, Google Scholar, and EMBASE databases. A weighted inverse variance random-effects model was employed to estimate the pooled prevalence. Cochrane's Q-test and I2 statistics were calculated to assess heterogeneity among studies. Funnel plots and Egger's test were utilized to evaluate publication bias. Pooled implementation rates and meta-regression analysis were carried out using STATA 17. Results: Of the total 1,590 retrieved articles, twelve studies including 4,933 nurses were included in the final analysis. The pooled prevalence of Evidence-based practice uptake among nurses in Ethiopia is 53% (95% CI: 46%-60%). Having knowledge about Evidence-based practice (AOR = 2.29; 95% CI: 1.90, 2.69; I2 = 70.95%), holding a favorable attitude towards Evidence-based practice (AOR = 2.56; 95% CI: 1.63, 3.49; I2 = 88.39%), occupying a head nurse position (AOR = 3.15; 95% CI: 1.85, 4.46; I2 = 87.42%), possessing effective communication skills (AOR = 4.99; 95% CI: 1.47, 8.51; I2 = 99.86%), and having access to Evidence-based practice guidelines (AOR = 1.90; 95% CI: 1.55, 2.24; I2 = 57.24%) were identified as predictors of the uptake of Evidence-based practice. Conclusion: Only half of Ethiopia's nurses exhibit a strong embrace of Evidence-Based Practice within clinical settings, underscoring the urgent necessity for coordinated endeavors to cultivate this essential practice. Possessing knowledge, effective communication skills, access to updated guidelines, maintaining a positive attitude towards Evidence-Based Practice, and holding a position as head nurse emerged as predictors of successful implementation of Evidence-Based Practice. Hence, policymakers must prioritize capacity-building initiatives, disseminate the latest EBP guidelines widely, and strengthen mentorship roles for head nurses. Systematic Review Registration: https://www.crd.york.ac.uk/prospero/#searchadvanced, identifier CRD42023488943.
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Affiliation(s)
- Muluken Amare Wudu
- Department of Pediatrics and Child Health Nursing, College of Medicine and Health Sciences, Wollo University, Dessie, Ethiopia
| | - Setegn Mihret Tarekegn
- Department of Pediatrics and Child Health Nursing, School of Nursing and Midwifery, College of Medicine and Health Science, Wollo University, Dessie, Ethiopia
| | - Endalk Birrie Wondifraw
- Department of Pediatrics and Child Health Nursing, College of Medicine and Health Sciences, Wollo University, Dessie, Ethiopia
| | - Tarikua Afework Birhanu
- Department of Pediatrics and Child Health Nursing, College of Medicine and Health Sciences, Wollo University, Dessie, Ethiopia
| | - Molla Kassa Hailu
- Department of Pediatrics and Child Health Nursing, College of Medicine and Health Sciences, Wollo University, Dessie, Ethiopia
| | - Yemane Eshetu Bekalu
- Department of Public Health, ALKAN Health Sciences and Business College, Dessie, Ethiopia
| | - Selamyhun Tadesse Yosef
- Department of Medical Laboratory Science, College of Medicine and Health Sciences, Woldiya University, Woldiya, Ethiopia
| | - Melaku Ashagrie Belete
- Department of Medical Laboratory Science, College of Medicine and Health Sciences, Wollo University, Dessie, Ethiopia
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Wang S, Zhang J, Wang L, Liang J, Wu X, Li X, Zhang L, Wang N. Development of an instrument to measure the competencies of health professionals in the process of evidence-based healthcare: A Delphi study. J Adv Nurs 2024. [PMID: 38949102 DOI: 10.1111/jan.16300] [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: 02/21/2024] [Revised: 06/03/2024] [Accepted: 06/09/2024] [Indexed: 07/02/2024]
Abstract
AIMS To identify and reach consensus on dimensions and criteria of a competence assessment instrument for health professionals in relation to the process of evidence-based healthcare. DESIGN A two-round Delphi survey was carried out from April to June 2023. METHODS Consensus was sought from an expert panel on the instrument preliminarily established based on the JBI Model of Evidence-Based Healthcare and a rapid review of systematic reviews of relevant literature. The level of consensus was reflected by the concentration and coordination of experts' opinions and percentage of agreement. The instrument was revised significantly based on the combination of data analysis, the experts' comments and research group discussions. RESULTS Sixteen national and three international experts were involved in the first-round Delphi survey and 17 experts participated in the second-round survey. In both rounds, full consensus was reached on the four dimensions of the instrument, namely evidence-generation, evidence-synthesis, evidence-transfer and evidence-implementation. In round-one, the instrument was revised from 77 to 61 items. In round-two, the instrument was further revised to have 57 items under the four dimensions in the final version. CONCLUSION The Delphi survey achieved consensus on the instrument. The validity and reliability of the instrument needs to be tested in future research internationally. IMPLICATIONS FOR THE PROFESSION AND/OR PATIENT CARE Systematic assessment of nurses and other health professionals' competencies in different phases of evidence-based healthcare process based on this instrument provides implications for their professional development and multidisciplinary team collaboration in evidence-based practice and better care process and outcomes. IMPACT This study addresses a research gap of lacking an instrument to systematically assess interprofessional competencies in relation to the process of EBHC. The instrument covers the four phases of EBHC process with minimal criteria, highlighting essential aspects of ability to be developed. Identification of health professionals' level of competence in these aspects helps strengthen their capacity accordingly so as to promote virtuous EBHC ecosystem for the ending purpose of improving global healthcare outcomes. REPORTING METHOD This study was reported in line with the Conducting and REporting of DElphi studies (CREDES) guidance on Delphi studies. PATIENT AND PUBLIC CONTRIBUTION No patient or public contribution.
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Affiliation(s)
- Shuang Wang
- School of Nursing, Southern Medical University, Guangzhou, China
- Centre for General Practice, The Seventh Affiliated Hospital, Southern Medical University, Foshan, China
| | - Jiayi Zhang
- School of Nursing, Southern Medical University, Guangzhou, China
- Centre for General Practice, The Seventh Affiliated Hospital, Southern Medical University, Foshan, China
| | - Lijie Wang
- School of Nursing, Southern Medical University, Guangzhou, China
- Centre for General Practice, The Seventh Affiliated Hospital, Southern Medical University, Foshan, China
| | - Jin Liang
- School of Nursing, Southern Medical University, Guangzhou, China
- Centre for General Practice, The Seventh Affiliated Hospital, Southern Medical University, Foshan, China
| | - Xiaofen Wu
- Department of Nursing, Puning People's Hospital (Affiliated Puning People's Hospital, Southern Medical University), Puning, China
| | - Xiran Li
- Department of Nuclear Medicine, Third Military Medical University Southwest Hospital, Chongqing, China
| | - Lili Zhang
- School of Nursing, Southern Medical University, Guangzhou, China
| | - Ning Wang
- Centre for General Practice, The Seventh Affiliated Hospital, Southern Medical University, Foshan, China
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Adombire S, Baiden D, Puts M, Puchalski Ritchie LM, Ani-Amponsah M, Cranley L. Knowledge, skills, attitudes, beliefs, and implementation of evidence-based practice among nurses in low- and middle-income countries: A scoping review. Worldviews Evid Based Nurs 2024. [PMID: 38853345 DOI: 10.1111/wvn.12734] [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: 12/25/2023] [Revised: 03/25/2024] [Accepted: 05/05/2024] [Indexed: 06/11/2024]
Abstract
BACKGROUND Over the past three decades, research studies on nurses' engagement in evidence-based practice (EBP) have been widely reported, particularly in high-income countries, with studies from these countries dominating literature reviews. As low- and middle-income countries (LMICs) continue to join the EBP movement, primary research has emerged over the past decade about nurses' engagement with EBP. AIMS The aim of this scoping review was to identify the types and extent of published research regarding nurses' knowledge, skills, attitudes, beliefs, and implementation of EBP in LMICs. METHODS The JBI scoping review methodology was used. Eight databases were searched up to November 2023. The review included primary studies (quantitative, qualitative, and mixed methods) that reported the knowledge, skills, attitudes, beliefs, or implementation of EBP among nurses in LMICs. Included studies focused on registered nurses in all healthcare settings within LMICs. Studies published in English were included with no limit on publication date. Two independent reviewers screened titles, abstracts, and full-text articles of published studies. Data were analyzed quantitatively using frequencies and counts. Textual data from qualitative studies were analyzed using descriptive content analysis. RESULTS Fifty-three publications were included, involving 20 LMICs. Studies were published between 2007 and 2023, with over 60% published in the past 7 years. Studies that evaluated familiarity/awareness of EBP showed that in general, nurses had low familiarity with or awareness of EBP. Most studies (60%) described nurses' attitudes toward EBP as positive, favorable, or high, and 31% as moderate. However, over 60% of studies described nurses' EBP knowledge/skills as moderate, low, or insufficient. Approximately 84% of studies described EBP implementation in healthcare settings as moderate, low, poor, or suboptimal. LINKING EVIDENCE TO ACTION Studies on nursing EBP have been increasing in LMICs for the past two decades, with findings highlighting opportunities for advancing EBP in nursing within LMICs. Health systems and healthcare organization leaders in LMICs should equip nurses with EBP knowledge and skills while providing the needed resources and support to ensure consistent implementation of EBP to improve health outcomes.
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Affiliation(s)
- Stephen Adombire
- Lawrence S. Bloomberg Faculty of Nursing, University of Toronto, Toronto, Ontario, Canada
| | - Deborah Baiden
- Lawrence S. Bloomberg Faculty of Nursing, University of Toronto, Toronto, Ontario, Canada
| | - Martine Puts
- Lawrence S. Bloomberg Faculty of Nursing, University of Toronto, Toronto, Ontario, Canada
| | - Lisa M Puchalski Ritchie
- Department of Medicine, University of Toronto, Toronto, Ontario, Canada
- Li Ka Shing Knowledge Institute-St. Michael's Hospital, Toronto, Ontario, Canada
- Department of Emergency Medicine, University Health Network, Toronto, Ontario, Canada
- Institute of Health Policy, Management and Evaluation, University of Toronto, Toronto, Ontario, Canada
| | | | - Lisa Cranley
- Lawrence S. Bloomberg Faculty of Nursing, University of Toronto, Toronto, Ontario, Canada
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Lai J, Pilla B, Stephenson M, Brettle A, Zhou C, Li W, Li C, Fu J, Deng S, Zhang Y, Guo Z, Wu Y. Pre-treatment assessment of chemotherapy for cancer patients: a multi-site evidence implementation project of 74 hospitals in China. BMC Nurs 2024; 23:320. [PMID: 38734605 PMCID: PMC11088226 DOI: 10.1186/s12912-024-01997-8] [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: 08/31/2023] [Accepted: 05/07/2024] [Indexed: 05/13/2024] Open
Abstract
BACKGROUND Chemotherapy, whilst treating tumours, can also lead to numerous adverse reactions such as nausea and vomiting, fatigue and kidney toxicity, threatening the physical and mental health of patients. Simultaneously, misuse of chemotherapeutic drugs can seriously endanger patients' lives. Therefore, to maintain the safety of chemotherapy for cancer patients and to reduce the incidence of adverse reactions to chemotherapy, many guidelines state that a comprehensive assessment of the cancer patient should be conducted and documented before chemotherapy. This recommended procedure, however, has yet to be extensively embraced in Chinese hospitals. As such, this study aimed to standardise the content of pre-chemotherapy assessment for cancer patients in hospitals and to improve nurses' adherence to pre-chemotherapy assessment of cancer patients by conducting a national multi-site evidence implementation in China, hence protecting the safety of cancer patients undergoing chemotherapy and reducing the incidence of adverse reactions to chemotherapy in patients. METHODS The national multi-site evidence implementation project was launched by a JBI Centre of Excellence in China and conducted using the JBI approach to evidence implementation. A pre- and post-audit approach was used to evaluate the effectiveness of the project. This project had seven phases: training, planning, baseline audit, evidence implementation, two rounds of follow-up audits (3 and 9 months after evidence implementation, respectively) and sustainability assessment. A live online broadcast allowed all participating hospitals to come together to provide a summary and feedback on the implementation of the project. RESULTS Seventy-four hospitals from 32 cities in China participated in the project, four withdrew during the project's implementation, and 70 hospitals completed the project. The pre-and post-audit showed a significant improvement in the compliance rate of nurses performing pre-chemotherapy assessments for cancer patients. Patient satisfaction and chemotherapy safety were also improved through the project's implementation, and the participating nurses' enthusiasm and belief in implementing evidence into practice was increased. CONCLUSION The study demonstrated the feasibility of academic centres working with hospitals to promote the dissemination of evidence in clinical practice to accelerate knowledge translation. Further research is needed on the effectiveness of cross-regional and cross-organisational collaborations to facilitate evidence dissemination.
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Affiliation(s)
- Jie Lai
- Nanfang Hospital, Southern Medical University, Guangzhou, PR China
- School of Nursing, Southern Medical University, Guangzhou, PR China
| | - Bianca Pilla
- JBI, School of Public Health, University of Adelaide, Adelaide, Australia
| | - Matthew Stephenson
- JBI, School of Public Health, University of Adelaide, Adelaide, Australia
| | - Alison Brettle
- School of Health & Society, University of Salford, Manchester, UK
| | - Chunlan Zhou
- Nanfang Hospital, Southern Medical University, Guangzhou, PR China
| | - Wenji Li
- Nanfang Hospital, Southern Medical University, Guangzhou, PR China
| | - Chaixiu Li
- Nanfang Hospital, Southern Medical University, Guangzhou, PR China
- School of Nursing, Southern Medical University, Guangzhou, PR China
| | - Jiaqi Fu
- Nanfang Hospital, Southern Medical University, Guangzhou, PR China
- School of Nursing, Southern Medical University, Guangzhou, PR China
| | - Shisi Deng
- Nanfang Hospital, Southern Medical University, Guangzhou, PR China
- School of Nursing, Southern Medical University, Guangzhou, PR China
| | - Yujie Zhang
- Nanfang Hospital, Southern Medical University, Guangzhou, PR China
- School of Nursing, Southern Medical University, Guangzhou, PR China
| | - Zihan Guo
- Nanfang Hospital, Southern Medical University, Guangzhou, PR China
- School of Nursing, Southern Medical University, Guangzhou, PR China
| | - Yanni Wu
- Nanfang Hospital, Southern Medical University, Guangzhou, PR China.
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Halili X, Xia Y, Li Z, Tang S, Wang H, Chen Q. Academic-practice partnerships in evidence-based nursing practice: A theory-guided scoping review. Int Nurs Rev 2024. [PMID: 38623890 DOI: 10.1111/inr.12965] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2023] [Accepted: 03/23/2024] [Indexed: 04/17/2024]
Abstract
BACKGROUND Academic-practice partnerships have the potential to solve many challenges in evidence-based nursing practice which is crucial for high-quality care. AIMS To identify the existing knowledge on academic-practice partnerships in evidence-based nursing practice. METHODS We conducted this review following the Joanna Briggs Institute scoping review methodology. We performed a comprehensive literature search of nine databases as well as five websites for gray literature. Two researchers independently conducted literature screening and data extraction and analysis. A third researcher was involved when needed. RESULTS Dedicated time, dedicated resources, and compatible goals were found to be the top three inputs in academic-practice partnerships for evidence-based nursing practice. Meeting and discussion were the most popular forms of activities. Sufficient resources were the most important facilitators. Insufficient resources, insufficient time, and communication issues were the top three barriers. CONCLUSIONS The assumption proposed in the practice-academic partnership logic model (i.e., inputs plus activities can lead to outputs and outcomes) was preliminarily verified by the results of this review in the context of evidence-based nursing practice. Academic-practice partnerships can leverage the advantages of both sides to overcome barriers and promote evidence-based nursing practice. However, it is essential to conduct a broader range of high-quality studies. Such endeavors could offer more comprehensive evidence for refining the framework of academic-practice partnerships in evidence-based nursing practice. IMPLICATIONS FOR NURSING EDUCATION, PRACTICE, POLICY AND RESEARCH: The "theoretical framework of academic-practice partnerships in evidence-based nursing practice" could theoretically guide academic and clinical nursing staff to collaborate on evidence-based nursing practice and related research and education programs. The academic-practice partnerships in evidence-based nursing practice could lead to a win-win situation for both the academic and the clinical sides. Furthermore, the results of this study provide an evidence-based foundation for policymakers to develop supportive policies for academic-practice partnerships in evidence-based nursing practice.
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Affiliation(s)
- Xirongguli Halili
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Yuting Xia
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Zeen Li
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Siyuan Tang
- Xiangya School of Nursing, Central South University, Changsha, China
- Xiangya Center for Evidence-Based Nursing Practice & Healthcare Innovation, A JBI Centre of Excellence, Changsha, China
| | - Honghong Wang
- Xiangya School of Nursing, Central South University, Changsha, China
- Xiangya Center for Evidence-Based Nursing Practice & Healthcare Innovation, A JBI Centre of Excellence, Changsha, China
| | - Qirong Chen
- Xiangya School of Nursing, Central South University, Changsha, China
- Xiangya Center for Evidence-Based Nursing Practice & Healthcare Innovation, A JBI Centre of Excellence, Changsha, China
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Milner KA, Hays D, Farus-Brown S, Zonsius MC, Saska E, Fineout-Overholt E. National evaluation of DNP students' use of the PICOT method for formulating clinical questions. Worldviews Evid Based Nurs 2024; 21:216-222. [PMID: 38429863 DOI: 10.1111/wvn.12709] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2023] [Revised: 12/29/2023] [Accepted: 01/14/2024] [Indexed: 03/03/2024]
Abstract
BACKGROUND The intent of the PICOT (i.e., Population, Intervention, Comparison, Outcome, Time) method is to formulate focused clinical questions to facilitate the discovery of relevant evidence through systematic searching, with the components of the question serving as the foundation for the search. Doctor of Nursing Practice (DNP) graduates use evidence-based practices to institute changes in their organizations' systems and policies, thereby yielding positive effects on both patient and system outcomes. Given that the clinical question is the foundation of the evidence-based practice process, DNP graduates' competence in the PICOT method needs to be better understood. AIMS This analysis aimed to describe how DNP students used the PICOT method to ask clinical questions in their DNP projects. METHODS Project questions were retrieved from a subset (n = 129, 60.56%) of an existing national random sample of publicly available DNP projects spanning the years 2010 to 2021 from Commission on Collegiate Nursing Education-accredited schools (n = 213). Project questions using the PICOT method were further evaluated with a scoring system of 0 = no and 1 = yes for missing elements, formatting, directional outcome, and project purpose. Possible scores ranged from 0 to 8, with higher scores indicating more errors. Discussion among five researchers, until agreement was achieved, yielded consensus. RESULTS Although the PICOT method was project author-identified in 66 (31.0%) projects, only four (6%) followed the PICOT method. All 66 (100%) were intervention questions. There were 2.74 (SD 1.55) mean errors, ranging from 0 to 6. No questions were missing P or O. Specific errors included missing I 3 (4.5%) or missing C 37 (56%), poor formatting 34 (51.5%), directional outcome 44 (66.7%), and project purpose 38 (57.6%). Thirty-three (50%) of the questions were missing T; however, T is not used for searching, so researchers recalculated the mean error without T (M = 2.24, SD = 1.28, range 0-5). LINKING EVIDENCE TO ACTION Gaps in the accurate use of the PICOT method to construct clinical questions can lead to biased searches, inaccurate clinical problem identification, and, when used as the project purpose, jumping to non-evidence-based solutions. Academic faculty and clinical educators can mitigate these skewed outcomes and enhance their impact on quality outcomes by helping DNP-prepared nurses shore up this foundational skill.
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Affiliation(s)
- Kerry A Milner
- Sacred Heart University Davis and Henley College of Nursing, Fairfield, Connecticut, USA
| | - Deana Hays
- Oakland University, Rochester, Michigan, USA
| | | | - Mary C Zonsius
- Rush University College of Nursing, Chicago, Illinois, USA
| | - Elizabeth Saska
- Sacred Heart University Davis and Henley College of Nursing, Fairfield, Connecticut, USA
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Nwe HM, Akkadechanunt T, Abhicharttibutra K, Sripusanapan A. Individual and social system factors influencing evidence-based practices among nurses in general hospitals: A cross-sectional multi-institutional study. J Clin Nurs 2024. [PMID: 38433374 DOI: 10.1111/jocn.17083] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2023] [Revised: 01/31/2024] [Accepted: 02/11/2024] [Indexed: 03/05/2024]
Abstract
AIMS AND OBJECTIVES To investigate evidence-based practices and examine the influence of individual and social system factors on evidence-based practices among nurses in general hospitals. BACKGROUND Evidence-based practice is essential for improving healthcare quality. However, a challenge for nursing worldwide is nurses' limited use of evidence-based practices. It is crucial to determine the individual and social system factors affecting nurses' use of evidence-based practices. DESIGN This study employs a multi-institutional cross-sectional design. METHODS With a multistage random sampling method, 336 registered nurses were recruited from 17 general hospitals in the Republic of the Union of Myanmar. Data were collected through a seven-part questionnaire, including the Evidence-Based Practice Implementation Scale and individual and social system factors. Data were analyzed using descriptive statistics and multiple linear regression. RESULTS Nurses in general hospitals perceived low levels of evidence-based practices. Individual factors, such as perceived barriers (p < .001), knowledge (p < .001) and attitudes (p = .001), were related to EBP as well as social system factors, including the work environment (p < .001) which influence nurses' practice, explaining 34% variance among nurses. CONCLUSION Nurses perceived the work environment as the most influencing factor related to evidence-based practices. Individual characteristics, including perceived knowledge, attitudes and barriers, were critical factors in performing evidence-based practices in Myanmar. RELEVANCE TO CLINICAL PRACTICE Nurse administrators and policymakers can develop strategies and interventions for improving knowledge, attitudes and work environment towards evidence-based practice. Minimizing the barriers to evidence-based practice will promote evidence-based practices in Myanmar general hospitals. IMPACT In addressing the individual and social system factors influencing the evidence-based practices of nurses, this study contributes to enhancing healthcare quality and outcomes. REPORTING METHOD This study adhered to the STROBE checklist. PATIENT OR PUBLIC CONTRIBUTION There was no patient or public contribution.
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Affiliation(s)
- Hla Myo Nwe
- University of Nursing, Mandalay, Myanmar
- Faculty of Nursing, Chiang Mai University, Chiang Mai, Thailand
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Hu WL, Hong Y, Wang H, Chuang YC, Ye Y, Zheng Q, Huang L. Assessing evidence-based practice competencies of undergraduate nursing students using a developed multi-criteria decision-analysis model. Nurse Educ Pract 2024; 76:103919. [PMID: 38387278 DOI: 10.1016/j.nepr.2024.103919] [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: 03/25/2023] [Revised: 12/27/2023] [Accepted: 02/09/2024] [Indexed: 02/24/2024]
Abstract
AIM The developed multi-criteria decision analysis model was used to identify the inter-influence relationships and key factors affecting the EBP competencies of UNSs, to assess the EBP competencies of UNSs and based on these results, to formulate an improvement strategy to enhance the EBP competencies of UNSs. BACKGROUND EBP is considered a core competency in international nursing practice. However, few studies have developed EBP evaluation models and applied them to assessing and improving the EBP competencies of UNSs. DESIGN This is a quantitative study with multi-criteria decision-analysis model. METHODS Firstly, the questionnaire was designed based on the characteristics of the DEMATEL and VIKOR-AS methods, which was completed by 17 nursing experts from a case hospital in Zhejiang Province, China. Subsequently, the DEMATEL method was used to analyze the inter-influence relationships among various criteria to determine their respective weights. Finally, the VIKOR method is utilized to integrate multiple criteria and their relative weights to assign comprehensive scores to each UNSs. RESULTS The use of the DEMATEL method reveals that "Knowledge (C1)", "Mastering the basic scientific research methods during the study of the undergraduate courses (C11)", "Being able to consult clinical experts appropriately when encountering problems in clinical practice (C23)" and "Understanding the importance of reading journals related to the nursing profession regularly (C34)" were critical influencing factors. "Skill (C2)," "Being able to explain the essential roles of the best research evidence in determining clinical practice (C15)," "Being able to apply the collected research evidence to the individual case in nursing care (C25)" and "Paying attention to using the evidence-based nursing practice concept to determine the best clinical practice (C35)" were the most influential factors. According to the VIKOR method, the performance of the UNSs in the case hospitals in terms of EBP competencies from highest to lowest was Student C, Student B and Student A. However, all of these students suffered from deficiencies at the knowledge level. CONCLUSIONS The application of the DEMATEL and VIKOR methods provides a systematic and comprehensive approach to the assessment of EBP competencies of UNSs. The lack of EBP competencies of UNSs in case hospitals is mainly reflected in knowledge level. To improve UNSs' EBP competencies, medical schools and hospital educators should propose short- and long-term strategies to improve knowledge.
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Affiliation(s)
- Wei-Ling Hu
- School of Medicine, Taizhou University, Taizhou, Zhejiang 318000, China; Tarim Polytechnic, Alar, Xinjiang 843300, China
| | - Youyou Hong
- Taizhou Hospital of Traditional Chinese Medicine, Taizhou, China
| | - HongMei Wang
- School of Medicine, Taizhou University, Taizhou, Zhejiang 318000, China
| | - Yen-Ching Chuang
- Business College, Taizhou University, Taizhou, Zhejiang 318000, China; Institute of Public Health & Emergency Management, Taizhou University, Taizhou, Zhejiang 318000, China; Key Laboratory of evidence-based Radiology of Taizhou, Linhai, Zhejiang 317000, China
| | - Yong Ye
- Business College, Taizhou University, Taizhou, Zhejiang 318000, China; Institute of Public Health & Emergency Management, Taizhou University, Taizhou, Zhejiang 318000, China.
| | - Qingzhu Zheng
- Zhejiang College of Security Technology, Wenzhou, Zhejiang 325000, China
| | - Lizhen Huang
- School of Economics and Management, Fuzhou University, Fujian, Fuzhou 350108, China.
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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: 0] [Impact Index Per Article: 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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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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Shibabaw AA, Chereka AA, Walle AD, Demsash AW, Kebede SD, Gebeyehu AS, Tizie SB, Mamo DN, Kassie SY. Evidence-Based Practice and Its Associated Factors among Health Professionals Working at Public Hospitals in Southwest Ethiopia. BIOMED RESEARCH INTERNATIONAL 2023; 2023:4083442. [PMID: 38125070 PMCID: PMC10732803 DOI: 10.1155/2023/4083442] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/31/2023] [Revised: 10/22/2023] [Accepted: 11/20/2023] [Indexed: 12/23/2023]
Abstract
Introduction "Evidence-based practice" (EBP) is the process of incorporating clinical expertise and taking patient values and preferences into consideration when making clinical decisions. It is used to describe the provision of high-quality patient care. Objective This study is aimed at assessing evidence-based practice and associated factors among health professionals working at public hospitals in Illu Aba Bora and Buno Bedele Zones, Oromia Region, Southwest Ethiopia, in 2022. Methods An institution-based cross-sectional study design was conducted from May 8 to June 20 at public hospitals in Illu Aba Bora and Buno Bedele Zones, Oromia Region, Southwest Ethiopia. A total of 423 health professionals were included, using proportional allocation and simple random sampling. The data were collected using a self-administered questionnaire. Data was entered using EpiData version 4.6, and the collected data was cleared, arranged, coded, and then analyzed using Statistical Package for the Social Sciences version 26. Descriptive statistics and bivariable and multivariable analyses of logistic regression with AOR (95% CI) were performed at p < 0.05. Result The study revealed that 36.2% of health professionals had good evidence-based practice. The factors found to be significantly associated with good EBP include having training in EBP (AOR = 5.43; 95% CI: 4.323, 9.532), good knowledge (AOR = 1.91; 95% CI: 1.065, 3.541), a favorable attitude (AOR = 1.91; 95% CI: 1.884, 2.342), and work experience greater than 5 years (AOR = 1.58; 95% CI: 1.482, 2.437). Conclusion The evidence-based practice of health professionals was poor. Evidence-based practice should included in the curriculum, and also planned trainings need to be delivered to all health professionals, inorder to enhancing their knowledge as well as their attitudes by motivating them to increase evidence-based practice.
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Affiliation(s)
- Adamu Ambachew Shibabaw
- Department of Health Informatics, College of Health Science, Mettu University, Mettu, Ethiopia
| | - Alex Ayenew Chereka
- Department of Health Informatics, College of Health Science, Mettu University, Mettu, Ethiopia
| | - Agmasie Damtew Walle
- Department of Health Informatics, College of Health Science, Mettu University, Mettu, Ethiopia
| | | | - Shimels Derso Kebede
- Department of Health Informatics, School of Public Health, College of Medicine and Health Science, Wollo University, Dessie, Ethiopia
| | - Ayenew Sisay Gebeyehu
- Department of Health Informatics, School of Public Health, College of Medicine and Health Science, Debre Markos University, Debre Markos, Ethiopia
| | - Sefefe Birhanu Tizie
- Department of Health Informatics, School of Public Health, College of Medicine and Health Science, Debre Markos University, Debre Markos, Ethiopia
| | - Daniel Niguse Mamo
- Department of Health Informatics, College of Medicine and Health Science, Arba Minch University, Arba Minch, Ethiopia
| | - Sisay Yitayh Kassie
- Department of Health Informatics, College of Health Science, Mettu University, Mettu, Ethiopia
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13
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Xia Y, Huang H, Yu Q, Halili X, Chen Q. Academic-practice partnerships in evidence-based nursing education: A theory-guided scoping review. Nurse Educ Pract 2023; 73:103839. [PMID: 37952473 DOI: 10.1016/j.nepr.2023.103839] [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: 07/11/2023] [Revised: 11/03/2023] [Accepted: 11/07/2023] [Indexed: 11/14/2023]
Abstract
OBJECTIVE To provide a scoping review of the existing literature regarding academic-practice partnership in evidence-based nursing education, with the goal of gathering evidence to support the establishment of such partnerships. BACKGROUND Academic-practice partnerships play a crucial role in overcoming separation of theory and practice in evidence-based nursing education and promoting the adoption of evidence-based nursing practice. However, there is a lack of scoping review of related literature. DESIGN This scoping review was conducted following the Joanna Briggs Institute updated methodology for scoping reviews and reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews checklist. METHODS We conducted a comprehensive search in PubMed, Web of Science, SCOPUS, Cochrane Library, CINAHL, EMBASE, Educational Resource Information Centre (ERIC) and five gray websites between November and December, 2022. A total of 10515 articles were retrieved, 26 articles were included in the scoping review. Two reviewers reviewed the articles, screened literature, and extracted data, independently. A third researcher was involved when consensus is needed. Practice-academic partnership logic model was used to analysis and synthesis the results. RESULTS Main themes included inputs (time, instructional resources, partnership agreement, key stakeholder commitment, shared mission, leadership support, common vision, instructional design, mutual respect, and instructional objectives), activities (ongoing communication and shared decision-making), outputs (action plan: evidence-based nursing project plans and educational resources), outcomes (improved evidence-based nursing competency, enhanced quality of nursing care, career advancement and personal development, increased evidence-based nursing projects, improve evidence-based nursing education, heightened academic achievement, increased engagement in evidence-based nursing, increased networking opportunities, and improved staff satisfaction), facilitators (sufficient inputs, effective activities, and clear partnership structure, ongoing feedback, and positive outcomes), and barriers (insufficient inputs). CONCLUSIONS Inputs and activities could lead to outputs and outcomes. Facilitators and barriers could influence the degree of outputs and outcomes. Academic-practice partnerships can overcome the barriers of disconnection between theory and practice in evidence-based nursing education, and further promote education and research by leveraging the strengths of both parties, resulting in a mutually beneficial collaboration.
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Affiliation(s)
- Yuting Xia
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Hui Huang
- The Third Xiangya Hospital, Central South University, Changsha, China
| | - Qiyan Yu
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Xirongguli Halili
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Qirong Chen
- Xiangya School of Nursing, Central South University, Changsha, China; Xiangya Research Center of Evidence-Based Healthcare, Central South University, Changsha, China.
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14
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Watkins KE, Levack WMM, Rathore FA, C Hay-Smith EJ. Challenges in applying evidence-based practice in stroke rehabilitation: a qualitative description of health professional experience in low, middle, and high-income countries. Disabil Rehabil 2023:1-9. [PMID: 37665337 DOI: 10.1080/09638288.2023.2251396] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Revised: 08/13/2023] [Accepted: 08/18/2023] [Indexed: 09/05/2023]
Abstract
Purpose: Evidence-based practice (EBP) is considered central to ethical, effective service delivery in rehabilitation, and the implementation of the World Health Organisation's Rehabilitation Strategy 2030. This study aimed to explore and compare the experiences of health professionals regarding the application of EBP for stroke rehabilitation in each participant's region and country, which provided perspectives from low, middle, and high-income countries.Methods and materials: Interviews were conducted with 12 experienced rehabilitation professionals from 12 different countries (5 high-income, 2 upper-middle income, 3 lower-middle income, and 2 low-income countries) and interpreted using qualitative descriptive analysis.Results: Nine factors influencing evidence-based stroke rehabilitation were: 1) the complexity of rehabilitation research; 2) the (ir)relevance of research to local context; 3) lack of time for EBP; 4) minimal training in EBP; 5) changing health professional behaviours; 6) poor access to resources for developing EBP; 7) influence of culture, patients, and families; 8) language barriers; and 9) lack of access to research evidence. Economic constraints contributed to many challenges; but not all challenges related to the country's economic classification.Conclusion: A global approach is needed to share knowledge about EBP, especially scientific evidence and innovative thinking about its application to clinical practice. Implications for rehabilitationRehabilitation professional groups should contribute to a global network to improve informal knowledge sharing and training around evidence-based practice.Support for training in evidence-based practice and its application needs to be developed and accessible in all countries, including low and middle-income countries.It is imperative that policymakers prioritise practical, evidence-based solutions for rehabilitation research in low and middle-income countries that can be effectively implemented within local settings.There must be solutions and increased accessibility of journal articles for those working in low and middle-income countries including those whose first language is not English.
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Affiliation(s)
- Kimberley E Watkins
- Rehabilitation Teaching and Research Unit, Department of Medicine, University of Otago, Wellington, New Zealand
| | - William M M Levack
- Rehabilitation Teaching and Research Unit, Department of Medicine, University of Otago, Wellington, New Zealand
| | - Farooq A Rathore
- Department of Rehabilitation Medicine, PNS Shifa Hospital, DHA-II, Karachi, Pakistan
| | - E Jean C Hay-Smith
- Rehabilitation Teaching and Research Unit, Department of Medicine, University of Otago, Wellington, New Zealand
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Poole LB, Carlson JS, Batsche-McKenzie K, Tate J, Shank J. Examining the Effect of a Parent-to-Parent Intervention for Low-Income Youth with Serious Emotional and Behavioral Challenges. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6435. [PMID: 37510667 PMCID: PMC10379319 DOI: 10.3390/ijerph20146435] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/18/2023] [Revised: 06/13/2023] [Accepted: 07/14/2023] [Indexed: 07/30/2023]
Abstract
BACKGROUND Numerous barriers to mental health utilization exist for families of children who present with serious emotional and behavioral challenges. Evidence-based practices that facilitate equitable outcomes across diverse populations are essential to identify. This study examined possible differential service outcomes in a Medicaid-funded, parent-to-parent intervention called Parent Support Partner (PSP). METHOD Data from four hundred and sixty-four parents who received PSP services were evaluated for possible demographic differences in service completion. Within-group analyses were utilized for an analysis of outcomes (parent change, child functioning; treatment acceptability) within a subset (N = 153) of those who completed services. RESULTS No racial disparities were found in those who completed PSP (43%) when compared to those who did not (57%). Regression analyses uncovered significant improvements in parent competence and confidence, as well as overall child functioning (global functioning across domains such as school, home, behaviors). Consistent with identifying evidence-based practices, findings were seen consistently across the diverse sample of those who completed PSP services. Improvements in parents' sense of competence and confidence were correlated with perceptions of treatment acceptability. DISCUSSION PSP is an innovative and promising intervention with demonstrated high levels of acceptability found to increase parent confidence and self-competence to advocate for treatments that can improve the mental health functioning of their child. Future investigations of factors associated with increasing PSP service completion and outcomes in larger and more diverse populations are necessary. Implications for considering and possibly adopting this evidence-informed practice within the nursing profession are provided.
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Affiliation(s)
- Lindsay B Poole
- Department of Counseling, Educational Psychology and Special Education, Michigan State University, East Lansing, MI 48823, USA
| | - John S Carlson
- Department of Counseling, Educational Psychology and Special Education, Michigan State University, East Lansing, MI 48823, USA
| | - Kim Batsche-McKenzie
- Bureau of Children's Coordinated Health Policy and Support, Michigan Department of Health and Human Services, Lansing, MI 48933, USA
| | - Justin Tate
- Bureau of Children's Coordinated Health Policy and Support, Michigan Department of Health and Human Services, Lansing, MI 48933, USA
| | - Jane Shank
- Association for Children's Mental Health, Lansing, MI 48917, USA
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Velarde-García JF, Álvarez-Embarba B, Moro-Tejedor MN, Rodríguez-Leal L, Arrogante O, Alvarado-Zambrano MG, Pérez-Corrales J, Palacios-Ceña D. Barriers and Facilitators to the Learning and Acquisition of Research Competencies among Nursing Students through Active Methodologies: A Qualitative Study Using Reflective Writing. Healthcare (Basel) 2023; 11:healthcare11081078. [PMID: 37107912 PMCID: PMC10137807 DOI: 10.3390/healthcare11081078] [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: 02/16/2023] [Revised: 04/01/2023] [Accepted: 04/06/2023] [Indexed: 04/29/2023] Open
Abstract
BACKGROUND The development of educational research, critical thinking skills, and evidence-based practice requires proposals for educational innovation. The purpose of this study was to explore the perspectives of undergraduate nursing students on the barriers and facilitators after the implementation of a novel activity within the course of research methodology, composed of three active learning strategies: (a) project-based learning; (b) small-group learning; and (c) self-directed learning. METHODS A qualitative exploratory study using reflective writing was conducted at the Nursing Department of the Red Cross School (Spain). Seventy-four nursing students participated in the study, enrolled in the research methodology course. Purposive sampling was used. Online reflective notes were collected from a script of open-ended questions. An inductive thematic analysis was performed. RESULTS The new proposals facilitated learning of the subject matter and its contents. They were useful and enabled the students to put the contents into practice. In addition, they improved the students' organization, planning, and involvement. The barriers identified were a lack of time, ambiguity, inadequate tutoring or novelty of the work, and inequity in the distribution of tasks and workloads. CONCLUSIONS Our findings shed light on the barriers and facilitators identified by nursing students when implementing an educational innovation proposal, using three active learning methodologies as learning tools for the subject of nursing research.
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Affiliation(s)
- Juan Francisco Velarde-García
- Department of Nursing, Red Cross College of Nursing, Universidad Autónoma de Madrid, Avenida Reina Victoria 28, 28003 Madrid, Spain
- Research Nursing Group of Instituto de Investigación Sanitaria Gregorio Marañón (IiSGM), Calle del Dr. Esquerdo, 46, 28007 Madrid, Spain
- Research Group of Humanities and Qualitative Research in Health Science (Hum & QRinHS), Universidad Rey Juan Carlos, Avenida Atenas s/n, 28922 Alcorcón, Spain
| | - Beatriz Álvarez-Embarba
- Department of Nursing, Red Cross College of Nursing, Universidad Autónoma de Madrid, Avenida Reina Victoria 28, 28003 Madrid, Spain
| | - María Nieves Moro-Tejedor
- Department of Nursing, Red Cross College of Nursing, Universidad Autónoma de Madrid, Avenida Reina Victoria 28, 28003 Madrid, Spain
- Research Nursing Group of Instituto de Investigación Sanitaria Gregorio Marañón (IiSGM), Calle del Dr. Esquerdo, 46, 28007 Madrid, Spain
| | - Leyre Rodríguez-Leal
- Department of Nursing, Red Cross College of Nursing, Universidad Autónoma de Madrid, Avenida Reina Victoria 28, 28003 Madrid, Spain
| | - Oscar Arrogante
- Research Nursing Group of Instituto de Investigación Sanitaria Gregorio Marañón (IiSGM), Calle del Dr. Esquerdo, 46, 28007 Madrid, Spain
- Faculty of Nursing, Physiotherapy and Podology, Complutense University of Madrid, Plaza de Ramón y Cajal, 3, 28040 Madrid, Spain
| | | | - Jorge Pérez-Corrales
- Research Group of Humanities and Qualitative Research in Health Science (Hum & QRinHS), Universidad Rey Juan Carlos, Avenida Atenas s/n, 28922 Alcorcón, Spain
- Department of Physical Therapy, Occupational Therapy, Physical Medicine and Rehabilitation, Universidad Rey Juan Carlos, Avenida Atenas s/n, 28922 Alcorcón, Spain
| | - Domingo Palacios-Ceña
- Research Group of Humanities and Qualitative Research in Health Science (Hum & QRinHS), Universidad Rey Juan Carlos, Avenida Atenas s/n, 28922 Alcorcón, Spain
- Department of Physical Therapy, Occupational Therapy, Physical Medicine and Rehabilitation, Universidad Rey Juan Carlos, Avenida Atenas s/n, 28922 Alcorcón, Spain
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Fernández-Castro M, López M, Martín-Gil B, Rodríguez-Soberado P, Rivas-González N, Muñoz-Alvaredo L, Del Río-García I, Redondo-Pérez N, Jiménez JM. Nurses' evidence-based practice competence and hospital practice environment after specific training under the Best Practice Spotlight Organization® Programme. A cross sectional study. NURSE EDUCATION TODAY 2023; 126:105808. [PMID: 37086500 DOI: 10.1016/j.nedt.2023.105808] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/15/2022] [Revised: 03/06/2023] [Accepted: 03/28/2023] [Indexed: 05/03/2023]
Abstract
BACKGROUND Barriers to implementing training strategies for the improvement of evidence-based practice competence of nurses in hospital practice environments still persist. OBJECTIVE The aim of the study was to evaluate the impact of a specific training within the framework of the Best Practice Spotlight Organization® programme, on nurses' evidence-based practice competence and the practice environment in two hospitals. DESIGN This is a observational cross-sectional study assessing evidence-based practice competence and perceptions of Practice Environments. PARTICIPANTS The study sample were 204 nurses working at medical and surgical inpatient units at two hospitals involved in the Best Practice Spotlight Organization® programme. METHODS The study was conducted from February 2020 to May 2020. Three questionnaires were used to collect data: a sociodemographic/occupational questionnaire, a questionnaire exploring evidence-based practice skills, and a questionnaire exploring nurses' perceptions of their hospital practice environments. RESULTS A total of 204 nurses participated. They were classified into two groups: those who had received specific training within the framework of the programme, called trained-champions (n = 66), and those who had not yet received training, control group (n = 138). The trained-champions exhibited better evidence-based practice competence values than the control group in all dimensions (p < 0.001), with a higher difference in means in the "Utilisation" dimension (-0.80; CI:-0.99,-0.60) and the "Knowledge" dimension (-0.63; CI:-0.88,-0.38). Trained-champions also had a more positive perception of the practice environments than the controls in all dimensions (p ≤ 0.001). The largest differences in means were in the "Participation" dimension (-0.48; CI:-0.66,-0.31) and in the "Leadership" dimension (-0.41; CI:-0.59,-0.23). CONCLUSIONS Specific EBP training within the framework of the Best Practice Spotlight Organization® programme has succeeded in nurses (trained-champions) obtaining better EBP competence than others without this training. This could have contributed to increase nurses' abilities to integrate evidence into decision making in their clinical practice, while positively influencing them to perceive their PEs more favorably.
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Affiliation(s)
| | - María López
- Nursing Faculty, University of Valladolid, Spain.
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18
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Alomari A, Singh K, Hassan N, Mannethodi K, Kunjavara J, Vellaramcheril Joy G, Al Lenjawi B. The improvement in research orientation among clinical nurses in Qatar: a cross-sectional study. Nurse Res 2023; 31:9-16. [PMID: 36511161 DOI: 10.7748/nr.2022.e1863] [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] [Accepted: 09/20/2022] [Indexed: 12/15/2022]
Abstract
BACKGROUND The main barrier to engaging nurses in research is the lack of research knowledge and skills. AIM To explore the influence of research workshops on the research orientation of nurses in a large referral hospital in Qatar. DISCUSSION This article describes a cross-sectional study involving 564 nurses working in 14 health facilities who attended research workshops in Qatar. The authors collected data using the Edmonton Research Orientation Survey (EROS) as well as questions considering support and barriers to research. Descriptive statistics were used to summarise and determine the sample characteristics and distribution of participants. The participants who attended the workshop were found to have a higher orientation towards the EROS sub-scales of evidence-based practice, valuing of research, involvement in research, being at the leading edge of the profession and support for research, compared to those who did not attend the workshop. There was no statistical difference between the groups in the research barrier sub-scale. CONCLUSION Despite significant improvements in their responses to the EROS research orientation sub-scales after attending the workshop, the nurses still reported many barriers to being actively engaged in research. IMPLICATIONS FOR PRACTICE Healthcare organisations should assist with integrating evidence-based practice into healthcare. There is a need for research education for clinical nurses to bring evidence into clinical practice to improve the quality of patient outcomes. Increasing the research capacity of nurses will lead to their emancipation in addressing the flaws in clinical practice and motivate them to use evidence in patient care.
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Lamesa D, Seifu W, Abdella J, Ezo E. Utilization of Evidence-Based Nursing Practice and Associated Factors Among Nurses Working in Saint Paul's Hospital Millennium Medical College, Ethiopia. SAGE Open Nurs 2023; 9:23779608231215599. [PMID: 38020318 PMCID: PMC10666712 DOI: 10.1177/23779608231215599] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2023] [Revised: 10/23/2023] [Accepted: 11/05/2023] [Indexed: 12/01/2023] Open
Abstract
Introduction Organizations still struggle with the best mechanisms to implement research into practice, and guideline developers need to continue to strive toward collaboration and avoidance of duplication. Objective To assess the utilization of evidence-based nursing practice and associated factors among nurses working in Saint Paul's Hospital Millennium Medical College, Addis Ababa, Ethiopia, 2022. Methods An institutional-based cross-sectional study was conducted from 10 September 2022 to 25 November 2022. The total sample size was 418, and a simple random sampling technique was used to select nurses. Data were collected through a self-administered questionnaire. Data were entered using EpiData version 4.6 and exported to SPSS version 25 for analysis. Multicollinearity was considered by using a variance inflation factor (VIF > 10). The goodness of fit test was done using the Hosmer-Lemeshow model. Binary logistic regression was done, and variables with a p-value of less than 0.25 in the bivariable analysis were taken into the multivariable analysis. Statistical significance was declared at a p-value of less than 0.05 with an adjusted odds ratio and 95% confidence interval. Result The utilization of evidence-based nursing practice was 58.1% [95% CI: 52.23-63.24]. Male sex [AOR 4.65, 95%CI: 2.51-8.63], work experience of >5 years [AOR 6.83, 95%CI: 2.27-20.58], head nurse role in the hospital [AOR 1.72, 95%CI: 1.02-3.18], master's degree educational status [AOR 2.78, 95%CI: 1.89-8.61], and availability of EBNP guideline in the ward [AOR 1.24, 95%CI: 1.04-5.32] were significantly associated. Conclusion About six in 10 nurses utilize EBNP at Saint Paul's Hospital Millennium Medical College. Sex, experience of >5 years, head nurse role in the hospital, master's degree educational status, and availability of EBNP guidelines in the ward were significantly associated with the utilization of EBNP. Therefore, recruiting experienced nurses, learning master`s degrees, and availing the EBNP guidelines in the ward might increase the utilization of EBNP.
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Affiliation(s)
- Dinka Lamesa
- Department of Comprehensive Nursing, School of Nursing, College of Medicine and Health Sciences, Wachemo University, Hosanna, Ethiopia
| | - Wubareg Seifu
- Department of Public Health College of Health Science, Jigjiga University, Jigjiga, Ethiopia
| | - Jabir Abdella
- Department of Surgical Nursing, School of Nursing, College of Medicine and Health Sciences, Wachemo University, Hosanna, Ethiopia
| | - Elias Ezo
- Department of Comprehensive Nursing, School of Nursing, College of Medicine and Health Sciences, Wachemo University, Hosanna, Ethiopia
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Abu-Odah H, Said NB, Nair SC, Allsop MJ, Currow DC, Salah MS, Hamad BA, Elessi K, Alkhatib A, ElMokhallalati Y, Bayuo J, AlKhaldi M. Identifying barriers and facilitators of translating research evidence into clinical practice: A systematic review of reviews. HEALTH & SOCIAL CARE IN THE COMMUNITY 2022; 30:e3265-e3276. [PMID: 35775332 DOI: 10.1111/hsc.13898] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/11/2021] [Revised: 05/06/2022] [Accepted: 06/18/2022] [Indexed: 06/15/2023]
Abstract
Translating research into clinical practice is a global priority because of its potential impact on health services delivery and outcomes. Despite the ever-increasing depth and breadth of health research, most areas across the globe seem to be slow to translate relevant research evidence into clinical practice. Thus, this review sought to synthesise existing literature to elucidate the barriers and facilitators to the translation of health research into clinical practice. A systematic review of reviews approach was utilised. Review studies were identified across PubMed, Scopus, Embase, CINAHL and Web of Science databases, from their inception to 15 March 2021. Searching was updated on 30 March 2022. All retrieved articles were screened by two authors; reviews meeting the inclusion criteria were retained. Based on the review type, two validated tools were employed to ascertain their quality: A Measurement Tool to Assess Systematic Reviews-2 and International Narrative Systematic assessment. The framework synthesis method was adopted to guide the analysis and narrative synthesis of data from selected articles. Ten reviews met the inclusion criteria. The study revealed that the translation of new evidence was limited predominantly by individual-level issues and less frequently by organisational factors. Inadequate knowledge and skills of individuals to conduct, organise, utilise and appraise research literature were the primary individual-level barriers. Limited access to research evidence and lack of equipment were the key organisational challenges. To circumvent these barriers, it is critical to establish collaborations and partnerships between policy makers and health professionals at all levels and stages of the research process. The study concluded that recognising barriers and facilitators could help set key priorities that aid in translating and integrating research evidence into practice. Effective stakeholder collaboration and co-operation should improve the translation of research findings into clinical practice.
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Affiliation(s)
- Hammoda Abu-Odah
- School of Nursing, The Hong Kong Polytechnic University, Kowloon, Hong Kong
| | - Nizar B Said
- Department of Nursing and Midwifery, An Najah National University, Nablus, Palestine
| | - Satish Chandrasekhar Nair
- Johns Hopkins Medicine Tawam Hospital, College of Medicine UAE University, Al Ain, United Arab Emirates
| | - Matthew J Allsop
- Academic Unit of Palliative Care, Leeds Institute of Health Sciences, University of Leeds, Leeds, UK
| | - David C Currow
- Faculty of Science, Medicine and Health, University of Wollongong, Wollongong, Australia
| | - Motasem Said Salah
- Nursing Consultant for Minster of Health, Ministry of Health, Gaza, Palestine
- Nursing and Health Sciences Department, University College of Applied Sciences (UCAS), Gaza, Palestine
| | - Bassam Abu Hamad
- School of Public Health, Al-Quds University, Jerusalem, Palestine
| | - Khamis Elessi
- Faculty of Medicine, Evidence-Based Medicine Unit, Islamic University, Gaza City, Palestine
| | - Ali Alkhatib
- Nursing and Health Sciences Department, University College of Applied Sciences (UCAS), Gaza, Palestine
| | - Yousuf ElMokhallalati
- Academic Unit of Palliative Care, Leeds Institute of Health Sciences, University of Leeds, Leeds, UK
| | - Jonathan Bayuo
- School of Nursing, The Hong Kong Polytechnic University, Kowloon, Hong Kong
| | - Mohammed AlKhaldi
- Faculty of Medicine, School of Physical and Occupational Therapy, McGill University, Montreal, Canada
- Department of Medicine, McGill University Health Center (MUHC), Montreal, Canada
- Canadian Institutes of Health Research (CIHR), Health System Impact Fellowship, Ottawa, Canada
- Department of Environmental Health Sciences, Canadian University Dubai, Dubai, United Arab Emirates
- University of Basel, Swiss Tropical and Public Health Institute, Basel, Switzerland
- Council on Health Research for Development (COHRED), Geneve, Switzerland
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21
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Adombire S, Puts M, Puchalski Ritchie LM, Ani-Amponsah M, Cranley L. Knowledge, skills, attitudes, beliefs, and implementation of evidence-based practice among nurses in low- and middle-income countries: a scoping review protocol. JBI Evid Synth 2022; 20:2519-2527. [PMID: 36081358 DOI: 10.11124/jbies-21-00313] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
Abstract
OBJECTIVE The objective of this scoping review is to identify and map the evidence reporting the knowledge, skills, attitudes, beliefs, and implementation of evidence-based practice among nurses in low- and middle-income countries. INTRODUCTION Evidence-based practice aims to improve health care quality, safety, and health system efficiency. Numerous research studies have explored nurses' engagement in evidence-based practice in high-income countries. Developing nations have recently joined the evidence-based practice movement, and primary research about nurses' engagement with it are emerging. INCLUSION CRITERIA The scoping review will include primary studies (quantitative, qualitative, and mixed methods) and gray literature addressing knowledge, skills, attitudes, beliefs, and implementation of evidence-based practice among nurses. Participants will include registered nurses working in low- and middle-income countries. Studies conducted in all health care settings, including acute and community settings, in low- and middle-income countries will be included. METHODS We will search MEDLINE, Embase, CINAHL, Scopus, ERIC, JBI Evidence-based Practice Database, Cochrane Library, LILACS, and AIM. Gray literature will be sourced from ProQuest Dissertations and Theses Global and Google Scholar for primary studies. Studies published in the English language will be included, with no limit on publication date. Titles, abstracts, and full-text articles will be assessed against the inclusion criteria by 2 independent reviewers. The extracted data will be analyzed quantitatively using frequencies and counts. Textual data from qualitative studies will be analyzed using descriptive content analysis. Results of the data analysis will be presented using graphs, tables, and a narrative format. SCOPING REVIEW REGISTRATION Open Science Framework ( https://osf.io/hau5y ).
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Affiliation(s)
- Stephen Adombire
- Lawrence S. Bloomberg Faculty of Nursing, University of Toronto, Toronto, ON, Canada
| | - Martine Puts
- Lawrence S. Bloomberg Faculty of Nursing, University of Toronto, Toronto, ON, Canada
| | - Lisa M Puchalski Ritchie
- Department of Medicine, University of Toronto, Toronto, ON, Canada.,Li Ka Shing Knowledge Institute-St. Michael's Hospital, Toronto, ON, Canada.,Department of Emergency Medicine, University Health Network, Toronto, ON, Canada.,Institute of Health Policy, Management and Evaluation, University of Toronto, Toronto, ON, Canada
| | - Mary Ani-Amponsah
- School of Nursing & Midwifery, University of Ghana, Legon, Accra, Ghana
| | - Lisa Cranley
- Lawrence S. Bloomberg Faculty of Nursing, University of Toronto, Toronto, ON, Canada
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22
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Teixeira AC, Nogueira A, Barbieri-Figueiredo MDC. Professional empowerment and evidence-based nursing: A mixed-method systematic review. J Clin Nurs 2022. [PMID: 36039039 DOI: 10.1111/jocn.16507] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2022] [Revised: 08/08/2022] [Accepted: 08/11/2022] [Indexed: 11/27/2022]
Abstract
AIMS AND OBJECTIVES To review, synthesise and integrate primary research on the relationship between professional empowerment and evidence-based practice (EBP) in nursing. BACKGROUND Professional empowerment research exposes an association between empowerment and positive work behaviours and attitudes. Empowerment is associated with nurses' productivity, autonomy and resources. However, implementing evidence into practice is not easy due to barriers to EBP, namely organisational and cultural. Research demonstrating the relationship between professional empowerment and EBP will provide direction for future interventions aimed at the development of an effective healthcare sector. DESIGN A mixed-methods systematic review, according to the Joanna Briggs Institute approach, with results reported according to PRISMA. The associated checklist for systematic reviews was also used. METHOD The electronic databases searched for relevant studies included: Medline, Cumulative Nursing and Allied Health Literature (CINAHL), JBI Database of Systematic Reviews and Implementation Reports, and The Cochrane Library; thesis and dissertation databases; and Web pages of reference organisations and Scientific Events programs. Quality assessments, data extraction and analysis were completed on all included studies, according JBI. Thematic analysis was used to synthesise the data. RESULTS We identified 477 studies. After removing duplicates and reviewing title and abstract following the inclusion and exclusion criteria, 26 papers were evaluated for eligibility. The review included 9 articles. The literature was categorised into three themes: (a) organisational and leadership characteristics, (b) individual characteristics, and (c) outcomes/consequences. CONCLUSION This review highlights the importance of empowering environments in EBP. A relationship was evident between leadership, organisation, empowerment, individual characteristics and the use and implementation of evidence, resulting in tangible and measurable gains. However, more robust studies are needed. This systematic review was registered in the International Prospective Register of Systematic Reviews (PROSPERO; CRD42018086414).
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Affiliation(s)
- Abílio Cardoso Teixeira
- ICBAS: School of Medicine and Biomedical Sciences - University of Porto, Porto, Portugal.,CINTESIS - Center for Health Technology and Services Research, Porto, Portugal.,Santa Maria Health School, Porto, Portugal
| | - Assunção Nogueira
- Sousa Valley Health School, Gandra, Portugal.,Institute for Research and Advanced Training in Health Sciences and Technologies, Porto, Portugal
| | - Maria do Céu Barbieri-Figueiredo
- ICBAS: School of Medicine and Biomedical Sciences - University of Porto, Porto, Portugal.,CINTESIS - Center for Health Technology and Services Research, Porto, Portugal.,Huelva University - Departamento de Enfermeria, Huelva, Spain
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Chen Q, Halili X, Castro AR, Zhao J, Chen W, Li Z, Tang S, Wang H. Differences in evidence‐based nursing practice competencies of clinical and academic nurses in China and opportunities for complementary collaborations: A cross‐sectional study. J Clin Nurs 2022. [DOI: 10.1111/jocn.16488] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2022] [Revised: 07/01/2022] [Accepted: 07/21/2022] [Indexed: 11/29/2022]
Affiliation(s)
- Qirong Chen
- Xiangya School of Nursing, Central South University Hunan China
| | | | - Aimee R. Castro
- Ingram School of Nursing, McGill University Montreal Quebec Canada
| | - Junqiang Zhao
- Faculty of Health Sciences School of Nursing, University of Ottawa Ottawa Canada
| | - Wenjun Chen
- Faculty of Health Sciences School of Nursing, University of Ottawa Ottawa Canada
| | - Zeen Li
- Xiangya School of Nursing, Central South University Hunan China
| | - Siyuan Tang
- Xiangya School of Nursing, Central South University Hunan China
| | - Honghong Wang
- Xiangya School of Nursing, Central South University Hunan China
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24
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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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Li C, Li L, Wang Z. Knowledge, attitude and behaviour to evidence-based practice among psychiatric nurses: A cross-sectional survey. Int J Nurs Sci 2022; 9:343-349. [PMID: 35891916 PMCID: PMC9305010 DOI: 10.1016/j.ijnss.2022.06.016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2021] [Revised: 06/04/2022] [Accepted: 06/14/2022] [Indexed: 11/16/2022] Open
Abstract
Objective Methods Results Conclusion
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Affiliation(s)
- Ce Li
- School of Nursing, Peking University, Beijing, China
| | - Liyu Li
- Peking University First Hospital, Peking University, Beijing, China
| | - Zhiwen Wang
- School of Nursing, Peking University, Beijing, China
- Corresponding author.
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26
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Hines S, Ramsbotham J, Coyer F. Registered Nurses' experiences of reading and using research for work and education: a qualitative research study. BMC Nurs 2022; 21:114. [PMID: 35549936 PMCID: PMC9096067 DOI: 10.1186/s12912-022-00877-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2021] [Accepted: 04/15/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Considerable resources have been expended, both in universities and health workplaces to improve nurses' abilities to interact with research and research literature to enable their engagement with evidence-based practice. Despite these efforts, a considerable number of nurses experience difficulty with research literature and are reluctant to use it in practice. AIMS This study aimed to explore the experiences and perceptions of Registered Nurses when they have been required to read and understand research literature for work or education. DESIGN A qualitative descriptive study using online and in-person focus groups. METHODS Focus groups (online and in-person) were conducted between June and November 2020. Forty participants were included. We used focus group recordings and field notes to collect data. Transcribed records of these focus groups were coded on the basis of similarity of meaning and then subjected to thematic analysis. RESULTS Three distinct themes were identified from the data: 'coming into learning about research', fitting research into the reality of nursing life', and 'working towards using research.' Participants described their early experiences in learning about research, experiences both positive and negative in integrating research into practice, and their personal strategies for reading and using research, particularly in the context of significant anxiety about understanding the content of methods and results sections of quantitative research articles. CONCLUSION This study goes beyond the barriers and facilitators dichotomy that has been the majority of the conversation about nurses' evidence-based practice engagement previously, and explores the issues underlying aversion to research literature. Many nurses struggle with the language, numbers, and/or statistics used in research and this requires educational interventions suited to the problem and the population.
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Affiliation(s)
- Sonia Hines
- Flinders SA & NT, College of Medicine and Public Health, Centre for Remote Health, Flinders University, 5 Skinner St, The Gap, Alice Springs, NT, 0870, Australia.
- School of Nursing, Queensland University of Technology, Victoria Park Rd, Kelvin Grove, Brisbane, Qld, Australia.
| | - Joanne Ramsbotham
- School of Nursing, Queensland University of Technology, Victoria Park Rd, Kelvin Grove, Brisbane, Qld, Australia
| | - Fiona Coyer
- School of Nursing, Queensland University of Technology, Victoria Park Rd, Kelvin Grove, Brisbane, Qld, Australia
- Royal Brisbane and Women's Hospital, Butterfield St, Herston, Qld, 4029, Australia
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Evidence-based practice profiles of nurses: a transcultural study †. FRONTIERS OF NURSING 2022. [DOI: 10.2478/fon-2022-0004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Abstract
Objective
To compare (i) the evidence-based practice (EBP) profiles and (ii) socio-demographic characteristics of nurses in 4 selected low-middle income countries (LMICs).
Methods
A cross-sectional survey was conducted among 677 nurses from 4 hospitals in 4 countries (Afghanistan, Ghana, Iran, and Uganda).
Results
The findings revealed that there are significant differences between the 3 EBP subscales (that is, practice/use, attitude, and knowledge/skill) across the 4 countries (P < 0.05). No significant EBP differences were identified across age groups and gender in the subscales of practice, knowledge, and attitude. Practice and knowledge subscales were significantly associated with working schedules (that is, part-time and full-time) (P < 0.05). Analyses also revealed significant differences between attitude and knowledge subscales and working experience (P < 0.05).
Conclusions
Nurses in the 4 countries have moderate practice, attitude, and knowledge/skills of EBP. Nurses in LMICs require continuous professional development programs and support to enhance their practice and knowledge regarding EBP in clinical settings.
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Yoder LH, Cengiz A, Hinkley T, Hertel RA, Gallagher-Ford L, Koshy Thomas B. Medical-surgical nurses' EBP beliefs and competencies. Worldviews Evid Based Nurs 2022; 19:149-159. [PMID: 35229968 DOI: 10.1111/wvn.12567] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2021] [Revised: 12/20/2021] [Accepted: 01/01/2022] [Indexed: 11/28/2022]
Abstract
BACKGROUND The lack of evidence-based practice (EBP) knowledge and inability to implement EBP among nurses is a major barrier to quality nursing care. The literature shows that nurses highly value the use of EBP, however, they lack necessary EBP competencies. Although medical-surgical nurses were included in studies examining cross-sections of the nursing workforce, no studies exist specifically investigating their EBP beliefs and EBP competencies. AIMS The purpose of this study was to describe medical-surgical nurses' self-reported EBP beliefs and competencies. METHOD A descriptive, cross-sectional design employing survey methodology was used. RESULTS A total of 1,709 medical-surgical nurses participated for a response rate of 13%. The findings revealed that medical-surgical nurses had positive beliefs about EBP. However, they rated themselves competent in only 2 EBP competencies of 24. Medical-surgical nurses working in units or organizations that had a special designation such as Academy of Medical-Surgical Nurses Premier Recognition in the Specialty of Med-Surg (AMSN PRISM; p = .001) or Pathway to Excellence (p = .006) reported greater EBP competency scores. Also, nurses educated at the master's level or higher had better EBP competency scores (p < .0001). LINKING EVIDENCE TO ACTION Medical-surgical nurses need support at the personal and organizational levels to improve their EBP competence and increase uptake of EBP in their practice. Therefore, individual nurses must reflect on their EBP competence level and pursue opportunities to develop these essential attributes. Leaders must also create practice environments where EBP is valued, and barriers to EBP implementation are eliminated. Faculty in prelicensure and graduate programs should integrate EBP into their curricula and assess students' EBP competencies.
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Affiliation(s)
- Linda H Yoder
- The University of Texas at Austin School of Nursing, Austin, Texas, USA
| | - Adem Cengiz
- The University of Texas at Austin School of Nursing, Austin, Texas, USA
| | - Terri Hinkley
- Academy of Medical-Surgical Nurses, Sewell, New Jersey, USA
| | - Robin A Hertel
- Academy of Medical-Surgical Nurses, Sewell, New Jersey, USA.,Ascend Learning, Leawood, Kansas, USA
| | - Lynn Gallagher-Ford
- Helene Fuld Health Trust National Institute for EBP in Nursing and Healthcare, Columbus, Ohio, USA
| | - Bindu Koshy Thomas
- Helene Fuld Health Trust National Institute for EBP in Nursing and Healthcare, Columbus, Ohio, USA
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Ramazan F, Aarts S, Widdowfield M. Exploring the implementation of evidence-based optimisation strategies: A qualitative study of the experience of diagnostic radiographers. Radiography (Lond) 2022; 28:804-810. [PMID: 35221213 DOI: 10.1016/j.radi.2022.02.003] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2021] [Revised: 02/01/2022] [Accepted: 02/07/2022] [Indexed: 10/19/2022]
Abstract
INTRODUCTION Radiographers are responsible for ensuring safe and effective use of ionising radiation. Through evidence-based practice (EBP), valuable optimisation strategies can be implemented to fulfil these responsibilities. This study aimed to explore radiographers' attitudes, perceptions, and experience of using evidence-based optimisation strategies. METHODS A Grounded Theory approach using in-depth interviews. UK-based radiographers were recruited. Discussions focused on (1) the role of evidence-based optimisation strategies in daily practice, (2) assistance in implementing evidence-based optimisation strategies, and (3) the role of EBP and optimisation strategies in the future. Interviews were transcribed verbatim and analysed using open and axial coding. RESULTS Participants (n = 13) stated that EBP is not frequently used to implement optimisation strategies. Participants relied on the knowledge taught in education settings and their professional skills to optimise in daily practice, alongside departmental protocols. Barriers identified as affecting the implementation of optimisation strategies related to reluctance to change, a lack of support from superiors, and a lack of resources to engage with EBP. Some participants expected the use of optimisation strategies to become unnecessary due to technology advancements. CONCLUSION The results indicate that effective operationalisation of EBP is not part of daily practice among radiographers to implement valuable optimisation strategies in daily practice. IMPLICATIONS FOR PRACTICE The potential barriers to implementing evidence-based optimisation strategies highlighted in this study suggest that improving access to resources and empowerment of individual radiographers is required to enable radiographers to implement optimisation strategies.
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Affiliation(s)
- F Ramazan
- Alliance Medical, University Hospital of North Tees, Stockton-on-Tees, TS19 8PE, United Kingdom.
| | - S Aarts
- School for Public Health and Primary Care, Faculty of Health, Medicine and Life Sciences, Maastricht University, Duboisdomein 30, 6229 GT Maastricht, Netherlands; Living Lab in Ageing and Long-Term Care, Department of Health Services Research, Maastricht University, Duboisdomein 30, 6229 GT Maastricht, Netherlands.
| | - M Widdowfield
- Pasteur Building, Sciences Complex, University of Sunderland, Sunderland, SR2 7PT, United Kingdom.
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Veziari Y, Kumar S, Leach MJ. An exploration of barriers and enablers to the conduct and application of research among complementary and alternative medicine stakeholders in Australia and New Zealand: A qualitative descriptive study. PLoS One 2022; 17:e0264221. [PMID: 35180276 PMCID: PMC8856519 DOI: 10.1371/journal.pone.0264221] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2021] [Accepted: 02/06/2022] [Indexed: 01/12/2023] Open
Abstract
BACKGROUND Most studies examining complementary and alternative medicine (CAM) stakeholder engagement with evidence-based practice have relied on quantitative research methods, which often fail to capture the nuances of this phenomena. Using qualitative methods, this study aimed to explore the experiences of CAM stakeholders regarding the barriers and enablers to the conduct and application of research. METHODS This research was guided by a qualitative descriptive framework. CAM practitioners and researchers of multiple CAM disciplines from across Australia and New Zealand were invited to share their personal perspectives of the study phenomena. Semi-structured interviews were conducted via Zoom, which were audio-recorded and transcribed verbatim. Rigour strategies were applied to ensure the credibility of results. The transcript was analysed using thematic analysis. RESULTS CAM stakeholders identified an array of barriers and enablers to the conduct and application of research within their disciplines. The barriers and enablers that emerged were found to be inter-connected with two similar constructs: capacity and culture. Captured within the construct of capacity were five themes-lack of resources, inadequate governance/leadership, lack of competency, bias directed from outside and within CAM, and lack of time for research. Within the construct of culture were two themes-intrinsic perceptions in CAM, and lack of communication within and outside CAM. CONCLUSIONS Promoting evidence-based practice and engaging with research in CAM continues to face challenges. This study, for the first time, has highlighted the multitude of interlinked barriers that confront CAM stakeholders when engaging with research. These findings highlight the need for a concerted and targeted approach to tackle these challenges.
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Affiliation(s)
- Yasamin Veziari
- UniSA Allied Health & Human Performance, University of South Australia, North Terrace, Adelaide, South Australia, Australia
| | - Saravana Kumar
- UniSA Allied Health & Human Performance, University of South Australia, North Terrace, Adelaide, South Australia, Australia
| | - Matthew J. Leach
- Southern Cross University, National Centre for Naturopathic Medicine, East Lismore, New South Wales, Australia
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Leach MJ. Implementation science in New Zealand naturopathic practice: a cross-sectional study. JOURNAL OF COMPLEMENTARY & INTEGRATIVE MEDICINE 2022; 19:781-790. [PMID: 35092655 DOI: 10.1515/jcim-2021-0508] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/05/2021] [Accepted: 01/17/2022] [Indexed: 11/15/2022]
Abstract
OBJECTIVES Understanding and addressing the barriers to evidence-based practice (EBP) falls within the realm of implementation science. To date, disciplines such as naturopathy have paid little attention to implementation science, meaning the obstacles to delivering best practice care have largely been ignored. This study addresses this knowledge gap by examining the determinants of evidence implementation in New Zealand naturopathic practice. METHODS This cross-sectional study was open to all New Zealand naturopaths who had Internet access, and were fluent in the English language. Participants were invited to complete the 84-item Evidence-Based practice Attitude and utilization Survey (EBASE) online between February and July 2020. RESULTS The survey was completed in full by 104 naturopaths (86% female; 55% aged 40-59 years). While attitudes toward EBP were generally favourable, engagement in EBP activities was reported at a moderate-low level. Factors potentially contributing to the modest uptake of EBP were the moderate level of self-reported EBP-related skill, lack of clinical evidence in naturopathy and lack of time. Enablers of EBP uptake that were supported by the majority of participants were access to the Internet, online databases, EBP education materials, and full-text journal articles. CONCLUSIONS This study has provided much-needed insight into the level of EBP engagement among New Zealand naturopaths, as well as the various factors impacting evidence implementation. Attitude did not pose a major barrier to evidence implementation; rather, the barriers were largely structural, cognitive and cultural. This suggests that the barriers to EBP uptake in naturopathy are not unsurmountable.
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Affiliation(s)
- Matthew J Leach
- National Centre for Naturopathic Medicine, Southern Cross University, Military Road, Lismore, NSW 2480, Australia
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Chen Q, Li Z, Tang S, Zhou C, Castro AR, Jiang S, Huang C, Xiao J. Development of a blended emergent research training program for clinical nurses (part 1). BMC Nurs 2022; 21:2. [PMID: 34983524 PMCID: PMC8725519 DOI: 10.1186/s12912-021-00786-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2021] [Accepted: 12/13/2021] [Indexed: 11/16/2022] Open
Abstract
BACKGROUND Nursing research training is important for improving the nursing research competencies of clinical nurses. Rigorous development of such training programs is crucial for ensuring the effectiveness of these research training programs. Therefore, the objectives of this study are: (1) to rigorously develop a blended emergent research training program for clinical nurses based on a needs assessment and related theoretical framework; and (2) to describe and discuss the uses and advantages of the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) in the instructional design and potential benefits of the blended emergent teaching method. METHODS This intervention development study was conducted in 2017, using a mixed-methods design. A theoretical framework of blended emergent teaching was constructed to provide theoretical guidance for the training program development. Nominal group technique was used to identify learners' common needs and priorities. The ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was followed to develop the research training program for clinical nurses based on the limitations of current nursing research training programs, the needs of clinical nurses, and the theoretical foundation of blended emergent teaching. RESULTS Following the ADDIE model, a blended emergent research training program for clinical nurses to improve nursing research competence was developed based on the needs of clinical nurses and the theoretical framework of blended emergent teaching. CONCLUSIONS This study indicates that nominal group technique is an effective way to identify learners' common needs and priorities, and that the ADDIE model is a valuable process model to guide the development of a blended emergent training program. Blended emergent teaching is a promising methodology for improving trainees' learning initiative and educational outcomes. More empirical studies are needed to further evaluate blended emergent teaching to promote the development of related theories and practice in nursing education.
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Affiliation(s)
- Qirong Chen
- Xiangya School of Nursing, Centreal South University, 172 Tongzipo Road, Changsha, 410013, Hunan, China
| | - Zeen Li
- Xiangya School of Nursing, Centreal South University, 172 Tongzipo Road, Changsha, 410013, Hunan, China
| | - Siyuan Tang
- Xiangya School of Nursing, Centreal South University, 172 Tongzipo Road, Changsha, 410013, Hunan, China
| | - Chuyi Zhou
- Xiangya School of Nursing, Centreal South University, 172 Tongzipo Road, Changsha, 410013, Hunan, China
| | - Aimee R Castro
- Ingram School of Nursing, McGill University, 680 Sherbrooke West, Suite 1800, Montreal, QC, H3A 2M7, Canada
| | - Shan Jiang
- School of Educational Science, Anhui Normal University, 1 East Beijing Road, Wuhu, 241000, China
| | - Chongmei Huang
- Xiangya School of Nursing, Centreal South University, 172 Tongzipo Road, Changsha, 410013, Hunan, China.
| | - Jinnan Xiao
- Xiangya School of Nursing, Centreal South University, 172 Tongzipo Road, Changsha, 410013, Hunan, China.
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Evidence-based practice and its associated factors among health professionals in Ethiopia: Systematic review and meta-analysis. INFORMATICS IN MEDICINE UNLOCKED 2022. [DOI: 10.1016/j.imu.2022.101012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
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Shahzeydi A, Joonbakhsh F, Ajoodaniyan N, Khaksar S, Kalhor F, Sabzghabaee AM, Kalhor R. Comparing the pharmacology knowledge and performance of nurses and nursing students in the use of information resources in pediatrics wards: An observational study. SAGE Open Med 2022; 10:20503121221135397. [DOI: 10.1177/20503121221135397] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2022] [Accepted: 10/11/2022] [Indexed: 12/03/2022] Open
Abstract
Objectives: One of the major duties of nurses is proper medication administration while maintaining patient safety, which requires sufficient knowledge and practice. Any gaps in knowledge used by nurses can lead to irreversible injury or death of the patient. This study is aimed to determine and compare the pharmacology knowledge and performance of nurses and nursing students in using the information resources in pediatrics wards. Method: This descriptive observational study was performed on 300 nurses and nursing students. Sources of knowledge and performance of nurses and nursing students were analyzed with researcher-made tools to determine their pharmaceutical knowledge, sources of knowledge, and attitudes by independent t-test, chi-square, one-way analysis of variance, Pearson, and Spearman tests. Result: Three hundred questionnaires were examined. The clinical experience of nurses and students was their most important source of information in drug challenges for 33.7% of the participants. About 24.6% of nurses obtained the required information from specialized books on pediatric medicine. About 17.1% of the participants attained their knowledge from multiple sources (e.g. various available sources such as the Internet, pharmacy books, software, and their experiences and colleagues), while electronic sources and the Internet were the sources of knowledge for 15.5% and 7.7% of the nurses, respectively. Concerning nursing students, 6.3% used books, 41.7% considered colleagues (clinical experiences), 20.8% employed electronic resources, 22.8% used the Internet, and 9.1% relied on multiple sources. There were significant differences in the knowledge and performance of the nurses based on their source of pharmacological knowledge (P < 0.05). Conclusion: Most of the resources used in the hospital are not up-to-date and evidence-base, and the majority of nurses tend to rely on their clinical experience or their collegues information for medication administration rather than reading books or searching for up-to-date approaches and information. Nursing students also trust nurses’ clinical experiences more than other sources provided for them including books and Internet. Some action should be taken by the managers for boosting the nurses’ tendency for using up-to-date information resources.
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Affiliation(s)
- Amir Shahzeydi
- School of Nursing and Midwifery, Isfahan University of Medical Sciences and Health Services, Isfahan, Islamic Republic of Iran
| | - Fatemeh Joonbakhsh
- School of Nursing and Midwifery, Isfahan University of Medical Sciences and Health Services, Isfahan, Islamic Republic of Iran
| | - Najmeh Ajoodaniyan
- School of Nursing and Midwifery, Isfahan University of Medical Sciences and Health Services, Isfahan, Islamic Republic of Iran
| | - Sajjad Khaksar
- School of Nursing and Midwifery, Isfahan University of Medical Sciences and Health Services, Isfahan, Islamic Republic of Iran
| | - Faramarz Kalhor
- School of Nursing and Midwifery, Isfahan University of Medical Sciences and Health Services, Isfahan, Islamic Republic of Iran
| | - Ali Mohammad Sabzghabaee
- School of Pharmacy and Pharmaceutical Sciences, Isfahan University of Medical Sciences and Health Services, Isfahan, Islamic Republic of Iran
| | - Rohollah Kalhor
- Health Services Management, Social Determinants of Health Research Center, Research Institute for Prevention of Non-Communicable Diseases, Qazvin University of Medical Sciences, Qazvin, Iran
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Chang D, Bhuyan D, Dissanayake I, Jaye K. Traditional and complementary medicine in Australia: Clinical practice, research, education, and regulation. Int J Ayurveda Res 2022. [DOI: 10.4103/ijar.ijar_4_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
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Leong FF, He HG, Premarani K, Lim SH. Nurses' perceptions of nursing education transformation and its impact on care delivery in Singapore. Int Nurs Rev 2021; 69:340-349. [PMID: 34921738 DOI: 10.1111/inr.12733] [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: 07/10/2021] [Accepted: 10/27/2021] [Indexed: 11/27/2022]
Abstract
AIMS To explore nurses' perceptions of the transformation in Singapore's nursing education and its impact on the delivery of nursing care. BACKGROUND Nursing education in Singapore has sailed through a sea of changes, from the apprenticeship model of training in hospitals to institutions of higher learning. Limited primary studies have explored the evolution of nursing education, and none have explored its impact on the delivery of nursing care, based on nurses' perceptions. METHODS A descriptive qualitative design with purposive and snowball sampling was used to recruit 18 experienced nurses from local teaching institutions and healthcare clusters. Semistructured individual face-to-face interviews were conducted using an interview guide. Data were analysed using thematic analysis. The Consolidated Criteria for Reporting Qualitative Research reporting guideline was used to report the study. FINDINGS Five themes emerged: 'evolution of the nursing education approach', 'clinical learning environments', 'evaluation of changes in the nursing education approach', 'attitudes toward the provision of various levels of education' and 'influences of various competencies on the delivery of nursing care'. CONCLUSION Changes in teaching pedagogies, learning, assessment, curriculum structure, content and clinical learning environment were commonly reported, which provided insights into understanding nursing education transformation and its impact on nursing practice. IMPLICATIONS FOR NURSING EDUCATION The findings could better prepare nurses for the demanding needs of the contemporary healthcare landscape. Nurse educators and leaders should evaluate gaps in nursing education and implement strategies to improve students' learning experiences and outcomes. IMPLICATIONS FOR NURSING POLICY Policy-makers can draw on our findings to revise the core competencies guidelines and improve future training by supporting the healthcare needs of society.
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Affiliation(s)
- Felice Fangie Leong
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, National University Health System, Singapore.,Division of Nursing, Singapore General Hospital, Singapore
| | - Hong-Gu He
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, National University Health System, Singapore
| | | | - Siew Hoon Lim
- Division of Nursing, Singapore General Hospital, Singapore
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Cheerkoot-Jalim S, Khedo KK. Literature-based discovery approaches for evidence-based healthcare: a systematic review. HEALTH AND TECHNOLOGY 2021; 11:1205-1217. [PMID: 34722102 PMCID: PMC8542914 DOI: 10.1007/s12553-021-00605-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2021] [Accepted: 09/28/2021] [Indexed: 12/12/2022]
Abstract
PURPOSE Literature-Based Discovery (LBD) is a text mining technique used to generate novel hypotheses from vast amounts of literature sources, by identifying links between concepts from disparate sources. One of the main areas where it has been predominantly applied is the healthcare domain, whereby promising results, in the form of novel hypotheses, have been reported. The purpose of this work was to conduct a systematic literature review of recent publications on LBD in the healthcare domain in order to assess the trends in the approaches used and to identify issues and challenges for such systems. METHODS The review was conducted following the principles of the Kitchenham method. The selected studies have been scrutinized and the derived findings have been reported following the PRISMA guidelines. RESULTS The review results reveal useful information regarding the application areas, the data sources considered, the approaches used, the performance in terms of accuracy and reliability and future research challenges. The results of this review will be beneficial to LBD researchers and other stakeholders in the healthcare domain, by providing them with useful insights on the approaches to adopt, data sources to consider, evaluation model to use and challenges to reflect on. CONCLUSION The synthesis of the results of this work has shed light on recent issues and challenges that drive new LBD models and provides avenues for their application in other diverse areas in the healthcare domain. To the best of our knowledge, no such recent review has been conducted.
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Affiliation(s)
- Sudha Cheerkoot-Jalim
- Department of Information and Communication Technologies, University of Mauritius, Reduit, Mauritius
| | - Kavi Kumar Khedo
- Department of Digital Technologies, University of Mauritius, Reduit, Mauritius
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Unal A, Teskereci G. Mapping the evidence-based practice research field in nursing from 1995 to 2021: A bibliometric analysis. Int J Nurs Knowl 2021; 33:196-206. [PMID: 34693654 DOI: 10.1111/2047-3095.12347] [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: 05/20/2021] [Accepted: 09/17/2021] [Indexed: 01/09/2023]
Abstract
BACKGROUND Evidence-based nursing and its practices are increasing rapidly in the health and nursing literature. A holistic image of evidence-based nursing research is needed to address evidence-based studies and available information on nursing. AIM The aim of this study was to evaluate evidence-based nursing-related research with bibliometric analysis in order to provide a structured macroscopic overview of its features and advances. METHODS A bibliometric analysis of 4,159 publications from 1995 to 2021 was performed to map the literature of evidence-based nursing studies and assess the structure of the scientific community. The studies' publication output and growth trend, authors and collaborations, publishing journals, terms, current trends, subject categories, global distribution and collaboration, and the authors' average number of citations were all assessed. RESULTS It was found that the number of evidence-based nursing publications increased until 2016, reaching the publication peak (n = 369), after which they began to decline. Most studies on the topic (n = 543) have been published in the journal Worldviews on Evidence-Based Nursing. Evidence-based knowledge, dissemination, implementation, implementation barriers, and implementation and training curricula in particular fields have all evolved over time as the key concepts of research. The United States (6,218), Australia (1,247), and England (790) are the three nations with the highest number of publications. On the other hand, it is seen that the subject has yet to be discussed in a few developing or underdeveloped countries. CONCLUSIONS In the last 12 years, evidence-based nursing has been a comprehensive area of research. In comparison with the research areas in its field, it can be speculated that it has a more practical focus. It was determined that the authors' keywords primarily began with research implementation, practice development, and knowledge utilization over time, and then evolved to specific areas, educational areas, process applications, and important current topics such as Covid19.
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Affiliation(s)
- Aysun Unal
- Assistant Professor, MSc, PhD, Nursing Management Department, Akdeniz University Kumluca Faculty of Health Sciences, Antalya, Turkey
| | - Gamze Teskereci
- Assistant Professor, MSc, PhD, Obstetrics and Gynecology Nursing Department, Akdeniz University Kumluca Faculty of Health Sciences, Antalya, Turkey
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Gichane MW, Wechsberg WM, Ndirangu J, Howard B, Bonner CP, Browne FA, Zule WA. Sustainability of a gender-focused HIV and alcohol risk-reduction intervention in usual care settings in South Africa: a mixed methods analysis. AIDS Care 2021; 33:11-17. [PMID: 34538158 DOI: 10.1080/09540121.2021.1966694] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Intervention sustainability is a critical yet understudied aspect of implementation science research. To address this gap, we examined the sustainability of the Women's Health CoOp (WHC), a gender-focused, evidence-based, HIV and alcohol risk-reduction intervention, after an implementation trial. We used a mixed methods design consisting of questionnaires (n = 12), 3 focus groups (n = 11), and a semistructured interview conducted with interventionists implementing the WHC in clinics and substance use treatment programs in Cape Town, South Africa. Five out of 8 facilities implemented the WHC beyond the 6-month implementation period, and 4 were still implementing the WHC as of October 2019. Sustainability ranged from approximately 8 months to more than 3 years. At the most recent assessment, interventionists delivered the intervention to 0-20 participants in the past month. Qualitative findings indicate that long-term sustainability would require support from upper management, staff dedicated to the WHC, and booster trainings. The WHC was sustained postimplementation. Integrating the program into usual care would be feasible; however, human resources, financial, and institutional support would be needed for sustainability. To move implementation science forward, it is essential to determine sustainability beyond the presence and involvement of researchers.
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Affiliation(s)
| | - Wendee M Wechsberg
- RTI International, Research Triangle Park, NC, USA.,Gillings School of Global Public Health, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.,Department of Psychology, North Carolina State University, Raleigh, NC, USA.,Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, NC, USA
| | | | | | - Courtney Peasant Bonner
- RTI International, Research Triangle Park, NC, USA.,Gillings School of Global Public Health, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
| | - Felicia A Browne
- RTI International, Research Triangle Park, NC, USA.,Gillings School of Global Public Health, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
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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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Bø B, Madangi BP, Ralaitafika H, Ersdal HL, Tjoflåt I. Nursing students' experiences with simulation-based education as a pedagogic method in low-resource settings: A mixed-method study. J Clin Nurs 2021; 31:1362-1376. [PMID: 34423486 DOI: 10.1111/jocn.15996] [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: 02/17/2021] [Revised: 07/09/2021] [Accepted: 07/15/2021] [Indexed: 10/20/2022]
Abstract
AIMS AND OBJECTIVES This study introduced simulation-based education in nurse education programs in Tanzania and Madagascar and explored nursing students' experiences with this pedagogic method as a mode of learning. BACKGROUND Simulation-based education has barely been introduced to education programs in resource-constrained settings. The study was conducted in two nurse education programs: one in rural Tanzania and the other in the mid-land of Madagascar. Both institutions offer diploma programs in nursing. Simulation-based education has not been included in the teaching methods used in these nursing programs. DESIGN A descriptive and convergent mixed method design was employed. METHODS Ninety-nine nursing students were included in the study. Simulation sessions followed by data collection took place once in 2017 and twice in 2018. Data were collected by means of several questionnaires and six focus groups. The data were analyzed using descriptive statistics and qualitative content analysis. The Standards for Reporting Qualitative Research (SRQR) was used to report the results. RESULTS The quantitative data revealed that the students rated all the questions related to the simulation design elements, educational practices, and students' satisfaction and self-confidence in learning with scores of above four on a 5-point Likert scale. The qualitative data from the first theme, building competence and confidence, further emphasized and outlined the quantitative results. Additionally, the qualitative data revealed a second theme, improving through encouragement and corrections. The students clearly expressed that they wanted to be aware of their weaknesses to be able to improve; however, the provision of feedback should be carried out in an encouraging way. CONCLUSION The findings indicated that the nursing students were satisfied with simulation as a pedagogic method, as it improved their competence and prepared them for professional practice. Further research is necessary to explore whether the students are able to transfer their knowledge into clinical practice. RELEVANCE TO CLINICAL PRACTICE Simulation as a pedagogic method is valuable for the learning of clinical skills and preparation for clinical practice.
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Affiliation(s)
- Bodil Bø
- Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
| | | | - Hanitra Ralaitafika
- Malagasy Lutheran School of Nursing Education (SEFAM), Antsirabe, Madagascar
| | - Hege Langli Ersdal
- Faculty of Health Sciences, University of Stavanger, Stavanger, Norway.,Critical Care and Anaesthesiology Research Group, Stavanger University Hospital, Stavanger, Norway
| | - Ingrid Tjoflåt
- Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
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Paci M, Faedda G, Ugolini A, Pellicciari L. Barriers to evidence-based practice implementation in physiotherapy: a systematic review and meta-analysis. Int J Qual Health Care 2021; 33:6295946. [PMID: 34110410 DOI: 10.1093/intqhc/mzab093] [Citation(s) in RCA: 27] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2020] [Revised: 04/09/2021] [Accepted: 06/10/2021] [Indexed: 11/14/2022] Open
Abstract
BACKGROUND To review and meta-analyse the evidence about the prevalence of barriers to evidence-based practice (EBP) reported in physiotherapy. METHODS Two independent investigators conducted an extensive electronic search in EMBASE, PubMed, Scopus, Web of Science and CINAHL databases from their inception to July 2020 and included the retrieved articles if they investigated barriers to EBP among physiotherapy professionals. Subsequently, they extracted data and assessed the methodological quality using a scale described in a similar previous study. The outcome for meta-analysis was frequency of each reported barrier. Sub-analyses were performed grouping studies based on countries where surveys were performed, classified as either developed or developing countries. RESULTS Twenty-nine articles were included in the systematic reviews and meta-analysis. Risk of bias assessment of included studies showed a median score: 4 points (interquartile range: 3-4). The findings of meta-analysis revealed that lack of time was the most frequently reported barrier (53.0% [95% confidence interval, 95%CI, 44.0-62.0]), followed by language (36.0% [95%CI 16.0-62.0]), lack of access (34.0% [95%CI 23.0.27]) and lack of statistical skills (31.0% [95%CI 20.0-44.0]). Lack of skills and lack of generalizability were declared as barriers by 27.0% [95%CI 18.0-38.0] and 23.0% [95%CI 15.0-33.0] of responders, respectively. Lack of support and lack of interest are less frequent, with 16.0% [95%CI 11.0-24.0] and 9.0% [95%CI 6.0-15.0] of responses, respectively. Barriers reported in investigations performed in developed countries were less frequent when compared to those performed in developing countries. CONCLUSION Organizational issues and methodological skills seem key issues to allow the implementation of EBP, suggesting the need to adopt or enhance organizational and training strategies to facilitate the implementation of the EBP. Quantitative synthesis showed high heterogeneity for all analyses, and therefore, pooled data should be interpreted with caution.
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Affiliation(s)
- Matteo Paci
- Unit of Functional Rehabilitation, Azienda USL Toscana Centro, Viale Michelangiolo, 41, Florence 50125, Italy
| | - Gianni Faedda
- Graduate Course in Rehabilitation Sciences, University of Florence, Largo Brambilla, 3, Florence 50134, Italy
| | - Alessandro Ugolini
- Program in Physical Therapy, University of Florence, Largo Brambilla, 3, Florence 50134, Italy
| | - Leonardo Pellicciari
- IRCCS Fondazione Don Carlo Gnocchi, Via di Scandicci, 269 I, Florence 50143, Italy
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Graetz D, Kaye EC, Garza M, Ferrara G, Rodriguez M, Soberanis Vásquez DJ, Méndez Aceituno A, Antillon-Klussmann F, Gattuso JS, Mandrell BN, Baker JN, Rodriguez-Galindo C, Mack JW, Agulnik A. Qualitative Study of Pediatric Early Warning Systems' Impact on Interdisciplinary Communication in Two Pediatric Oncology Hospitals With Varying Resources. JCO Glob Oncol 2021; 6:1079-1086. [PMID: 32673079 PMCID: PMC7392735 DOI: 10.1200/go.20.00163] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022] Open
Abstract
PURPOSE Hospitalized pediatric oncology patients are at high risk of deterioration and require frequent interdisciplinary communication to deliver high-quality care. Pediatric early warning systems (PEWS) are used by hospitals to reduce deterioration, but it is unknown how these systems affect communication about patient care in high- and limited-resource pediatric oncology settings. METHODS This qualitative study included semistructured interviews describing PEWS and subsequent team communication at 2 pediatric cancer centers, 1 in the United States and 1 in Guatemala. Participants included nurses, and frontline and intensive care providers who experienced recent deterioration events. Transcripts were coded and analyzed inductively using MAXQDA software. RESULTS The study included 41 providers in Guatemala and 42 providers in the United States (33 nurses, 30 ward providers, and 20 pediatric intensive care providers). Major themes identified include “hierarchy,” “empowerment,” “quality and method of communication,” and “trigger.” All providers described underlying medical hierarchies affecting the quality of communication regarding patient deterioration events and identified PEWS as empowering. Participants from the United States described the algorithmic approach to care and technology associated with PEWS contributing to impaired clinical judgement and a lack of communication. In both settings, PEWS sparked interdisciplinary communication and inspired action. CONCLUSION PEWS enhance interdisciplinary communication in high- and limited-resource study settings by empowering bedside providers. Traditional hierarchies contributed to negative communication and, in well-resourced settings, technology and automation resulted in lack of communication. Understanding contextual elements is integral to optimizing PEWS and improving pediatric oncology outcomes in hospitals of all resource levels.
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Affiliation(s)
- Dylan Graetz
- St. Jude Children's Research Hospital, Memphis, TN
| | - Erica C Kaye
- St. Jude Children's Research Hospital, Memphis, TN
| | | | - Gia Ferrara
- St. Jude Children's Research Hospital, Memphis, TN
| | - Mario Rodriguez
- Unidad Nacional de Oncología Pediátrica, Guatemala City, Guatemala
| | | | | | - Federico Antillon-Klussmann
- Unidad Nacional de Oncología Pediátrica, Guatemala City, Guatemala.,Francisco Marroquin University School of Medicine, Guatemala City, Guatemala
| | | | | | | | | | - Jennifer W Mack
- Dana Farber Cancer Institute, Boston Children's Hospital, Boston, MA
| | - Asya Agulnik
- St. Jude Children's Research Hospital, Memphis, TN
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Melnyk BM, Tan A, Hsieh AP, Gallagher-Ford L. Evidence-Based Practice Culture and Mentorship Predict EBP Implementation, Nurse Job Satisfaction, and Intent to Stay: Support for the ARCC © Model. Worldviews Evid Based Nurs 2021; 18:272-281. [PMID: 34309169 DOI: 10.1111/wvn.12524] [Citation(s) in RCA: 37] [Impact Index Per Article: 12.3] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/29/2021] [Indexed: 11/29/2022]
Abstract
BACKGROUND The Advancing Research and Clinical practice through close Collaboration (ARCC© ) Model is a system-wide framework for implementing and sustaining evidence-based practice (EBP) in hospitals and healthcare systems. The model involves assessing organizational culture and readiness for EBP in addition to the development of a critical mass of EBP mentors who work with point-of-care clinicians to facilitate the implementation of evidence-based care. Determining how the various components of the ARCC© Model relate to one another is important for understanding how EBP culture and mentorship impact EBP implementation, nurses' job satisfaction, and intent to stay. AIMS The current study aimed to test a model that could explain the relationships and direct pathways among eight key variables in the ARCC© Model: (1) EBP culture, (2) mentorship, (3) knowledge, (4) beliefs, (5) competency, (6) implementation, (7) nurses' job satisfaction, and (8) intent to stay. METHODS Structural equation modeling was used to test relationships among the variables in the ARCC© Model with data obtained from an earlier cross-sectional descriptive study with 2,344 nurses from 19 hospitals and healthcare systems across the United States. RESULTS The final structural equation model found that EBP culture and mentorship were key variables that positively impacted EBP knowledge, beliefs, competency, implementation, job satisfaction, and intent to stay among nurses. LINKING EVIDENCE TO ACTION As described in the ARCC© Model, establishing a strong sustainable EBP culture along with a critical mass of EBP mentors is crucial for the development of EBP competency and consistent implementation of evidence-based care by nurses. A strong EBP culture along with EBP mentorship also can result in higher job satisfaction and intent to stay. Implementation of the ARCC© Model is a key strategy in assisting systems to reach health care's Quadruple Aim.
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Affiliation(s)
- Bernadette Mazurek Melnyk
- The Ohio State University, Columbus, Ohio, 43210, USA.,College of Nursing, The Ohio State University, Columbus, Ohio, USA.,The Helene Fuld Health Trust National Institute for Evidence-Based Practice in Nursing and Healthcare, College of Nursing, The Ohio State University, Columbus, Ohio, USA
| | - Alai Tan
- Center of Research and Health Analytics, College of Nursing, The Ohio State University, Columbus, Ohio, USA
| | | | - Lynn Gallagher-Ford
- The Helene Fuld Health Trust National Institute for Evidence-Based Practice in Nursing and Healthcare, College of Nursing, The Ohio State University, Columbus, Ohio, USA
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Veziari Y, Kumar S, Leach M. Addressing barriers to the conduct and application of research in complementary and alternative medicine: a scoping review. BMC Complement Med Ther 2021; 21:201. [PMID: 34266441 PMCID: PMC8281683 DOI: 10.1186/s12906-021-03371-6] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2020] [Accepted: 06/25/2021] [Indexed: 11/23/2022] Open
Abstract
BACKGROUND Over the past few decades, the popularity of complementary and alternative medicine (CAM) has grown considerably and along with it, scrutiny regarding its evidence base. While this is to be expected, and is in line with other health disciplines, research in CAM is confronted by numerous obstacles. This scoping review aims to identify and report the strategies implemented to address barriers to the conduct and application of research in CAM. METHODS The scoping review was undertaken using the Arksey and O'Malley framework. The search was conducted using MEDLINE, EMBASE, EMCARE, ERIC, Scopus, Web of Science, The Cochrane Library, JBI and the grey literature. Two reviewers independently screened the records, following which data extraction was completed for the included studies. Descriptive synthesis was used to summarise the data. RESULTS Of the 7945 records identified, 15 studies met the inclusion criteria. Using the oBSTACLES instrument as a framework, the included studies reported diverse strategies to address barriers to the conduct and application of research in CAM. All included studies reported the use of educational strategies and collaborative initiatives with CAM stakeholders, including targeted funding, to address a range of barriers. CONCLUSIONS While the importance of addressing barriers to the conduct and application of research in CAM has been recognised, to date, much of the focus has been limited to initiatives originating from a handful of jurisdictions, for a small group of CAM disciplines, and addressing few barriers. Myriad barriers continue to persist, which will require concerted effort and collaboration across a range of CAM stakeholders and across multiple sectors. Further research can contribute to the evidence base on how best to address these barriers to promote the conduct and application of research in CAM.
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Affiliation(s)
- Yasamin Veziari
- UniSA Allied Health and Human Performance, University of South Australia, North Terrace, Adelaide, SA 5000 Australia
| | - Saravana Kumar
- UniSA Allied Health and Human Performance, University of South Australia, North Terrace, Adelaide, SA 5000 Australia
| | - Matthew Leach
- National Centre for Naturopathic Medicine, Southern Cross University, Military Road, East Lismore, NSW 2480 Australia
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Mezgebu E, Anwarali S, Durañona M, Challinor J. Pediatric Oncology Nursing Research in Low- and Middle-Income Countries: Exemplars from Three Regions. Semin Oncol Nurs 2021; 37:151168. [PMID: 34148741 DOI: 10.1016/j.soncn.2021.151168] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
OBJECTIVE This study examined the status of pediatric oncology nursing research in three low- and middle-income countries (LMICs) as examples across three World Health Organization regions: East Africa, Eastern Mediterranean region, and Latin America. DATA SOURCES Published literature was identified from Google Scholar, PubMed, Scielo, Virtual Health Library, and reference lists of some articles. CONCLUSION The experiences of the three LMIC pediatric oncology nurses illustrate the situation of nurse research in their setting and identify relevant published literature. The authors highlight the challenges for nurses to conduct research (eg, lack of training, mentors, funding, and opportunities). Local evidence to inform nursing practice in LMICs is needed. Recommendations for ameliorating the situation include increased advanced practice nurse education, physician and hospital support, funding, and protected time. IMPLICATIONS FOR NURSING PRACTICE Pediatric oncology nursing practice is culturally and context-driven and requires locally acquired evidence to support best practices. Only when sufficient, sustainable, and local nursing research training and education is available in LMICs, will this evidence be generated. Nursing research training (eg, master's and PhD programs), funding, and protected time are three key steps to guide and motivate staff nurses as well as academic nurses to participate in research that informs the care of children and adolescents with cancer across all countries and not only those with significant resources.
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Affiliation(s)
| | - Shenila Anwarali
- Pediatric Oncology Department, Indus Hospital, Karachi, Pakistan
| | | | - Julia Challinor
- School of Nursing, University of California San Francisco, San Francisco, CA.
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Ferreira MBG, Dos Santos Felix MM, de Souza Lopes RA, Haas VJ, Galvão CM, Barbosa MH. Barriers to research utilization influencing patient safety climate: A cross-sectional study. Int J Nurs Pract 2021; 27:e12959. [PMID: 33977599 DOI: 10.1111/ijn.12959] [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: 05/03/2020] [Revised: 03/22/2021] [Accepted: 04/22/2021] [Indexed: 11/26/2022]
Abstract
AIMS This study aimed to investigate the influence of barriers to the use of research results in the practice of nurses on patient safety perception. BACKGROUND The use of research results in clinical practice promotes safe care, increases quality and reduces the possibility of adverse events. DESIGN This is a cross-sectional study. METHODS The sample consisted of 207 nurses from three public university hospitals in the state of Minas Gerais, Brazil from March 2017 to November 2018. They answered a questionnaire with professional characteristics, The Barriers Scale and Safety Attitudes Questionnaire. Descriptive analysis, Student's t test, Pearson correlation and multiple linear regression were used for data analysis. RESULTS The findings showed most nurses had unfavourable competencies for implementing research results in practice. As barrier scores for the use of research results in practice increase, safety climate scores decrease. Taking a training course on the use of research results in clinical practice and organization characteristics, limitations of the setting were statistically significant, constituting factors that influence the perception of the safety climate. CONCLUSION Investments in education are needed for health professionals to be aware of evidence-based practice and how to use evidence to impact decision-making outcomes, strengthening safety outcomes in health services.
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Affiliation(s)
- Maria Beatriz Guimarães Ferreira
- Institute of Health Sciences (ICS), Federal University of Triângulo Mineiro, Uberaba, Brazil.,School of Medicine, Federal University of Uberlândia, Uberlândia, Brazil
| | | | | | - Vanderlei José Haas
- Institute of Health Sciences (ICS), Federal University of Triângulo Mineiro, Uberaba, Brazil
| | | | - Maria Helena Barbosa
- Institute of Health Sciences (ICS), Federal University of Triângulo Mineiro, Uberaba, Brazil
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Shamsaee M, Mangolian Shahrbabaki P, Ahmadian L, Farokhzadian J, Fatehi F. Assessing the effect of virtual education on information literacy competency for evidence-based practice among the undergraduate nursing students. BMC Med Inform Decis Mak 2021; 21:48. [PMID: 33563279 PMCID: PMC7871313 DOI: 10.1186/s12911-021-01418-9] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2020] [Accepted: 02/02/2021] [Indexed: 11/10/2022] Open
Abstract
Background Information literacy competency is one of the requirements to implement Evidence-Based Practice (EBP) in nursing. It is necessary to pay attention to curricular development and use new educational methods such as virtual education to strengthen information literacy competency in nursing students. Given the scarcity of the studies on the effectiveness of virtual education in nursing, particularly in Iran, and the positive university atmosphere regarding the use of virtual education, this study investigated the effect of virtual education on the undergraduate nursing students’ information literacy competency for EBP. Methods This interventional study was performed with two groups of intervention and control and a pretest and posttest design. Seventy-nine nursing students were selected and assigned to the intervention or control groups by random sampling. Virtual education of the information literacy was uploaded on a website in the form of six modules delivered in four weeks. Questionnaires of demographic information and information literacy for EBP were used to collect data before and one month after the virtual education. Results The results showed no significant difference between the control and intervention groups in all dimensions of information literacy competency in the pre-test stage. In the post-test, the virtual education improved dimensions of information seeking skills (t = 3.14, p = 0.002) and knowledge about search operators (t = 39.84, p = 0.001) in the intervention groups compared with the control group. The virtual education did not have any significant effect on the use of different information resources and development of search strategy with assessing the frequency of selecting the most appropriate search statement in the intervention group. Conclusion Virtual education had a significant effect on information seeking skills and knowledge about search operators in nursing students. Nurse educators can benefit from our experiences in designing this method for the use of virtual education programs in nursing schools. Given the lack of effectiveness of this program in using different information resources and development of search strategy, nurse educators are recommended to train information literacy for EBP by integrating several approaches such as virtual (online and offline) and face-to-face education.
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Affiliation(s)
- Maryam Shamsaee
- Department of Community Health Nursing, Kerman University of Medical Sciences, Kerman, Iran
| | - Parvin Mangolian Shahrbabaki
- Nursing Research Center, Department of Critical Care Nursing, Razi Faculty of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran
| | - Leila Ahmadian
- Department of Health Information Sciences, Faculty of Management and Medical Information Sciences, Kerman University of Medical Sciences, Kerman, Iran
| | - Jamileh Farokhzadian
- Nursing Research Center, Kerman University of Medical Sciences, PO Box 7716913555, Haft-Bagh Highway, Kerman, Iran.
| | - Farhad Fatehi
- School of Psychological Sciences, Monash University, Melbourne, Australia.,Centre for Online Health, The University of Queensland, Brisbane, Australia
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Cassidy CE, Flynn R, Shuman CJ. Preparing Nursing Contexts for Evidence-Based Practice Implementation: Where Should We Go From Here? Worldviews Evid Based Nurs 2021; 18:102-110. [PMID: 33493388 DOI: 10.1111/wvn.12487] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/09/2020] [Indexed: 11/28/2022]
Abstract
BACKGROUND Context is important to the adoption and sustainability of evidence-based practices (EBPs). Currently, most published implementation efforts address context in relation to one specific EBP or a bundle of related EBPs. Since EBP and implementation are ongoing and dynamic, more discussion is needed on preparing nursing contexts to be more conducive to implementation generally. AIM To discuss the need to create contexts that are more adaptable to ongoing change due to the dynamic nature of EBPs and the ever-changing healthcare environment. METHODS This paper builds on a collection of our previous work, as nursing implementation scientists representing the Canadian and American healthcare contexts, and a literature review of the implementation science, knowledge translation, and sustainability literatures from 2006 to 2019. RESULTS We argue for a different way of thinking about the influence of context and implementation of EBPs. We contend that nursing contexts must be prepared to be more flexible and conducive to ongoing EBP implementation more generally. Contexts that embrace, facilitate, and have the capacity for change may be more likely to effectively de-implement ineffective interventions or implement and sustain new EBPs. We outline future directions to build a program of research on preparing the soil for implementation of EBPs, including building capacity among nurses, supporting organizations to embrace change, co-producing research evidence, and contributing to implementation science. LINKING EVIDENCE TO ACTION Supporting contexts to adopt and sustain evidence in nursing practice is essential for bridging the evidence to practice gap and improving outcomes for patients, clinicians, and the health system. Moving forward, we need to develop a better understanding of how to create contexts that embrace change prior to the implementation of EBPs in order sustain improvements to patient and health system outcomes.
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Affiliation(s)
| | - Rachel Flynn
- WCHRI, University of Alberta, Edmonton, AB, Canada.,Faculty of Nursing, University of Alberta, Edmonton, AB, Canada.,Child Health Evaluative Sciences and Centre for Nursing Research, The Hospital for Sick Children, Toronto, ON, Canada
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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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