Building a Unit-Level Mentored Program to Sustain a Culture of Inquiry for Evidence-Based Practice

Breckenridge‐Sproat, Sara; Throop, Meryia; Raju, Dheeraj; Murphy, Deborah; Loan, Lori A.; Patrician, Patricia A.

doi:10.1097/nur.0000000000000161

Cited by 22 publications

(31 citation statements)

References 29 publications

(58 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The second use of this assessment used the same questions in a primary care setting related to eHealth tool deployment, in addition to a supplemental questionnaire [24]. Finally, the Evidence-Based Practices Beliefs scale was used in three hospitalbased settings, the first time when it was being developed [25] and later in two samples of hospital-based nurses as part of a battery of assessments [26,27]. The 18 individually developed assessments were fielded in a variety of settings, including many types of clinical settings: primary care, long-term care, hospitals, rehabilitation, and mental health.…”

Section: Description Of Included Studiesmentioning

confidence: 99%

“…Eleven uses employed the specific phrase "Organizational Readiness for/to Change" [8, 10, 17, 21-24, 35, 41, 43], with an additional eight uses of "Organizational Readiness for [a specific intervention]" (e.g. e-Health) [11,26,27,32,38,39,42]. Other variations included "Practice Capacity for Change," [31] "Preparedness for Change," [34] and "Readiness to Engage in EBP."…”

Section: Description Of Included Studiesmentioning

confidence: 99%

See 1 more Smart Citation

Unpacking organizational readiness for change: an updated systematic review and content analysis of assessments

Miake-Lye

Delevan

Ganz

et al. 2020

BMC Health Serv Res

View full text Add to dashboard Cite

Background: Organizational readiness assessments have a history of being developed as important support tools for successful implementation. However, it remains unclear how best to operationalize readiness across varied projects or settings. We conducted a synthesis and content analysis of published readiness instruments to compare how investigators have operationalized the concept of organizational readiness for change. Methods:We identified readiness assessments using a systematic review and update search. We mapped individual assessment items to the Consolidated Framework for Implementation Research (CFIR), which identifies five domains affecting implementation (outer setting, inner setting, intervention characteristics, characteristics of individuals, and implementation process) and multiple constructs within each domain. Results: Of 1370 survey items, 897 (68%) mapped to the CFIR domain of inner setting, most commonly related to constructs of readiness for implementation (n = 220); networks and communication (n = 207); implementation climate (n = 204); structural characteristics (n = 139); and culture (n = 93). Two hundred forty-two items (18%) mapped to characteristics of individuals (mainly other personal attributes [n = 157] and self-efficacy [n = 52]); 80 (6%) mapped to outer setting; 51 (4%) mapped to implementation process; 40 (3%) mapped to intervention characteristics; and 60 (4%) did not map to CFIR constructs. Instruments were typically tailored to specific interventions or contexts.Discussion: Available readiness instruments predominantly focus on contextual factors within the organization and characteristics of individuals, but the specificity of most assessment items suggests a need to tailor items to the specific scenario in which an assessment is fielded. Readiness assessments must bridge the gap between measuring a theoretical construct and factors of importance to a particular implementation.

show abstract

Section: Description Of Included Studiesmentioning

confidence: 99%

Section: Description Of Included Studiesmentioning

confidence: 99%

Unpacking organizational readiness for change: an updated systematic review and content analysis of assessments

Miake-Lye

Delevan

Ganz

et al. 2020

BMC Health Serv Res

View full text Add to dashboard Cite

show abstract

“…Nurses who participate in EBP programmes feel empowered to question and improve practice (Christenbery et al., 2016). The Institute of Medicine’s 2020 goal that 90% of all care decisions are evidence-based has encouraged healthcare institutions to foster a culture of EBP through educational initiatives designed to promote nurses’ EBP knowledge and skill (Breckenridge-Sproat et al., 2015; Christenbery et al., 2016; Melnyk et al., 2005).…”

Section: Introductionmentioning

confidence: 99%

“…According to the Advancing Research and Clinical practice through close Collaboration model, EBP mentors are essential to building and sustaining a culture of EBP by supporting nurses and clinicians at the point-of-care (Breckenridge-Sproat et al., 2015; Melnyk, 2012). Due to the essential role of mentors, educational initiatives have focused on utilising mentorship as part of a multifaceted approach to conducting EBP scholarship (Chan et al., 2020; Spiva et al., 2017; Wallen et al., 2010).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of an evidence-based practice mentorship programme in a paediatric quaternary care setting

Schuler

Mott

Forbes

et al. 2021

Journal of Research in Nursing

View full text Add to dashboard Cite

Background Evidence-based practice (EBP) is essential for clinical decision-making, improving care, reducing costs and achieving optimal patient outcomes. The Evidence-based Practice Mentorship Program (EBPMP) is a flexible, self-directed programme whereby participants carry out EBP projects guided by expert mentors. Aims To evaluate EBPMP effectiveness and participant experience. Methods To evaluate effectiveness, as measured by changes in EBP value, knowledge and implementation, participants completed pre- and post-EBPMP Quick-EBP-Value, Implementation and Knowledge (VIK) surveys. To understand participants’ experiences individual and group interviews were conducted at the end of the programme and analysed using qualitative content analysis. Results Most participants were over 50 years old, Caucasian, inpatient staff nurses, baccalaureate prepared, with over 11 years’ experience. Statistically significant improvements were observed in the post Quick-EBP-VIK knowledge and implementation domains. Individual and group participant interviews revealed four categories of importance to the experience: 1. perceived benefits of EBP, 2. time as a barrier to EBP, 3. desire for more cohort interaction and 4. positive mentee–mentor experience. Conclusions EBPMP can improve participants’ knowledge and implementation of EBP in an environment that values EBP; however, opportunities exist to implement programme modifications that address barriers identified by participants including project time and increased participant interactions.

show abstract

“…A review of the literature revealed a high level of variation in the length and composition of EBP mentor training programs (see Table S2). Interventions varied in length from fewer than three months to one year, with the majority lasting six months to one year (Abdullah et al, 2014;Breckenridge-Sproat et al, 2015;Chan, Glass, & Phang, 2020;Cullen et al, 2020;Kim et al, 2017;Melnyk et al, 2017;Royer, Crary, Fayram, & Heidrich, 2018). The most prevalent interventions included didactic content, an EBP project with individual or group coaching sessions, and an EBP toolkit or printed resources to supplement training.…”

Section: Interventionsmentioning

confidence: 99%

Improvements in Clinician, Organization, and Patient Outcomes Make a Compelling Case for Evidence‐Based Practice Mentor Development Programs: An Integrative Review

Alves

2021

Worldviews Ev Based Nurs

View full text Add to dashboard Cite

Background: Many organizations struggle to systematically integrate EBP into practice. EBP mentors address organizational barriers and promote the translation of evidence into clinical practice at the bedside.Aim: To evaluate research findings related to EBP mentor development programs, to identify effective practices, and to assess the outcomes associated with EBP mentor development programs.Methods: A comprehensive review of the literature was conducted to retrieve studies from CINAHL, PubMed, and Scopus, using keywords and subject headers related to EBP mentorship and quality and safety outcomes. Studies were appraised and reviewed to compare mentor program composition and examine clinician, organizational, and patient outcomes.Results: Fifteen studies met inclusion criteria: one randomized control trial (RCT), one literature review, eleven descriptive studies, and two case reviews. Most programs included didactic content, an EBP project with coaching, and resources to support learning. The studies found that these programs led to improvements in clinicians' EBP beliefs, practices, and abilities, the organization's readiness for EBP, and patient safety.Linking Evidence to Action: There is solid justification for healthcare organizations to invest in an EBP mentor development program.

show abstract

Building a Unit-Level Mentored Program to Sustain a Culture of Inquiry for Evidence-Based Practice

Cited by 22 publications

References 29 publications

Unpacking organizational readiness for change: an updated systematic review and content analysis of assessments

Unpacking organizational readiness for change: an updated systematic review and content analysis of assessments

Evaluation of an evidence-based practice mentorship programme in a paediatric quaternary care setting

Improvements in Clinician, Organization, and Patient Outcomes Make a Compelling Case for Evidence‐Based Practice Mentor Development Programs: An Integrative Review

Contact Info

Product

Resources

About