Community- and hospital-based nurses’ implementation of evidence-based practice: are there any differences?

Abstract

The aim of this paper is to discuss the effect of nurses' beliefs, knowledge, and skills on the implementation of evidence-based practice (EBP) in hospital and community settings. EBP refers to the implementation of the most up-to-date robust research into clinical practice. Barriers have been well documented and traditionally include the negative beliefs of nurses as well as a lack of time, knowledge, and skills. However, with degree entry nursing and a focus on community health care provision, what has changed? A comprehensive search of contemporary literature (2010-2015) was completed. The findings of this review show that the traditionally acknowledged barriers of a lack of time, knowledge, and skills remained; however, nurses' beliefs toward EBP were more positive, but positive beliefs did not affect the intentions to implement EBP or the knowledge and skills of EBP. Nurses in hospital and community settings reported similar barriers and facilitators.

Implementation of evidence‐based practice by nurses working in community settings and their strategies to mentor student nurses to develop evidence‐based practice: A qualitative study

“…Nurses visiting patients in their own home appreciated the time in the car between patients and described it as a productive time to support student nurses. However, nurses working in community hospital settings found that time was a barrier to mentoring student nurses because of competing commitments and finding the time to complete the student nurses practice assessment documentation, which is consistent with previous studies …”

“…Time as a barrier for nurses to implement EBP has been reported widely and recently . The emergence of time as a facilitator to mentor student nurses during community placements is unique to this study.…”

A multi‐institutional study of the perceived barriers and facilitators to implementing evidence‐based practice

“…A review of the literature revealed that nurses from different countries and settings have consistently complained of experiencing similar barriers to the adoption of EBP, which include lack of time , perception of insufficient power to adjust patient care processes, inadequate organisational support, insufficient access to research journals and articles and insufficient knowledge and skills (Baird & Miller, ; Carroll et al., ; Funk et al., ; Gerrish & Cooke, ; Jordan, Bowers, & Morton, ; Kin et al., ; Mallion & Brooke, ; Mehrdad et al., ; Underhill, Roper, Siefert, Boucher, & Berry, ). In one study, Funk et al.…”

The impact of an educational intervention on home support workers' ability to detect early pressure ulcer damage

“…However, these findings should no longer be relevant, given the recent international changes in nurse education (Mallion and Brooke, 2016). Johnson et al (2010) concurred with these findings, and stated that currently nursing education includes research modules to support nurses in evaluating evidence.…”