Educational interventions on evidence-based nursing in clinical practice: A systematic review with qualitative analysis

Häggman‐Laitila, Arja; Mattila, Lea-Riitta; Melender, Hanna-Leena

doi:10.1016/j.nedt.2016.04.023

Cited by 50 publications

(44 citation statements)

References 24 publications

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“…Although, it must be taken into consideration that there are few specific studies to test the effectiveness of this type of methodology in nursing students. Studies that have been carried out have similar characteristics that are justified from the specificity of this research [28][29][30].…”

Section: Limitationsmentioning

confidence: 87%

“…This type of pedagogic design includes the use of hypermedia resources that strengthen teacher feedback in real time, which furthers the development of SRL strategies [24,35]. This aspect is of special relevance for teachers in nursing higher education, and the implicit message is that they would be well advised to design their materials for use in a blended learning environment [27][28][29][30], as those environments appear to have increased the effectiveness of active methodologies, especially PBL with hypermedia resources in LMS [38]. In addition, Blended Learning type 1 (80% the interaction in the LMS) strengthens students' use of learning-based projects that have been considered more effective in the LMS [2,23].…”

Section: Discussionmentioning

confidence: 99%

“…Several studies recommend nursing teachers to use multifaceted techniques (blended learning, learning based in projects, etc.) to promote effective learning beyond face-to-face teaching [29]. While these studies highlight the need to train teachers in these techniques [28], the main reason is that, traditionally, teaching has been done face to face, and an organized transfer towards the use of these methodological resources is needed.…”

Section: Design Of the Blended-learning Space In Nursing Instructionmentioning

confidence: 99%

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Effectiveness of Blended Learning in Nursing Education

Manzanares

Llamazares

Arnaiz‐González

2020

IJERPH

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Currently, teaching in higher education is being heavily developed by learning management systems that record the learning behaviour of both students and teachers. The use of learning management systems that include project-based learning and hypermedia resources increases safer learning, and it is proven to be effective in degrees such as nursing. In this study, we worked with 120 students in the third year of nursing degree. Two types of blended learning were applied (more interaction in learning management systems with hypermedia resources vs. none). Supervised learning techniques were applied: linear regression and k-means clustering. The results indicated that the type of blended learning in use predicted 40.4% of student learning outcomes. It also predicted 71.9% of the effective learning behaviors of students in learning management systems. It therefore appears that blended learning applied in Learning Management System (LMS) with hypermedia resources favors greater achievement of effective learning. Likewise, with this type of Blended Learning (BL) a larger number of students were found to belong to the intermediate cluster, suggesting that this environment strengthens better results in a larger number of students. BL with hypermedia resources and project-based learning increase students' learning outcomes and interaction in learning management systems. Future research will be aimed at verifying these results in other nursing degree courses.

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Section: Limitationsmentioning

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Section: Design Of the Blended-learning Space In Nursing Instructionmentioning

confidence: 99%

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Effectiveness of Blended Learning in Nursing Education

Manzanares

Llamazares

Arnaiz‐González

2020

IJERPH

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“…Thus, other studies were appraised with one of the HCPRDU checklists according to the research methodology (see Appendix 3, 4). Häggman-Laitila et al [25] evaluated the studies by selecting a score from 0 to 2 points in a systematic review, and this method was utilised and adapted for this review. For all studies, each question on the appraisal tools was scored from “0” to “2” separately and then the total scores were calculated.…”

Section: Methodsmentioning

confidence: 99%

The Effectiveness of Shared Care in Cancer Survivors—A Systematic Review

2018

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Objectives:To determine whether the shared care model during the follow-up of cancer survivors is effective in terms of patient-reported outcomes, clinical outcomes, and continuity of care.Methods:Using systematic review methods, studies were searched from six electronic databases—MEDLINE (n = 474), British Nursing Index (n = 320), CINAHL (n = 437), Cochrane Library (n = 370), HMIC (n = 77), and Social Care Online (n = 210). The review considered all health-related outcomes that evaluated the effectiveness of shared care for cancer survivors.Results:Eight randomised controlled trials and three descriptive papers were identified. The results showed the likelihood of similar effectiveness between shared care and usual care in terms of quality of life, mental health outcomes, unmet needs, and clinical outcomes in cancer survivorship. The reviewed studies indicated that shared care overall is highly acceptable to cancer survivors and primary care practitioners, and shared care might be cheaper than usual care.Conclusions:The results from this review suggest that the patient satisfaction of shared care is higher than usual care, and the effectiveness of shared care is similar to usual care in cancer survivorship. Interventions that formally involve primary care and improve the communication between primary care and hospital care could support the PCPs in the follow-up.

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“…Previous reviews have focused on assessing the extent of use of the Barriers scale, knowledge derived from its use (Kajermo et al., ), measuring nursing attitude to research use (Patelarou et al., ), instruments for measuring nurses’ knowledge (Leung, Trevena, & Waters, ), and educational interventions (Häggman‐Laitila, Mattila, & Melender, ; Hickman et al., ). The aim of this review was to assess the barriers to EBP among nurses in LMICs.…”

Section: Background and Significancementioning

confidence: 99%

Barriers Associated With Evidence‐Based Practice Among Nurses in Low‐ and Middle‐Income Countries: A Systematic Review

Shayan

Kiwanuka

Nakaye

2019

Worldviews Ev Based Nurs

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Background Evidence‐based practice (EBP) is both a goal and an approach that requires a combination of clinical experience with the most credible recent research evidence when making decisions in healthcare practice. The approach has been widely embraced; however, an evidence‐to‐practice gap still exists. Aim To assess barriers to EBP among nurses in low‐ and middle‐income countries. Methods This review conforms to the PRISMA statement. Databases PubMed, Scopus, EMBASE, and Web of Science/Knowledge were searched using a combination of keywords that included “barriers,” “evidence‐based practice,” and “nurses.” The references of the selected articles were also hand‐searched to obtain additional relevant articles. Studies published in peer‐reviewed journals in English between 2000 and 2018 were included in the review. Results Sixteen articles were included in the analysis, with a total number of 8,409 participants. Both qualitative and quantitative studies were included in the review. Three main themes emerged from eight categories found. The three main themes were institutional‐related barriers, interdisciplinary barriers, and nurse‐related barriers. The theme of institutional‐related barriers emerged from four categories, which included scant resources, limited access to information, inadequate staffing, and lack of institutional support. The theme of interdisciplinary barriers emerged from subcategories that included lack of communication between academic and clinical practice environments, inconsistency between education and practice in the nursing discipline, lack of teamwork, and the public's negative image about the nursing profession. Finally, the theme of nurse‐related barriers emerged from categories including perceived limitations in the scope of nurses’ practice, time, knowledge of EBP, and individual‐related barriers. Linking Evidence to Action These findings may guide the design of future interventions aimed at fostering EBP. Implementing EBP in practice should be systematic and requires institutional will and interdisciplinary and individual commitment. It should be a collective goal and a win‐win situation for nurses, clinicians, and healthcare organizations.

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Educational interventions on evidence-based nursing in clinical practice: A systematic review with qualitative analysis

Cited by 50 publications

References 24 publications

Effectiveness of Blended Learning in Nursing Education

Effectiveness of Blended Learning in Nursing Education

The Effectiveness of Shared Care in Cancer Survivors—A Systematic Review

Barriers Associated With Evidence‐Based Practice Among Nurses in Low‐ and Middle‐Income Countries: A Systematic Review

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