Effectiveness of a Brief, Basic Evidence‐Based Practice Course for Clinical Nurses

Ramos-Morcillo, Antonio Jesús; Fernández‐Salazar, Serafín; Ruzafa‐Martínez, María; López‐Martínez, Catalina

doi:10.1111/wvn.12103

Cited by 57 publications

(115 citation statements)

References 46 publications

(75 reference statements)

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“…Regarding the origin of each study, only one study was conducted in Europe (Spain)10, and 19 in countries outside Europe including the USA,11–23 Taiwan,24 Canada,25 Peru,26 Iran,27 Pakistan,28 and Israel 29. Twelve studies have been published since 2011 10,11,14,15,18,20–26.…”

Section: Resultsmentioning

confidence: 99%

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Approaches to teach evidence-based practice among health professionals: an overview of the existing evidence

Patelarou¹,

Kyriakoulis²,

Stamou³

et al. 2017

AMEP

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Health care professionals’ adoption of evidence-based practice (EBP) remains limited, although most health care professionals are familiar with EBP and believe in its value. This systematic review aimed to bring together the best methods used to teach EBP to health professionals. The authors conducted a systematic search for the period 2005–2015 (an update of the search took place in October 2016) using PubMed interface (Medline). MeSH terms as well as free-text keywords were used. Studies were analyzed and evaluated by title and abstract. Those studies which fulfilled the inclusion criteria were assessed by full text. References of articles were also taken into consideration for identifying relevant studies not found through algorithm search. Twenty articles were found to be relevant. The majority of the studies were conducted among nurses (n=7) and physicians (n=6), and only a few among professionals from mixed disciplines (n=5). Two studies were conducted among chiropractors (n=1) and faculty members from a naturopathic and classical Chinese medicine institution (n=1). Researchers used a variety of different approaches, which varied with respect to duration and organization. We divided interventions into two categories. Single interventions included either a workshop, or a journal club, or a conference, or a lecture, or online learning tools, whereas multiple interventions included a combination of these approaches. An increase in EBP competencies and attitudes was reported in nine studies. Teaching methods for optimizing EBP among health professionals could become a robust standardized procedure of the medical educational curricula and lifelong learning of health care professionals.

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Section: Resultsmentioning

confidence: 99%

“…Twelve studies have been published since 2011 10,11,14,15,18,20–26. Of the 20 studies, 17 were pre–post uncontrolled trials,11,12,14–20,22–26,28,29 and three were controlled trials 10,21,27. In the studies, the effect of the intervention on the intervention group was compared to the attitudes of the nonintervention control group.…”

Section: Resultsmentioning

confidence: 99%

Approaches to teach evidence-based practice among health professionals: an overview of the existing evidence

Patelarou¹,

Kyriakoulis²,

Stamou³

et al. 2017

AMEP

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“…Currently it seems obvious that nurses are aware of the importance of EBP and the use of research, [34,35] but our results show that their knowledge and skills in implementing evidence-based interventions can be improved. Several studies have found a connection between the use of EBP and nurses' knowledge and skills [34,36] and have shown that nurses' knowledge and skills improve after educational interventions. [37][38][39] However, it has been difficult to prove the appropriate form and content of such education.…”

Section: Discussionmentioning

confidence: 99%

“…[37][38][39] However, it has been difficult to prove the appropriate form and content of such education. [36] Mentorship and continuing education are often pointed to as successful strategies. [34,40] In our study, the facilitators trained together in literature searching, analysing scientific articles, the EBP implementation process, and the facilitator role.…”

Section: Discussionmentioning

confidence: 99%

Indian nurses’ views on a collaborative model of best practices: Evidence-based practice, job satisfaction, learning environment, and nursing quality

Bjuresäter

Sebastian

Kulkarni

et al. 2018

JNEP

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Introduction: This study is a part of a project aimed at implementing and evaluating the Collaborative Model of Best Practice, (CMBP) to promoting evidence-based practice (EBP) in health care contexts. The aim of the study was to assess nurses' interest, attitudes, utilization, and views on promotors of and resources related to EBP before and after taking part in the CMBP project, and to investigate their views on the CMBP in relation to collaboration between the academy and clinical practice, the learning environment, job satisfaction, and nursing quality. Methods: A descriptive, comparative design was used with pre-and post-test measurements. The Research Utilization Questionnaire (RUQ) and study-specific questions were distributed to ward nurses (n = 67) in a rural Indian hospital. Results: Most of the nurses thought that the CMBP had a positive impact on quality of care, on their attitudes to, interest in, and knowledge EBP, and on their job satisfaction. They also considered that the collaboration between the nursing college and clinical practice had a positive impact on the learning environment and that more resources were available at the end of the project. Conclusions: The CMBP project was an attempt to improve the quality of care for patients and the learning environment for nursing students and nurses on the project wards. The results indicated fulfilment of these goals, which strengthens the usability of the model. Implementation of EBP is challenging and requires long-lasting activities and comprehensive support from leaders and facilitators. More studies are needed in which EBP is systematically implemented, accomplished, evaluated, and reported.

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“…Reflecting on the implementation of EBP in health care, Ramos-Morcillo et al (2015) argue that integration of EBP into the clinical practice has "proceeded at a slower pace than desirable" in many health care settings.…”

Section: Implementation Researchmentioning

confidence: 99%

Learning Challenges Associated with Evidence-Based Practice in Rheumatology

Neher¹

2016

Linköping University Medical Dissertations

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Effectiveness of a Brief, Basic Evidence‐Based Practice Course for Clinical Nurses

Cited by 57 publications

References 46 publications

Approaches to teach evidence-based practice among health professionals: an overview of the existing evidence

Approaches to teach evidence-based practice among health professionals: an overview of the existing evidence

Indian nurses’ views on a collaborative model of best practices: Evidence-based practice, job satisfaction, learning environment, and nursing quality

Learning Challenges Associated with Evidence-Based Practice in Rheumatology

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