Emergency nurses’ Evidence-Based Practice attitudes, self-efficacy, knowledge, skills and behaviors before an educational intervention – Baseline of a Randomized Controlled Trial

Koota, Elina; Kääriäinen, Maria; Lääperi, Mitja; Melender, Hanna-Leena

doi:10.1016/j.colegn.2019.11.002

Cited by 9 publications

(11 citation statements)

References 29 publications

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“…Furthermore, the groups significantly differed in satisfaction concerning the usefulness of consideration on how to use research evidence in nursing practice. The correlations between participants' background data and the sum variables at T 0 are reported in another article (Koota et al, 2019). These correlations stayed constant throughout the study (Table S2).…”

Section: Resultsmentioning

confidence: 82%

“…The correlations between participants’ background data and the sum variables at T 0 are reported in another article (Koota et al, 2019). These correlations stayed constant throughout the study (Table S2).…”

Section: Resultsmentioning

confidence: 97%

“…The results were analyzed statistically to examine the measurement properties of the instruments. More details about the instruments are presented in an earlier article (Koota, Kääriäinen, Lääperi, & Melender, 2019).…”

Section: Methodsmentioning

confidence: 99%

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Effectiveness of Evidence‐Based Practice (EBP) Education on Emergency Nurses’ EBP Attitudes, Knowledge, Self‐Efficacy, Skills, and Behavior: A Randomized Controlled Trial

Koota

Kääriäinen

Kyngäs

et al. 2021

Worldviews Ev Based Nurs

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Background Emergency care clinicians are expected to use the latest research evidence in practice. However, emergency nurses do not always consistently implement evidence‐based practice (EBP). An educational intervention on EBP was implemented to promote emergency nurses’ use of EBP, and the effectiveness of it was evaluated. Aims This study aimed to evaluate the effectiveness of an EBP educational intervention on emergency nurses’ EBP attitudes, knowledge, self‐efficacy, skills, and behavior. The study also examined learners’ satisfaction with the EBP educational intervention. Methods A randomized controlled trial with parallel groups with evaluations before the education, immediately after it, and 6 and 12 months after the education was conducted at four emergency departments in two university hospitals. The experimental group (N = 40) received EBP education while the control group (N = 40) completed self‐directed EBP education. The primary outcomes were emergency nurses’ EBP attitudes, knowledge, self‐efficacy, skills, and behavior, while the secondary outcome was satisfaction with the EBP education. Results Thirty‐five participants of an experimental and 29 participants of a control group completed the study. There were no statistically significant (p < .05) improvements and differences between groups in EBP attitude, self‐efficacy, or behavior immediately after the EBP education. At the 6‐month measurement point, the experimental group showed significantly better EBP attitudes, behavior, knowledge, and self‐efficacy than the control group. At the 12‐month measurement point, the improvements began to decrease. The groups also differed significantly in terms of participant satisfaction with how the teacher encouraged learners to ask clinical questions. Linking Evidence to Action The EBP educational intervention implemented in this study had a positive effect on emergency nurses’ EBP attitudes, knowledge, self‐efficacy, skills, and behavior. The effects of the education appeared the best 6 months after the education. After this point, the results began to decrease and approached baseline levels. EBP educational interventions designed for emergency nurses should apply various teaching strategies to improve their EBP attitude, knowledge, self‐efficacy, skills, behavior, and satisfaction with the education.

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Section: Resultsmentioning

confidence: 82%

Section: Resultsmentioning

confidence: 97%

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Effectiveness of Evidence‐Based Practice (EBP) Education on Emergency Nurses’ EBP Attitudes, Knowledge, Self‐Efficacy, Skills, and Behavior: A Randomized Controlled Trial

Koota

Kääriäinen

Kyngäs

et al. 2021

Worldviews Ev Based Nurs

Self Cite

View full text Add to dashboard Cite

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“…18,19 Research has found that although nurses have high levels of positive attitudes towards, knowledge about, self-efficacy, and skills in EBP, their level of EBP behavior has been low. 20 Most nurses consider their existing EBP competence to be insufficient. 7,21…”

Section: Introductionmentioning

confidence: 99%

Advanced practice nurses’ experiences of evidence-based practice: A qualitative study

Ylimäki

Oikarinen

Kääriäinen

et al. 2022

Nordic Journal of Nursing Research

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Evidence-based practice (EBP) has been shown to improve patient safety as well as quality of care. Advanced practice nurses (APNs) have a vital role in the implementation of EBP. This study aimed to describe APNs’ experiences of EBP implementation. The study was a descriptive qualitative study and data were collected between May and August 2019 through interviews with APNs ( n = 12). The data were analyzed using inductive content analysis. The study was reported according to COREQ guidelines. The responses were divided into four main categories: EBP in clinical nursing; EBP leadership; implementation of supporting structures for EBP; and EBP in APNs’ work. APNs experienced: that the realization of EBP varied in clinical nursing, that there was a need for development in the leadership of EBP, variation in nurse leaders’ competence in EBP leadership, and a lack of resources for EBP.

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“…[9] Nurses have positive attitudes toward the use of guidelines, albeit the guidelines are not always constantly used. [10] To support guideline implementation, Lineker and Husted [11] have recommended the use of a theoretical framework. Overall, the use of frameworks, models or other systematic approaches are recommended for the implementation of scientific evidence.…”

Section: Introductionmentioning

confidence: 99%

Applying a ten-step framework as a strategy for implementing a guideline on emotional support for preschool-aged children in day-surgery nursing

Melender

Pirkola²,

Imppola³

et al. 2021

JNEP

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The purpose of this clinical practice guideline implementation effort was to put into practice a Finnish nursing guideline on emotional support for preschool-aged children in day-surgery nursing for nurses at a day-surgery unit. The strategy was to use a 10-step framework in the implementation process. In this brief article, the strategy and the outcomes of the guideline implementation effort are described.

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Emergency nurses’ Evidence-Based Practice attitudes, self-efficacy, knowledge, skills and behaviors before an educational intervention – Baseline of a Randomized Controlled Trial

Cited by 9 publications

References 29 publications

Effectiveness of Evidence‐Based Practice (EBP) Education on Emergency Nurses’ EBP Attitudes, Knowledge, Self‐Efficacy, Skills, and Behavior: A Randomized Controlled Trial

Effectiveness of Evidence‐Based Practice (EBP) Education on Emergency Nurses’ EBP Attitudes, Knowledge, Self‐Efficacy, Skills, and Behavior: A Randomized Controlled Trial

Advanced practice nurses’ experiences of evidence-based practice: A qualitative study

Applying a ten-step framework as a strategy for implementing a guideline on emotional support for preschool-aged children in day-surgery nursing

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