Endorsement and Validation of the Essential Evidence‐Based Practice Competencies for Practicing Nurses in Finland: An Argument Delphi Study

Saunders, Hannele; Gallagher‐Ford, Lynn; Vehviläinen‐Julkunen, Katri

doi:10.1111/wvn.12377

Cited by 16 publications

(13 citation statements)

References 15 publications

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“…A set of clear EBP competency for both practicing registered nurses and advanced practice nurses in clinical settings was developed by several nursing leaders. 5,12 Moreover, nurses from the United States reported that they were not yet competent in meeting EBP competency, and the nurse's age, EBP beliefs, EBP mentorship, EBP knowledge, and EBP culture were affecting factors of EBP competency. 13 Although there is an increasing trend on studies' focus on EBP competency among nurses, it calls for more studies to illuminate the status and influence factors of EBP in different countries and regions.…”

Section: Inquirymentioning

confidence: 99%

Evidence-Based Practice Competency and Related Factors Among Nurses Working in Public Hospitals

Wei

et al. 2020

INQUIRY

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This study aimed to describe the status and related factors of evidence-based practice (EBP) competency among nurses in China. A convenience sample of 1036 nurses were recruited from 13 public hospitals in Shanghai through an anonymous online survey. Nurses’ demographic data, working data, and evidence-based nursing (EBN)-related conditions were collected by a structured questionnaire and EBP competency was assessed using the Chinese version of Evidence-based Nursing Competency Rating Scale (EBNCRS). The original score of EBNCRS among nurses was not good. The original score of evidence searching, critical appraisal, and synthesis subscale was lower than the original score of evidence transfer, situation assessment, and evidence implementation subscale. Nurses’ age, hospital level, and perceived EBN knowledge were identified as significant related factors of EBP competency. There is an urgent need to upgrade the EBP competency of nurses in Shanghai, especially competency in evidence transfer, situation assessment, and evidence implementation.

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Section: Inquirymentioning

confidence: 99%

Evidence-Based Practice Competency and Related Factors Among Nurses Working in Public Hospitals

Wei

et al. 2020

INQUIRY

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“…A thorough integration of the best scientific evidence into daily practice is key to effective improvements in quality of care and patient outcomes (Saunders, Gallagher-Ford, & Vehviläinen-Julkunen, 2019). The World Health Organization (World Health Organization, 2017), therefore, states that it is imperative for countries in the WHO European region to consider the benefits of evidence-based practice (EBP) and to focus on continuous improvements in quality of care.…”

Section: Introductionmentioning

confidence: 99%

“…Expectations of improvement in EBP quality generate new professional competencies that allow healthcare professionals and organizations to clarify performance expectations regarding EBP and succinctly outline the expected competencies for successful application of best evidence to daily care (Saunders et al, 2019). As the education of nurses has developed from hospital-based training to a competence-based curriculum, set core competencies have become crucial for effective nursing training (Reeves, Fox, & Hodges, 2009).…”

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confidence: 99%

Core Evidence‐Based Practice Competencies and Learning Outcomes for European Nurses: Consensus Statements

Doležel

Zeleníková

Finotto

et al. 2021

Worldviews Ev Based Nurs

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Background: Consensus on evidence-based practice (EBP) competencies and associated learning outcomes for registered nurses has not yet been achieved in the European context.Aims: To establish a set of core EBP competencies for nurses and the most important EBP learning outcomes encompassing attitudes, knowledge, and skills dimensions for implementation into nursing education in European countries.Methods: A multi-phase modified Delphi survey was conducted: Phase 1, a literature review; Phase 2, a two-round consensus of experts; and Phase 3, a Delphi survey. Experts from six European countries participated.Results: In Phase 1, 88 records were selected and 835 statements extracted, which were grouped according to the seven steps of EBP. After removing 157 duplicates, the remaining competencies (n = 678) were evaluated in Phase 2. Then, a two-round expert consensus was reached, with 24 competencies and 120 learning outcomes identified and divided into affective, cognitive, and skills domains. In Phase 3, based on a Delphi survey expert consensus, all evaluated statements were included in a final set of competencies and learning outcomes. Only two learning outcomes were recommended for allocation to a different domain, and four were reformulated as suggested, with no further changes to the others.Linking Evidence to Action: The set of EBP competencies and learning outcomes can guide nurse educators, managers, and EBP stakeholders in the development of content that incorporates EBP knowledge, skills, and attitudes into educational programs. Prioritizing the EBP competencies and learning outcomes that are most necessary and adapting them to every context will provide healthcare organizations with guidelines for enhancing the continuing education of nurses. These results could facilitate the development of effective tools for assessing nursing students' and nurses' perception of competencies required for EBP processes. BACKGROUNDA thorough integration of the best scientific evidence into daily practice is key to effective improvements in quality of care and patient outcomes (Saunders, Gallagher-Ford, & Vehviläinen-Julkunen, 2019). The World Health Organization (World Health Organization, 2017), therefore, states that it is imperative for countries in the WHO European region to consider the benefits of evidence-based practice (EBP) and to focus on continuous improvements in quality of care. As the largest group of healthcare professionals, nurses play a key role in providing effective, safe, and evidence-based care, which requires the translation of research results into EBP (World Health Organization, 2017). To ensure safe and quality nursing practice, the

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“…Melnyk, Gallagher-Ford, Long, and Fineout-Overholt (2014) published a set of 13 validated EBP competencies for practicing registered nurses and an additional 11 for advanced practice nurses. These same EBP competencies have also been recently validated in Finland (Saunders, Gallagher-Ford, & Vehviläinen-Julkunen, 2019). While these validated EBP competencies exist, there is limited evidence about their use in education or practice.…”

Section: Introductionmentioning

confidence: 99%

Evidence‐Based Practice Competence in Nursing Students Preparing to Transition to Practice

Lam

Schubert

Herron

2020

Worldviews Ev Based Nurs

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Background: Opportunities to embed and evaluate evidence-based practice (EBP) competency in the clinical setting across nursing curricula are not well described in the literature. Aims: This research aims to describe how clinical learning environments influence senior nursing students' integration of EBP competencies in their practice and perceptions of EBP competence development in a traditional baccalaureate nursing program.

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Endorsement and Validation of the Essential Evidence‐Based Practice Competencies for Practicing Nurses in Finland: An Argument Delphi Study

Cited by 16 publications

References 15 publications

Evidence-Based Practice Competency and Related Factors Among Nurses Working in Public Hospitals

Evidence-Based Practice Competency and Related Factors Among Nurses Working in Public Hospitals

Core Evidence‐Based Practice Competencies and Learning Outcomes for European Nurses: Consensus Statements

Evidence‐Based Practice Competence in Nursing Students Preparing to Transition to Practice

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