Evidence based practice beliefs and implementation among nurses: a cross-sectional study

Stokke, Kjersti; Olsen, Nina Rydland; Espehaug, Birgitte; Nortvedt, Monica Wammen

doi:10.1186/1472-6955-13-8

Cited by 169 publications

(248 citation statements)

References 58 publications

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“…Hence, there is a need to foster an EBP culture to ensure EBP implementation. [24] The findings also highlighted that organisational barriers could hinder the implementation of EBP in ICUs. In this study, physicians were ranked as being the least supportive of EBP implementation in the ICU, while nurse managers were the most supportive.…”

Section: Discussionmentioning

confidence: 99%

Barriers to implementing evidence-based practice in a private intensive care unit in the Eastern Cape

2016

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Background. Evidence-based practices (EBPs) have been promoted to enhance the delivery of patient care, reduce cost, increase patient and family satisfaction and contribute to professional development. Individual and organisational barriers can hamper the implementation of EBP, which can be detrimental to healthcare delivery. Objective. To determine the individual and organisational implementation barriers of EBP among nurses in a private intensive care unit (ICU). Methods. A quantitative research design was used to collect data from nurses in a private ICU in the Eastern Cape Province, South Africa. The structured questionnaire (Cronbach's alpha: 0.72) was administered to 70 respondents, with a response rate of 93%. Results. Barriers at individual level were identified, and include lack of familiarity with EBP, individual perceptions that underpin clinical decision-making, lack of access to information required for EBP, inadequate sources to access evidence, inability to synthesise the literature available, and resistance to change. Barriers related to organisational support, change and operations were identified. Conclusion. Although the findings were similar to other studies, this study showed that nurses younger than 40 years of age were more familiar with the concepts of EBP. Physicians were perceived as not being very supportive of EBP implementation. In order to enhance healthcare delivery in the ICUs, nurse managers need to take cognisance of the individual and organisational barriers that might hamper the implementation of EBP.

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Section: Discussionmentioning

confidence: 99%

Barriers to implementing evidence-based practice in a private intensive care unit in the Eastern Cape

2016

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“…4 However, numerous studies have revealed that most healthcare professionals do not have sufficient knowledge and skills for the effective implementation of EBP. 4,[11][12][13][14] In a study analysing perceptions of EBP among nurses, Melnyk et al found that fewer than half of the participants believed that their colleagues consistently used EBP in patient care. 5 Similarly, Zhou et al indicated that most Chinese nurses lacked practice in many EBP-related skills.…”

Section: Application To Patient Care -The Implementation Of Ebp Is a mentioning

confidence: 99%

Knowledge, Practice and Self-Efficacy in Evidence-Based Practice among Midwives in East Iran

Azmoude¹,

Farkhondeh²,

Ahour³

et al. 2017

SQUMJ

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Objectives:The successful implementation of evidence-based practice (EBP) can lead to appropriate and effective midwifery care during pregnancy, childbirth and in the postnatal period. However, levels of knowledge and confidence in one's ability to apply EBP are related to its effective implementation. This study aimed to investigate levels of knowledge, practice of and self-efficacy towards the use of EBP among midwives in East Iran. Methods: This cross-sectional study took place between January and February 2016 and involved 98 midwives employed at two hospitals and all four urban health care centres in Torbat-e Heydariyeh, Iran. Two subscales of the Evidence-Based Practice Questionnaire were used to assess participants' knowledge and practice of EBP, respectively, while a modified version of a previously described scale was used to determine self-efficacy. Results: A total of 76 midwives participated in the study (response rate: 77.6%). Mean knowledge, practice and self-efficacy scores were 4.48 ± 0.94, 3.53 ± 0.68 and 2.80 ± 0.81, respectively. Significant relationships were found between mean selfefficacy, practice and knowledge scores and proficiency in English language (P = 0.001 each) and statistical methods (P <0.050 each). Additionally, significant relationships were found between knowledge and practice of EBP and proficiency in the use of databases (P <0.050 each). Knowledge and self-efficacy scores were significantly correlated with practice (P = 0.001 each). Conclusion: These findings demonstrate a need for improvement in the self-efficacy, practice and knowledge of EBP among midwives in East Iran. Interventions that promote these factors may help increase the use of EBP in this population.

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“…For example, the learner identifies a real clinical problem, evidence is sought actively, practical use of acquired knowledge is evident, case discussions are used to learn how to incorporate knowledge, information is directly relevant to practice and if the information is stored electronically it can be easily retrieved (p. 4). Several studies support that both having knowledge of EBP and taking part in EBP groups affect the development of a positive attitude to EBP (Stokke, Olsen, Espehaug, & Nortvedt, 2014;Wallen et al, 2010). Lloyd (2013) argues that a librarian should have a mediating and supporting role for nurses in their first year in a workplace after qualifying.…”

Section: A Literature Review Of Students' Il Learning In Work Practicementioning

confidence: 99%

Students’ learning outcomes from cross-collaborative supervision in information seeking processes during work placements

Kolstad

2017

NORIL

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This article presents findings from a study of student experiences of collaborative teaching and learning outcomes related to information literacy (IL) and evidence-based practice (EBP) following interdisciplinary supervision of their assignments by nurse educators, nurse supervisors and librarians in real clinical settings.The article is based on qualitative and quantitative text analysis of 102 individual student logs, qualitative text analysis of 36 student group assignments, feedback from an evaluation form and 285 blog and wiki comments from students, nurse educators, nurse supervisors and librarians. It is analysed according to the first five steps of the EBP model and feedback from an evaluation form.The students' learning outcomes in information literacy improved by using the EBP model. By the end of the project period, 83 % of the students had integrated a focus on research-based knowledge into their work placement assignment. The interdisciplinary joint supervision and a related blog and wiki communication forum had significant influence on this outcome area. The preparation programme for the students on campus, before work practice placements was developed collaboratively between the nursing education programme and the Learning Centre and library.There is very little existing research on the effect of cross-collaborative supervision in IL where both physical and digital tools have been used in work placements. This challenges established routines and ways of conducting supervision in IL in both the library and nursing education, because of the need to collaborate more tightly than before.

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Evidence based practice beliefs and implementation among nurses: a cross-sectional study

Cited by 169 publications

References 58 publications

Barriers to implementing evidence-based practice in a private intensive care unit in the Eastern Cape

Barriers to implementing evidence-based practice in a private intensive care unit in the Eastern Cape

Knowledge, Practice and Self-Efficacy in Evidence-Based Practice among Midwives in East Iran

Students’ learning outcomes from cross-collaborative supervision in information seeking processes during work placements

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