Evidence‐Based Practice: Iranian Nurses’ Perceptions

Abstract

Nurses need support from both the organizational management and the educational system to help them apply evidence in practice.

Barriers to using electronic evidence based literature in nursing practice: a systematised review

“…As research and EBP literature are being stored, retrieved and shared mostly electronically, it is crucial for nurses to be competent in searching electronic databases as it is the first step to employ EBP in the health care environment. To provide informed evidence based care, nurses must have the required skills to identify their information need, to search for electronic EBP literature, to critically appraise the quality of evidence and to apply best practices in the workplace …”

Translation and validation of two evidence‐based nursing practice instruments

“…Beliefs in EBP are associated with nurses' use of evidence in practice (Estabrooks et al 2003; Melnyk et al 2004) and are seen as important motivators in change to evidence informed practice. The competencies required for EBP are clearly outlined: nurses must be aware of the need for current information, have skills and means to search for the information they need, and be able to appraise and apply evidence in the work setting (Adib‐Hajbaghery 2009; RCN 2011). Research findings, however, show that nurses prefer information resources that are easily accessible and quickly provide answers, that is, peers and reference texts rather than peer‐reviewed publications (Pravikoff et al.…”

How can we maximize nursing students’ learning about research evidence and utilization in undergraduate, preregistration programmes? A discussion paper

“…One criticism of the evidence‐based movement is that the ‘hierarchy of evidence’ is based on summary research‐evidence from populations and groups (Bluhm 2005) and it does not, therefore, include consideration of the individual values of people (Tonelli 2001). In nursing, ‘evidence‐based care’ has become synonymous with scientific,nevertheless, standardized knowledge‐based care (Adib‐Hajbaghery 2009). Thus, educators need to support students in applying research‐based knowledge to personalized care.…”

“…The emphasis and authority of Randomized Controlled Trial evidence in this hierarchy has been contested in nursing (Swinkels et al. 2002, McCourt 2005, Mantzoukas 2008); especially as such evidence encourages application of standardized knowledge rather than personalized care (Adib‐Hajbaghery 2009). Nevertheless, it is important that educators support students to judge the ‘authority’ of research (its weight and quality) before it is applied to the care of individual people, clients or carers.…”