Factors influencing the adoption of evidence-based principles in nursing education: A Jordanian perspective

Abstract

<span style="font-family: Times New Roman; font-size: small;"> </span><p class="MsoNormal" style="margin: 0in 0in 0pt; line-height: 200%; mso-layout-grid-align: none;"><span style="line-height: 200%; font-family: "Times New Roman","serif"; font-size: 12pt;"><strong>Objective:</strong> Adopting principles of evidence-based in nursing education assists nursing graduates to improve their practice.However, there are factors influencing this adoption. Nurse educators need to identify these factors so that the educationalplans based on evidence-based principles can be made. This study aimed to identify the perceived factors influencingadopting evidence-based principles in nursing education among nurse educators in Jordanian Universities.</span></p><span style="font-family: Times New Roman; font-size: small;"> </span><p class="MsoNormal" style="margin: 0in 0in 0pt; line-height: 200%; mso-layout-grid-align: none;"><strong><span style="line-height: 200%; font-family: "Times New Roman","serif"; font-size: 12pt;">Methods: </span></strong><span style="line-height: 200%; font-family: "Times New Roman","serif"; font-size: 12pt;">A descriptive, cross-section research design was used on a convenience, purposive sample of 85 nurseeducators teaching in one of ten Jordanian Universities. Evidence-Based Nursing Education Questionnaire items werederived following a four-step approach; extensive literature review; thematic analysis of literature; expert opinion in thequestionnaire items; and the psychometric testing of the questionnaire.</span></p><span style="font-family: Times New Roman; font-size: small;"> </span><p class="MsoNormal" style="margin: 0in 2.4pt 0pt 0in; line-height: 200%; mso-layout-grid-align: none;"><strong><span style="line-height: 200%; font-family: "Times New Roman","serif"; font-size: 12pt;">Results:</span></strong><span style="line-height: 200%; font-family: "Times New Roman","serif"; font-size: 12pt;"> Factors that influence the adoption of evidence-based principles in nursing education programs are: knowledge ineducational principles, finding and reviewing evidence, faculty practices, change in education strategies/practices, andfinding and judging evidence.</span></p><p class="MsoNormal" style="margin: 0in 2.4pt 0pt 0in; line-height: 200%; mso-layout-grid-align: none;"><strong style="text-indent: 43px;"><span style="line-height: 200%; font-family: "Times New Roman","serif"; font-size: 12pt;">Conclusion:</span></strong><span style="line-height: 200%; font-family: "Times New Roman","serif"; font-size: 12pt;"> Addressing the factors found in this study increases the awareness of experts to develop strategies thatpromote the use of evidence-based principles, and increase the probability of faculty adopting them in nursing education.</span></p><span style="font-family: Times New Roman; font-size: small;"> </span

<p>Jordanian National Study of Nurses’ Barriers and Predictors for Research Utilization in Clinical Settings</p>

“…Current findings and previous literature have indicated that there was no substantial connection between the nurses attributes and the perception towards the obstacles to involvement in research. 18 , 21 , 22 For example, previous studies showed that none of the individual and career attributes including age, sex, experience, education research, and involvement, had a significance impact on participation in research among nurses. 3 , 5 In fact, research on barriers to research utilization indicated that nurses perceive organizational factors as barriers more than their attributes.…”

Assessing the Effectiveness of Using Simulation on Nursing Students’ Education and Competencies about Cardiopulmonary Resuscitation

“…Akhu-Zaheya, Gharaibeh, and Alostaz (2013) found no significant differences in knowledge acquisition and retention between traditional teaching methods and highfidelity BLS simulation in nursing students. Similarly, Al Hadid and Suleiman (2012) (2004) reported poor retention of CPR skills after several weeks or months. Overall, these studies indicate the need for alternative teaching methods, such as high-fidelity simulation, to enhance the retention of CPR knowledge and skills.…”

“…The findings revealed that there were no significant differences in knowledge acquisition and knowledge retention between the two groups. Similarly, Al Hadid and Suleiman (2012) conducted a study with a sample of 40 nursing students from a university in Saudi Arabia to assess the effects of boost training sessions supported by simulation on the retention of CPR knowledge and skills. Throughout the study, the students underwent three tests: a pretest, posttest I, and posttest II, which evaluated their knowledge and skills acquisition.…”

“…This study revealed no significant differences in knowledge acquisition and retention between the traditional method and HFS groups. On the other hand, another study was conducted by Al Hadid and Suleiman (2012) to measure the effects of boost training sessions supported by simulation on the retention of CPR knowledge and skills of nursing students. The result revealed that the boost session supported by simulation had improved the student's CPR knowledge and skills.…”