Findings From a Pilot Study: Bringing Evidence‐Based Practice to the Bedside

Abstract

Background: To translate research supporting inpatient care outcomes and provide evidencebased care, registered nurses (RNs) need continuing education and mentoring support to adopt evidence-based practice (EBP).

Do educational interventions aimed at nurses to support the implementation of evidence-based practice improve patient outcomes? A systematic review

“…Eighteen studies met the inclusion criteria and were included in the systematic review, including 12 quantitative articles (Bruheim, Woods, Smeland, & Nortvedt, 2014;Crabtree et al, 2016;Cullen, Titler, & Rempel, 2011;Gawlinski & Becker, 2012;Green et al, 2014;Hockenberry, Brown, Walden, & Barrera, 2009;Jack, Roberts, & Wilson, 2003;Sciarra, 2011;Selig & Lewanowicz, 2008;Steurer, 2010;Weeks, Moore, & Allender, 2011;Wells, Free, & Adams, 2007), three qualitative studies (Balakas et al, 2013;Christenbery, Williamson, Sandlin, & Wells, 2016;Milne et al, 2007), and three mixed-methods study designs (Connor et al, 2016;Cullen & Titler, 2004;Friesen, Brady, Milligan, & Christensen, 2017). Descriptions of these studies are presented in Table S2.…”

“…Secondly, the language of the included articles was limited to English due to time and the challenges of translation, which may lead to some bias of the review. Thirdly, four included studies failed to provide complete data on the patient outcomes from conducting EBP projects, even after direct requests to the authors (Christenbery et al, 2016;Friesen et al, 2017;Gawlinski & Becker, 2012;Weeks et al, 2011). Moreover, inconsistent indexes, such as the characteristics of the included studies and description of the EBP educational intervention and patient outcomes, might have caused some bias in the results of the review.…”

Odnos in znanje medicinskih sester ter ovire pri implementaciji na dokazih temelječe prakse

“…Skela-Savič in sodelavci (2016) ugotavljajo, da je odnos do DTP boljši pri medicinskih sestrah, ki so svoje znanje o raziskovanju ocenile višje in so bile bolj zadovoljne s svojim delom ter imele več kliničnih izkušenj. Pridobljene izkušnje v izobraževalnih programih pomembno vplivajo na odnos medicinskih sester do DTP (Friesen, et al, 2017). V izvedeni raziskavi Skela-Savič in sodelavci (2017) v slovenskih bolnišnicah ugotavljajo, da so za izgradnjo pozitivnega odnosa do DTP pomembni znanja in veščine medicinskih sester o DTP ter moč njihovih prepričanj, da je DTP učinkovita v praksi.…”

“…Medicinske sestre z naprednimi znanji imajo več kompetenc za uporabo DTP in pomembno vplivajo na pospešitev implementacije v prakso (Weng, et al, 2015). Na vseh ravneh dela v zdravstveni negi medicinske sestre potrebujejo mentorstvo za spodbujanje implementacije DTP v klinično okolje (Friesen, et al, 2017). V kliničnih okoljih bi potrebovali usposobljene medicinske sestre, ki bi zbirale in sintetizirale znanstvene dokaze za uporabo v kliničnem delu in pri reševanju kliničnih problemov.…”

People, Practices, and Places: Realities That Influence Evidence‐Based Practice Uptake

“…Despite this widespread agreement for EBP, evidence indicates there is much inconsistency on the routine and sustainable uptake of EBP by point‐of‐care providers in most practice settings (Brady & Lewin, ; Bryant et al., ; Wallace, Byrne, & Clarke, ; Proctor et al., ), and there is limited understanding as to how EBP is operationalized and integrated with patient preferences and clinician expertise (Esmail, Moore, & Rein, ; Taylor, Priefer, & Alt‐White, ). Reasons for these gaps have been presented by multiple authors, often as barriers to EBP implementation which have been studied widely and discussed in countless articles and chapters (Dalheim, Harthug, Nilsen, & Nortvedt, ; Friesen, Brady, Milligan, & Christensen, ; Heydari, Mazlom, Ranjbar, & Scurlock‐Evans, ; Melnyk et al, ; Melnyk, Fineout‐Overholt, Gallagher‐Ford, & Kaplan, ; Sadeghi‐Bazargani, Tabrizi, & Azami‐Aghdash, ; Tacia, Biskupski, Pheley, & Lehto, ; Wallis, ; Warren et al, ).…”