Improve nursing in evidence-based practice: How Chinese nurses' read and comprehend scientific literature

Abstract

Objectives To examine Chinese nurses' practice of reading and understanding scientific literature and elucidate the motivating and deterring factors. Methods This is a cross-sectional study conducted between March and June 2015. A random sample of 853 full-time registered nurses from three tertiary and two secondary hospitals in China filled out a set of self-administered questionnaires, including literature habit questionnaire(41 items), the situational motivation scale and the socio-demographic and professional characteristics questionnaire(15 items). Results Significant majority (89.2%) of the respondents reported perception of barriers to keeping up to date with literature. The language barrier was the most prominent, followed by poor presentation and readability of articles. Using simpler language when writing articles, improving ones' foreign language proficiency and getting education or training on nursing research were raised as the top facilitators. Additionally, reading and understanding literature was significantly associated with the nurses' educational background, motivation, genders and work settings. Conclusions The survey of the current status of literature education among Chinese nurses suggests that providing protected time, training for critical thinking, and incentive mechanisms will help improve nurses' engagement in literature and create a culture of academic inquiry.

Investigation of Nursing Students' Awareness of Nursing Practice Based on Evidence

“…Öğrenci hemşirelerin araştırma bulgularını kliniğe aktaramamasının nedenleri üzerine yapılan çalışmalara bakıldığında; kanıta dayalı uygulama ile ilgili müfredat ve kaynakların yetersizliği, yabancı dil engeli, makalelerin açık-okunur ve cazip şekilde yazılmaması, araştırma sonuçlarının ulaşılır olmaması, öğrencilerin olumsuz tutumu, bilgi, beceri ve farkındalıklarının az olması, okul-hastane işbirliğinin yetersiz olması ve klinikteki personel ve yöneticilerin KDU bulgularını uygulamaya karşı dirençleri gösterilmektedir. (8,(15)(16)(17)(18) Öğrencilerin, KDU kullanımı için gerekli becerileri (literatür tarama, kanıt değerlendirme, araştırmaları eleştirel analiz edebilme ve araştırma bulgularını klinik uygulamaya aktarılması gibi) kazanmaları, meslek yaşamlarında kolaylık sağlayacaktır. (19) Bununla birlikte, hemşirelik öğrencileri profesyonel hemşirelere kanıta dayalı uygulama bilgilerini aktarabilecek pozisyondadırlar.…”

Letter to the Editor: Evidence-based practice for nursing profession: Barriers and teaching strategies solutions

“…We have read the article entitled “Improve nursing in evidence-based practice: How Chinese nurses' read and comprehend scientific literature” by Huang et al. [1] published in the International Journal of Nursing Sciences. We would like to appreciate and strongly support the authors' efforts in pointing out the importance of Evidence-Based Practice (EBP) in nursing.…”

“…As a professional, nurses need to use evidence-based intervention and the integration of research findings into practice [2,3]. EBP is an approach to nursing care that is very important for improving patient outcomes [4], however, the previous studies have been suggested that health professional does not always use the evidence to guide their practice [1,[5], [6], [7]]. Huang et al.…”

“…Huang et al. state that only 3.5% of nurses read literature regularly on a daily, 9.8% on a weekly, 9.3% on a monthly and 66% only read when needed [1]. Further, O'lynn et al.…”

“…(3) Material Resources: lack of training in informatics that enables easy access to the literature review, do not have critical tools for appraising the quality of research and do not have the library or limited of literature. (4) Policy: some hospitals or primary health care do not have a policy or protocol for using EBP intervention [1,[5], [6], [7], [8], [9]].…”