Journal clubs: A two-site case study of nurses' continuing professional development

Nesbitt, Jason L.

doi:10.1016/j.nedt.2012.08.011

Cited by 32 publications

(38 citation statements)

References 51 publications

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“…The first item, critical appraisal of evidence from a research study may have been a result of reading the articles of the JC meeting itself. Studies have shown that JCs have an impact on EBP beliefs (Sciarra, 2011), confidence in reading research (LaChance, 2014;Honey & Baker, 2011;Nesbitt, 2013), and this project showed similar increase in reading research articles. Brown et al, 2008, found that one of the major barriers in implementing EBP was lack of confidence in appraisal of research articles, which JCs can help to alleviate.…”

Section: Discussionsupporting

confidence: 61%

“…The other two items showing statistically significant improvement were increase in informal discussion of evidence from a research study and the promotion of the use of EBP with a colleague was also observed by Nesbitt (2013). More specifically, there was not a measurable increase in using evidence to change individual practice, as was shown by Wilson (2015).The answers to questions that did not show a positive change may be related to need for more education on EBP to staff nurses and the role every nurse plays in finding this evidence.…”

Section: Discussionmentioning

confidence: 70%

“…Also noted was that, through field observations, more conversation about practice and EBP was occurring on the units. (Nesbitt, 2013).…”

Section: Review Articles: Analysis Of Resultsmentioning

confidence: 99%

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The Impact of Journal Clubs on Intensive Care Nurses' Self-Report of Implementing Evidence into Practice

Hill

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Evidence-based practice (EBP) has been shown to reduce errors and improve patient outcomes with reductions in morbidity and mortality. Studies have also shown that not all nurses are using the latest evidence in their patient care. The barriers to the use of EBP include deficits in education, using outdated practices, and lack of discrediting of the outdated modes of practice. A quality improvement project was conducted to determine if journal clubs (JC) are a useful method of enhancing nurses' self-reports of implementation of evidence into practice. Journal clubs were offered to nurses in two intensive care units (ICU).Both ICUs had comparable patient populations, bed capacity, staff age and level of experience. The JCs met once a month for a two-month period. The participants were asked to answer the EBP Implementation Scale (EBPIS) questionnaire before meeting and again two weeks after the club meeting to determine if the participating nurses (N=21) reported applying evidence to practice. The 18-question EBPIS pre-and post-test JC scores were compared. Only three (16.6%) of individual questions' mean post-test scores showed statistically significant improvement over the pre-test mean scores. However, the mean posttest EBPIS score (32.7) for all participants showed statistically significant (p=0.0029) improvement from the nurses' total EBPIS mean pre-test score (29.3). The results of this quality improvement project indicate that JCs may be an effective means of increasing ICU nurses' implementation of EBP.

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Section: Discussionsupporting

confidence: 61%

Section: Discussionmentioning

confidence: 70%

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The Impact of Journal Clubs on Intensive Care Nurses' Self-Report of Implementing Evidence into Practice

Hill

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“…8 Interventions that improved attitudes were EBP/research councils, 9 journal clubs, 14 critical appraisal seminars, 10 EBP workshops with co-interventions like opinion leaders, 5 or formal immersion programs. 6,12,13 Qualitative evidence confirmed that educational programs opened nurses' minds about the value that research brings to practice.…”

Section: Resultsmentioning

confidence: 99%

“…Nurses expressed broadened worldviews and renewed empowerment and accountability to question and reflect on their practice. [12][13][14] For knowledge and skills, written instructions assisted clinicians in developing correct PICO questions. 5 One-day seminars significantly increased critical appraisal knowledge.…”

Section: Resultsmentioning

confidence: 99%

Science-Driven Care: Can Education Alone Get Us There by 2020?

Halm

2014

American Journal of Critical Care

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M ore than a decade ago, the Institute of Medicine (IOM) recognized evidence-based practice (EBP) as a key solution to ensure that the care delivered has the highest clinical effectiveness known to science.1 To reach the IOM's 2020 goal that "90% of clinical decisions will be supported by accurate, timely and up-to-date clinical information, and will reflect the best available evidence," 2(p4) clinicians need EBP competencies to guarantee that applicable research findings are integrated into clinical situations when congruent with patients' preferences or values. Relevant EBP domains include (1) attitudes, (2) knowledge, (3) skills (application of knowledge by performing EBP steps in the clinical situations shown in Figure 1), and (4) behaviors (actual performance of EBP in practice). 4 Thus, the PICO (patient, intervention, comparison, outcome) question chosen for this review was "What educational interventions are effective in building EBP attitudes, knowledge, skills, and/or behaviors of clinicians?" MethodThe search strategy included searches of CINAHL and MEDLINE with the key words EBP, teaching methods, and educational interventions. Only research focused on practicing clinicians in the past 5 years was included.

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Continuing Professional Development for TESOL Instructors Working in Canadian Settlement Language Training Programmes in Alberta

Abbott,

Lee

2023

Springer Texts in Education

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Journal clubs: A two-site case study of nurses' continuing professional development

Abstract: Aim: This paper is a report on a study that explored the professional development of intensive care unit nurses in journal clubs.

Cited by 32 publications

References 51 publications

The Impact of Journal Clubs on Intensive Care Nurses' Self-Report of Implementing Evidence into Practice

The Impact of Journal Clubs on Intensive Care Nurses' Self-Report of Implementing Evidence into Practice

Science-Driven Care: Can Education Alone Get Us There by 2020?

Continuing Professional Development for TESOL Instructors Working in Canadian Settlement Language Training Programmes in Alberta

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