Knowledge and Competency of Nursing Faculty Regarding Evidence-Based Practice

Abstract

The Institute of Medicine recommended that 90% of clinical decisions should be evidenced based by 2020. Both the IOM and the American Association of Critical-Care Nurses identified evidenced-based practice (EBP) as a core competency for practice. EBP can reduce costs, improve patient outcomes, and ensure optimal nursing interventions. Because nursing faculty may have deficits in knowledge, attitudes, and competencies to teach EBP, few nursing students conduct EBP reviews. The purpose of this project was to develop EBP educational resources to increase nursing faculty knowledge and competency of EBP in a southeastern college with both a multicultural faculty and student body. A pre- and postsurvey design using Stevens' ACE Star Model of Knowledge Transformation and Evidence Based Practice Readiness Inventory (ACE-ERI) determined the effectiveness of the educational intervention. Results indicated that faculty's self-confidence about their competency in EBP increased significantly from presurvey to postsurvey, t(17) = -2.04, p = .028, but there was no significant change from pretest to posttest, t(17) = -0.576, p =.572, for the EBP knowledge component of ACE-ERI. The results of the study suggest that educational programs for RN-to-BSN faculty are vital in increasing participant's readiness for EBP. J Contin Educ Nurs. 2016;47(9):409-419.

Evidence‐Based Practice Beliefs, Implementation, and Organizational Culture and Readiness for EBP Among Nurses, Midwives, Educators, and Students in the Republic of Ireland

“…This emulated studies in other countries (Hankemeier et al, 2013;Malik et al, 2015;Melnyk et al, 2008b;Upton et al, 2015). All three groups reported higher beliefs in the positive impact of EBP than in their ability to implement or teach EBP, echoing findings from other studies (Belowska, Panczyk, Zarzeka, & Gotlib, 2015;Heydari, Mazlom, Ranjbar, & Scurlock-Evans, 2014;Malik et al, 2015;Melnyk et al, 2012;Milner et al, 2018;Orta et al, 2016;Patelarou et al, 2016;Saunders & Vehviläinen-Julkunen, 2017). A statistically significant positive correlation was found between EBP beliefs and implementation among clinicians.…”

Evidence‐Based Practice Competence in Nursing Students Preparing to Transition to Practice

“…The preparation of clinical faculty, nurse preceptors, and mentors to engage students in EBP clinical education experiences is important. However, the preparation of clinical faculty to integrate and assess EBP competence in the clinical setting is limited and suggests faculty may lack competency in teaching EBP (Orta et al, 2016; Stichler, Fields, Kim, & Brown, 2011). EBP mentorship programs are an effective way to build and sustain EBP culture with nursing staff (Spiva et al, 2017).…”

Core Evidence‐Based Practice Competencies and Learning Outcomes for European Nurses: Consensus Statements

“…As the largest group of healthcare professionals, nurses play a key role in providing effective, safe, and evidence‐based care, which requires the translation of research results into EBP (World Health Organization, 2017). To ensure safe and quality nursing practice, the acquisition of EBP competency is essential (Orta et al, 2016); however, most nurses are not prepared for EBP (Oh et al, 2010; Patelarou et al, 2017; Saunders & Vehviläinen‐Julkunen, 2016). The lack of preparation is demonstrated through insufficient knowledge, values, and competencies for understanding and using EBP (Skela‐Savič, Hvalič‐Touzery, & Pesjak, 2017).…”

“…Evidence-Based Practice Competencies for European Nurses acquisition of EBP competency is essential (Orta et al, 2016); however, most nurses are not prepared for EBP (Oh et al, 2010;Patelarou et al, 2017;Saunders & Vehviläinen-Julkunen, 2016). The lack of preparation is demonstrated through insufficient knowledge, values, and competencies for understanding and using EBP (Skela-Savič, Hvalič-Touzery, & Pesjak, 2017).…”