Knowledge, attitude and use of evidence based practice (EBP) among registered nurse-midwives practicing in central hospitals in Malawi: a cross-sectional survey

Kaseka, Paul Uchizi; Mbakaya, Balwani Chingatichifwe

doi:10.1186/s12912-022-00916-z

Cited by 13 publications

(13 citation statements)

References 47 publications

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“…Furthermore, these findings agree with a study by Zammar ( 2022 ), which concluded that most nurses are uninformed of the significance of EBP in their profession. However, these findings contradict a study by Kaseka and Mbakaya ( 2022 ), who concluded that the nurses viewed EBP positively, and their attitude towards EBP seemed more positive. However, they did not use it much because they lacked the organizational support and competence to do so.…”

Section: Discussioncontrasting

confidence: 94%

Nurses' experiences and perspectives regarding evidence‐based practice implementation in healthcare context: A qualitative study

Mohamed,

Alhujaily,

Ahmed

et al. 2024

Nursing Open

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AimTo explore nurses' experiences and perspectives about evidence‐based practice (EBP) implementation in the healthcare context.DesignA qualitative descriptive study design using focus group discussions (FGDs).MethodSixty‐four nurses who purposefully selected and worked at various healthcare organizations in Bisha Governorate, Saudi Arabia, were included. Eight FGDs were used to obtain data using open‐ended questions. The collected data underwent inductive qualitative content analysis.ResultsTwo main categories were extracted: experiences and perspectives towards EBP. The experiences category emerged into four sub‐categories: familiarity with concepts and benefits, steps, dissemination sources of EBP and sources of EBP knowledge, while perspectives towards the EBP category included four sub‐categories: application of EBP in clinical practice, barriers, facilitators and EBP application methods. The participants experienced being in a non‐supportive and non‐encouraging atmosphere which results from a lack of organizational commitment to EBP implementation and illuminates the complexities involved in the integration process.ConclusionThe nurses' experience with EBP indicated that there was limited support for the implementation of this approach. Furthermore, they experienced varying barriers to EBP implementation. They viewed EBP as a complex technique as they lacked knowledge and skills related to the formulation of research questions, and retrieving, applying and disseminating of EBP in clinical practice decision‐making. That is due to barriers pertinent to the individual, organizational and patient factors. The key to successfully implementing an EBP in nursing practice is to promote professional development, comprehensive and continuous training, a culture of change, organizational support and motivation.Clinical RelevanceThrough the construction and provision of ongoing educational interventions and mentoring programmes about EBP, healthcare organizations and nursing leadership may develop a comprehensive strategy to encourage staff nurses' participation in the EBP process. This is to enhance nurses' experiences and perspectives towards the EBP approach and overcome the barriers to effective implementation.No Patient or Public Contribution to this StudyPatients or the general public were not involved in the design, analysis or interpretation of the data in this study.

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Section: Discussioncontrasting

confidence: 94%

Nurses' experiences and perspectives regarding evidence‐based practice implementation in healthcare context: A qualitative study

Mohamed,

Alhujaily,

Ahmed

et al. 2024

Nursing Open

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“…[5]. However, it became lower than other studies [14][15][16][17]. On the other hand, it became higher than research conducted in Chitwan and Nepal [18,19].…”

Section: Knowledge Of Based Practice Concerning the Positionmentioning

confidence: 63%

Knowledge of Evidence-Based Practice and Associated Factors Among Nurses Working in Public Hospitals of Eastern Ethiopia

Amare,

Geda,

Worku

et al. 2024

J Med Clin Nurs Stud

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Background: Evidence-based practice is a technique based on the gathering, interpretation, appraisal, and integration of legitimate, clinically tremendous, and applicable studies. Objective: To assess the knowledge of evidence-based practice and associated factors among nurses working in public hospitals of eastern Ethiopia, 2022. Methods: Institutional-based cross-sectional study design was conducted from June 1-30, 2022. The total sample size was 419 and a simple random sampling technique was used. Data was entered in Epi-data 3.1 and analyzed using Stata version sixteen software. Binary logistic regression was done and all variables with a p-value < 0.25 in bivariable analysis were shifted in multivariable logistic regression analysis. Statistical significance was declared at a p-value < 0.05 in adjusted odds ratio with 95% CI. Result: The good knowledge of evidence-based practice was 59.7% [95%CI: 54.8-64.3]. Sex [AOR 3.26, 95%CI: 1.99-5.34], position [AOR 2.49, 95%CI: 1.23-5.05], administrative help & inspire [AOR 2.04, 95%CI: 1.18-3.54], cooperative and supportive colleagues [AOR 2.38, 95%CI: 1.31-4.32], enhancing research understanding [AOR 2.12, 95%CI: 1.27-3.54], and training [AOR 2.27, 95%CI: 1.36-3.81] have been notably associated with evidence evidencebased practice. Conclusion: About six in 10 nurses had good knowledge of evidence-based practice among nurses working in public hospitals of eastern Ethiopia. Sex, position, administrative help and encouragement, cooperative and supportive colleagues, enhancing research understading, and training have been crucial factors of evidence-based practice among nurses. Consequently, having administrative support and encouragement, working cooperatively and supportive with colleagues, enhancing studies know-how, and gaining good enough schooling might grow the knowledge of evidence-based practice.

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“…When the PICOT method was used, most of the clinical questions had errors that would impact the description of the clinical issue as a driver for the systematic search for evidence. This search could yield irrelevant evidence and waste valuable resources and time, further perpetuating a major barrier to the implementation of EBP and the cultivation of an EBP culture (Gallagher‐Ford et al., 2023; Kaseka & Mbakaya, 2022; Shayan et al., 2019).…”

Section: Discussionmentioning

confidence: 99%

National evaluation of DNP students' use of the PICOT method for formulating clinical questions

Milner,

Hays,

Farus‐Brown

et al. 2024

Worldviews Ev Based Nurs

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BackgroundThe intent of the PICOT (i.e., Population, Intervention, Comparison, Outcome, Time) method is to formulate focused clinical questions to facilitate the discovery of relevant evidence through systematic searching, with the components of the question serving as the foundation for the search. Doctor of Nursing Practice (DNP) graduates use evidence‐based practices to institute changes in their organizations' systems and policies, thereby yielding positive effects on both patient and system outcomes. Given that the clinical question is the foundation of the evidence‐based practice process, DNP graduates' competence in the PICOT method needs to be better understood.AimsThis analysis aimed to describe how DNP students used the PICOT method to ask clinical questions in their DNP projects.MethodsProject questions were retrieved from a subset (n = 129, 60.56%) of an existing national random sample of publicly available DNP projects spanning the years 2010 to 2021 from Commission on Collegiate Nursing Education‐accredited schools (n = 213). Project questions using the PICOT method were further evaluated with a scoring system of 0 = no and 1 = yes for missing elements, formatting, directional outcome, and project purpose. Possible scores ranged from 0 to 8, with higher scores indicating more errors. Discussion among five researchers, until agreement was achieved, yielded consensus.ResultsAlthough the PICOT method was project author‐identified in 66 (31.0%) projects, only four (6%) followed the PICOT method. All 66 (100%) were intervention questions. There were 2.74 (SD 1.55) mean errors, ranging from 0 to 6. No questions were missing P or O. Specific errors included missing I 3 (4.5%) or missing C 37 (56%), poor formatting 34 (51.5%), directional outcome 44 (66.7%), and project purpose 38 (57.6%). Thirty‐three (50%) of the questions were missing T; however, T is not used for searching, so researchers recalculated the mean error without T (M = 2.24, SD = 1.28, range 0–5).Linking Evidence to ActionGaps in the accurate use of the PICOT method to construct clinical questions can lead to biased searches, inaccurate clinical problem identification, and, when used as the project purpose, jumping to non‐evidence‐based solutions. Academic faculty and clinical educators can mitigate these skewed outcomes and enhance their impact on quality outcomes by helping DNP‐prepared nurses shore up this foundational skill.

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Knowledge, attitude and use of evidence based practice (EBP) among registered nurse-midwives practicing in central hospitals in Malawi: a cross-sectional survey

Cited by 13 publications

References 47 publications

Nurses' experiences and perspectives regarding evidence‐based practice implementation in healthcare context: A qualitative study

Nurses' experiences and perspectives regarding evidence‐based practice implementation in healthcare context: A qualitative study

Knowledge of Evidence-Based Practice and Associated Factors Among Nurses Working in Public Hospitals of Eastern Ethiopia

National evaluation of DNP students' use of the PICOT method for formulating clinical questions

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