Mixed Method Research Investigating Evidence-Based Practice Self-efficacy, Course Needs, Barriers, and Facilitators: From the Academic Faculty and Clinical Nurse Preceptors

Abstract

This is an Open Access article distributed under the terms of the Creative Commons Attribution NoDerivs License. (http://creativecommons.org/licenses/by-nd/4.0) If the original work is properly cited and retained without any modification or reproduction, it can be used and re-distributed in any format and medium. Purpose: The current challenges faced by nurses in providing high quality and evidence-based practice (EBP) supported care require profound changes in nursing education. To understand the changes needed to strengthen EBP education, the researchers examined EBP self-efficacy, course needs, barriers, and facilitators for academic faculty and clinical nurse preceptors to teach EBP in undergraduate nursing curricula. Methods: For this study, mixed-method approach was used with survey data collected from 73 academic faculty members from 54 universities. Further, 17 clinical nurse preceptors in three academic hospitals provided qualitative data for exploration of barriers and facilitators to teaching EBP. Data analysis used SPSS/WIN 21.0 and content analysis. Results: Quantitative data showed that although the overall level of self-efficacy among faculty was moderate, the implementation levels were relatively low. Most faculty members agreed with the need to integrate EBP courses into undergraduate nursing curricula. The qualitative data showed that the barriers to teaching EBP were lack of knowledge, skill, and initial investment for teaching EBP; hierarchical, rules-oriented nursing culture; potential learner overloads in processing EBP; limited research dissemination and application. Facilitators were identified as the importance of EBP to the profession of nursing; collaboration in schools and hospitals; and continuing education in teaching/utilizing EBP. Conclusion: The findings indicate that for successful integration of EBP in nursing education there is a need for faculty training and integrated EBP courses.

Clinical nurses’ beliefs, knowledge, organizational readiness and level of implementation of evidence-based practice: The first step to creating an evidence-based practice culture

“…However, EBP knowledge is difficult to improve by nurses' personal efforts alone, so organizational support is needed [34]. Several previous studies suggest the necessity of learning atmospheres and facilities for successful EBP establishment in nursing organizations [12, 21, 38, 39]. Beyond acquiring knowledge at the individual level, in order to efficiently acquire the knowledge necessary for decision making at the clinical setting, organizations need a system of knowledge management, information systems and databases related to nursing.…”

“…Barriers to conducting EBP for Korean nurses include: the lack of knowledge and skills, lack of belief and capacity, lack of database access and utilization, and insufficient critical thinking and motivation [20–22]. The barriers to conducting EBP in Korea at the organizational level are organizational culture, insufficient education programs, lack of well-trained EBP experts, lack of time, and inadequate communication [20, 21, 23]. While EBP is a valuable concept, it is difficult for a nurse to implement it first before a nursing organization embraces this new concept [24].…”

An analysis of evidence-based practice courses in Korean nursing education systems

“…In Korea, there have been few reports on the development and effectiveness of Korean EBP education models. However, the necessity of curriculum revision has been recognized, and there are high demands for EBP courses (Oh et al., 2016). It is expected, therefore, that reporting the evidence of their effectiveness will promote the development of varied education programs for EBP competence enhancement among Korean nursing students.…”

“…Target courses included EBP courses and EBP-related courses. EBP-related courses were selected among materials relevant to nursing research, nursing statistics, nursing informatics, and nursing processes based on the literature review (Oh et al., 2016). Data were collected using an Excel-based analysis framework.…”

“…These findings imply that Korean nursing education needs to be changed in the context of EBP, with demands for this curriculum change increasing in Korean nursing education circles as well (Oh et al., 2016). As far as we know, there have been no papers that have specifically analyzed the EBP curriculum of all Korean nursing colleges.…”