Moving Knowledge to Action: A Qualitative Study of the Registered Nurses' Association of Ontario Advanced Clinical Practice Fellowship Program

Gifford, Wendy; Davies, Barbara; Ploeg, Jenny; Eldred, Sue; Bajnok, Irmajean

doi:10.12927/cjnl.2013.23302

Cited by 5 publications

(4 citation statements)

References 34 publications

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“…Barriers hindering the success of mentor–mentee relationships highlighted in this review included staff resistance and shortage, lack of time, lack of knowledge and skills about guidelines, and inadequate support from mentors. These barriers are consistent with those identified in other studies exploring barriers to mentoring within the context of EBP (Gifford et al., ; Melnyk et al., ; Ploeg et al., ). Barriers not identified in this systematic review, but that may be relevant, include lack of incentives for mentors and lack of organizational processes to support mentees incorporating their knowledge about mentoring in organizations (Ploeg et al., ).…”

Section: Discussionsupporting

confidence: 90%

“…These barriers are consistent with those identified in other studies exploring barriers to mentoring within the context of EBP (Gifford et al., 2013; Melnyk et al., 2004; Ploeg et al., 2008). Barriers not identified in this systematic review, but that may be relevant, include lack of incentives for mentors and lack of organizational processes to support mentees incorporating their knowledge about mentoring in organizations (Ploeg et al., 2008).…”

Section: Discussionmentioning

confidence: 99%

“…Mentoring as a KT intervention uses social influence and has the potential to increase the uptake of evidence-based practice (EBP; Gattellari et al, 2005). However, few studies have included mentoring as an intervention to support the up-take of nursing practice guidelines (Davies, Edwards, Ploeg, & Virani 2008;Gifford, Davies, Ploeg, Eldred, & Bajnok, 2013). The purpose of this paper is to examine the effects of mentoring as a KT intervention aimed at supporting the uptake of empirical evidence into clinical practice.…”

Section: Introductionmentioning

confidence: 99%

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Measuring the Effectiveness of Mentoring as a Knowledge Translation Intervention for Implementing Empirical Evidence: A Systematic Review

Abdullah

Rossy

Ploeg

et al. 2014

Worldviews Ev Based Nurs

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BackgroundMentoring as a knowledge translation (KT) intervention uses social influence among healthcare professionals to increase use of evidence in clinical practice.AimTo determine the effectiveness of mentoring as a KT intervention designed to increase healthcare professionals’ use of evidence in clinical practice.MethodsA systematic review was conducted using electronic databases (i.e., MEDLINE, CINAHL), grey literature, and hand searching. Eligible studies evaluated mentoring of healthcare professionals responsible for patient care to enhance the uptake of evidence into practice. Mentoring is defined as (a) a mentor more experienced than mentee; (b) individualized support based on mentee's needs; and (c) involved in an interpersonal relationship as indicated by mutual benefit, engagement, and commitment. Two reviewers independently screened citations for eligibility, extracted data, and appraised quality of studies. Data were analyzed descriptively.ResultsOf 10,669 citations from 1988 to 2012, 10 studies were eligible. Mentoring as a KT intervention was evaluated in Canada, USA, and Australia. Exposure to mentoring compared to no mentoring improved some behavioral outcomes (one study). Compared to controls or other multifaceted interventions, multifaceted interventions with mentoring improved practitioners’ knowledge (four of five studies), beliefs (four of six studies), and impact on organizational outcomes (three of four studies). There were mixed findings for changes in professionals’ behaviors and impact on practitioners’ and patients’ outcomes: some outcomes improved, while others showed no difference.Linking Evidence to ActionOnly one study evaluated the effectiveness of mentoring alone as a KT intervention and showed improvement in some behavioral outcomes. The other nine studies that evaluated the effectiveness of mentoring as part of a multifaceted intervention showed mixed findings, making it difficult to determine the added effect of mentoring. Further research is needed to identify effective mentoring as a KT intervention.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Measuring the Effectiveness of Mentoring as a Knowledge Translation Intervention for Implementing Empirical Evidence: A Systematic Review

Abdullah

Rossy

Ploeg

et al. 2014

Worldviews Ev Based Nurs

Self Cite

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“…These multiple strategies require that administrators know and understand the research evidence on APN, but, as reported by Cummings and McLennan (2005), they must also have an understanding of the skills and expertise of the CNSs or NPs with whom they are working. Emerging literature demonstrates that mentoring is a strategy for influencing change in KT and evidence-based practice (Gifford, Davies, Ploeg, Eldred, & Bajnok, 2013). By seeking out and utilizing research evidence to make decisions about APN, administrators can role model its importance with nurses, other health-care providers, and administrative colleagues.…”

Section: Discussionmentioning

confidence: 99%

Knowledge Transfer and Dissemination of Advanced Practice Nursing Information and Research to Acute-Care Administrators

Carter¹,

Dobbins²,

Peachey³

et al. 2014

Canadian Journal of Nursing Research

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The objective of this study was to ascertain the information needs and knowledge-dissemination preferences of acute-care administrators with respect to advanced practice nursing (APN). Supportive leadership is imperative for the success of APN roles and administrators need up-to-date research evidence and information, but it is unclear what the information needs of administrators are and how they prefer to receive the information. A survey tool was developed from the literature and from the findings of a qualitative study with acute-care leaders. Of 107 surveys distributed to nursing administrators in 2 teaching hospitals, 79 (73.8%) were returned. Just over half of respondents reported wanting APN information related to model of care and patient and systems outcomes of APN care; the majority expressed a preference for electronic transmission of the information. Researchers need multiple strategies for distributing context-specific APN evidence and information to nursing administrators.

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Mentoring as a Knowledge Translation Intervention for Implementing Nursing Practice Guidelines: A Qualitative Study

Abdullah

Higuchi

Ploeg

et al. 2018

International Journal of Nursing Education Scholarship

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An interpretive descriptive qualitative study was conducted to explore the characteristics and outcomes of mentoring used for implementing nursing practice guidelines. We interviewed six mentees, eight mentors, and four program leaders who were involved in the Registered Nurses' Association of Ontario fellowship program in Ontario, Canada. Inductive content analysis was used and study rigor was verified using triangulation of findings and member checking. Mentors were described as accessible, dedicated, and having expertise; mentees were described as enthusiastic, self-directed, and having mixed levels of expertise. The mentoring process included building relationships, developing learning plans, and using teaching and learning activities guided by learning plans to support development of mentees. Mentoring was described as positively impacting mentoring relationships, mentees, mentors, and organizations. A central feature of this fellowship program was the learning plan used to identify mentees' needs, guide mentoring activities, and monitor measureable outcomes.

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Moving Knowledge to Action: A Qualitative Study of the Registered Nurses' Association of Ontario Advanced Clinical Practice Fellowship Program

Cited by 5 publications

References 34 publications

Measuring the Effectiveness of Mentoring as a Knowledge Translation Intervention for Implementing Empirical Evidence: A Systematic Review

Measuring the Effectiveness of Mentoring as a Knowledge Translation Intervention for Implementing Empirical Evidence: A Systematic Review

Knowledge Transfer and Dissemination of Advanced Practice Nursing Information and Research to Acute-Care Administrators

Mentoring as a Knowledge Translation Intervention for Implementing Nursing Practice Guidelines: A Qualitative Study

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