Preparing Clinical Preceptors to Support Nursing Students in Evidence-Based Practice

Hagler, Debra; Mays, Mary Z.; Stillwell, Susan B.; Kastenbaum, Beatrice; Brooks, Ruth; Fineout-Overholt, Ellen; Williamson, Kathleen M.; Jirsák, Jan

doi:10.3928/00220124-20120815-27

Cited by 9 publications

(19 citation statements)

References 18 publications

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“…This may be rectified through adequate and appropriate education for nurses that work in the clinical setting, and would impact positively on clinicians and students (Hagler et al . ). Education of preceptors in research methods and EBP made a considerable difference to outcomes, and increased collaboration between clinical staff and academia effectively fulfilled the needs of students (Hagler et al .…”

Section: Discussionmentioning

confidence: 97%

“…Education of preceptors in research methods and EBP made a considerable difference to outcomes, and increased collaboration between clinical staff and academia effectively fulfilled the needs of students (Hagler et al . ).…”

Section: Discussionmentioning

confidence: 97%

“…Recommendations have been made regarding the benefit of increased collaboration between student nurses and clinicians, if these skills were utilised to their full potential (Stone & Rowles , Hagler et al . ). Where collaboration occurred, this enhanced mutual respect for each party, as both brought with them varying skills and innovations.…”

Section: Discussionmentioning

confidence: 97%

“…Nurses’ beliefs and attitudes towards research and EBP were strongly influenced by the amount of use in the clinical setting (Olade , Hagler et al . ). This was related to the organisational perspective and readiness to support EBP.…”

Section: Discussionmentioning

confidence: 97%

“…Hagler et al . () reiterate that although undergraduate nursing students were taught skills relating to sourcing EBP, their preceptors often lacked skill and understanding of major concepts in research and EBP to be able to assist them. Many clinical team members had confidence in their ability to support nursing students, but were not capable of necessary research related skills such as appraising evidence effectively as an example (Veeramah, ).…”

Section: Discussionmentioning

confidence: 99%

See 4 more Smart Citations

Undergraduate nursing students’ attitudes and use of research and evidence‐based practice – an integrative literature review

Ryan

2016

Journal of Clinical Nursing

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Aims and objectives. This integrative review of the literature addresses undergraduate nursing students' attitudes towards and use of research and evidence-based practice, and factors influencing this. Current use of research and evidence within practice, and the influences and perceptions of students in using these tools in the clinical setting are explored. Background. Evidence-based practice is an increasingly critical aspect of quality health care delivery, with nurses requiring skills in sourcing relevant information to guide the care they provide. Yet, barriers to engaging in evidence-based practice remain. To increase nurses' use of evidence-based practice within healthcare settings, the concepts and skills required must be introduced early in their career. To date, however, there is little evidence to show if and how this inclusion makes a difference. Design. Integrative literature review.Methods. ProQuest, Summon, Science Direct, Ovid, CIAP, Google scholar and SAGE databases were searched, and Snowball search strategies used. One hundred and eighty-one articles were reviewed. Articles were then discarded for irrelevance. Nine articles discussed student attitudes and utilisation of research and evidence-based practice. Results. Factors surrounding the attitudes and use of research and evidence-based practice were identified, and included the students' capability beliefs, the students' attitudes, and the attitudes and support capabilities of wards/preceptors. Conclusions. Undergraduate nursing students are generally positive toward using research for evidence-based practice, but experience a lack of support and opportunity. These students face cultural and attitudinal disadvantage, and lack confidence to practice independently. Further research and collaboration between educational facilities and clinical settings may improve utilisation. Relevance to clinical practice. This paper adds further discussion to the topic from the perspective of and including influences surrounding undergraduate students and new graduate nurses.What does this paper contribute to the wider global clinical community?• An understanding of the attitudes toward and use of research and evidence-based practice by student nurses in the clinical setting.• The contributing factors that may influence these attitudes and utilisation.This integrative review of the literature addresses undergraduate nursing students' attitudes and use of research and evidence-based practice, and the influencing factors surrounding this. Current and traditional use of research and evidence within practice, and the influences and perceptions of students in using these tools in the clinical setting are explored.

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Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%

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Undergraduate nursing students’ attitudes and use of research and evidence‐based practice – an integrative literature review

Ryan

2016

Journal of Clinical Nursing

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Between challenges and support: Preceptors run clinical nursing training amidst unprecedented crisis

Rashwan

Busebaia

Khonji

et al. 2023

International Journal of Educational Research Open

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A systematic review on educational interventions for learning and implementing evidence-based practice in nursing education: The state of evidence

Melender

Mattila

Häggman‐Laitila

2015

Nordic Journal of Nursing Research

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The aim of this systematic review was to gather, assess and synthesize evidence on educational interventions promoting learning and implementation of evidence-based practice in nursing education and their outcomes. Literature was sought from the Cochrane, CINAHL and PubMed databases. The data (10 articles) were analysed by applying qualitative content analysis. The analysis of the interventions produced five main categories: Theoretical foundations, Teachers and partnerships, Learning contents, Learning/teaching methods, and Learning tools. Outcomes of the evaluations were divided into three categories. A Web-based EBP learning module supplemented by help sessions, a program including the Self-Directed Learning Process for EBP Basics and a Workshop for Critical Appraisal of Literature, and an Evidence-Based Practice Project as a group work were interventions that had gained 'excellent' outcomes. When supporting nurse students' learning of EBP, it is recommended to use a combination of self-directed learning and a consultation by a teacher when needed, different learning tools, as well as partnerships in planning and conducting interventions.

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Preparing Clinical Preceptors to Support Nursing Students in Evidence-Based Practice

Cited by 9 publications

References 18 publications

Undergraduate nursing students’ attitudes and use of research and evidence‐based practice – an integrative literature review

Undergraduate nursing students’ attitudes and use of research and evidence‐based practice – an integrative literature review

Between challenges and support: Preceptors run clinical nursing training amidst unprecedented crisis

A systematic review on educational interventions for learning and implementing evidence-based practice in nursing education: The state of evidence

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