Acceptance of evidence-based nursing databases by educational nurses using Rogers’ model

Abstract

Nurses always need accurate, up-to-date and reliable information. Evidence-based resources can be an appropriate approach to this need. The first step in utilizing these resources is to acknowledge them and use them in clinical practice. This descriptive cross-sectional study was designed to determine the acceptance rate of evidence-based databases by nurses based on Rogers’ innovation-diffusion model. A total of 214 nurses working in educational hospitals participated in the study in 2019. The data collection tool was a questionnaire, with confirmed validity and reliability, which was designed based on five components of Rogers’ model: knowledge, persuasion, decision, implementation and confirmation. The data analysis was performed using SPPS Version 23 to compute descriptive and analytical statistics indices. Based on the categories in Rogers’ model, the nurses had moderate views on the rate of acceptance of evidence-based databases, limited (low) knowledge and awareness of the databases, a favorable persuasion level and a low implementation rate. Well-educated, senior educational supervisors and nurses were more in line with persuasion, knowledge and implementation of evidence-based resources. According to the regression analysis ( p < 0.001), persuasion and confirmation components had the greatest effect on the acceptance of databases, indicating the significance of providing evidence-based nursing education, both formal and informal, using the related databases.

Effect of evidence-based information management and practice training on librarians’ critical thinking: A randomized educational trial

“…Information literacy and related processes as an important components of librarianship is closely related to critical thinking and strengthens the critical thinking (Ory and Braskamp, 1988; Weiner, 2011; Whitmire, 1998). Librarians foster the knowledge of evidence based databases and use of databases to other professions to support information literacy and the evidence based practice (Dehghan Salmasi et al, 2021). But practicing information literacy service has not necessarily ensured librarians critical thinking skills.…”