An Outcome of Evidence-Based Practice Education: Sustained Clinical Decision-Making Among Bedside Nurses

Balakas, Karen; Sparks, Laurie; Steurer, Lisa M; Bryant, Terry

doi:10.1016/j.pedn.2012.08.007

Cited by 18 publications

(20 citation statements)

References 18 publications

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“…[11] However, it is encouraging to note that nursing managers are regarded as the most supportive in this study, which is an essential factor to consider when the implementation of EBP in a private ICU is planned; this was not the case in an American study. [25] On the other hand, the perceived lack of physician support might be detrimental to EBP implementation as physicians are one of the main stakeholders in the care of critically ill patients in private ICUs. The perceived lack of support from other non-nursing staff/management was also a major barrier to EBP implementation.…”

Section: Discussionmentioning

confidence: 99%

Barriers to implementing evidence-based practice in a private intensive care unit in the Eastern Cape

2016

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Background. Evidence-based practices (EBPs) have been promoted to enhance the delivery of patient care, reduce cost, increase patient and family satisfaction and contribute to professional development. Individual and organisational barriers can hamper the implementation of EBP, which can be detrimental to healthcare delivery. Objective. To determine the individual and organisational implementation barriers of EBP among nurses in a private intensive care unit (ICU). Methods. A quantitative research design was used to collect data from nurses in a private ICU in the Eastern Cape Province, South Africa. The structured questionnaire (Cronbach's alpha: 0.72) was administered to 70 respondents, with a response rate of 93%. Results. Barriers at individual level were identified, and include lack of familiarity with EBP, individual perceptions that underpin clinical decision-making, lack of access to information required for EBP, inadequate sources to access evidence, inability to synthesise the literature available, and resistance to change. Barriers related to organisational support, change and operations were identified. Conclusion. Although the findings were similar to other studies, this study showed that nurses younger than 40 years of age were more familiar with the concepts of EBP. Physicians were perceived as not being very supportive of EBP implementation. In order to enhance healthcare delivery in the ICUs, nurse managers need to take cognisance of the individual and organisational barriers that might hamper the implementation of EBP.

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Section: Discussionmentioning

confidence: 99%

Barriers to implementing evidence-based practice in a private intensive care unit in the Eastern Cape

2016

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“…8 Interventions that improved attitudes were EBP/research councils, 9 journal clubs, 14 critical appraisal seminars, 10 EBP workshops with co-interventions like opinion leaders, 5 or formal immersion programs. 6,12,13 Qualitative evidence confirmed that educational programs opened nurses' minds about the value that research brings to practice. Nurses expressed broadened worldviews and renewed empowerment and accountability to question and reflect on their practice.…”

Section: Resultsmentioning

confidence: 90%

“…Nurses expressed broadened worldviews and renewed empowerment and accountability to question and reflect on their practice. [12][13][14] For knowledge and skills, written instructions assisted clinicians in developing correct PICO questions. 5 One-day seminars significantly increased critical appraisal knowledge.…”

Section: Resultsmentioning

confidence: 99%

“…Thus, their increased confidence led to nurses pursuing more research/EBP activities and higher education and professional growth opportunities that increased nursing satisfaction and retention. 13 Both online and in-class EBP education enhanced EBP practices, 7 as did attendance at EBP and research workshops. 9 Search behaviors improved for 3 months after a brief EBP workshop, whereas a 4-hour critical appraisal and a 2-day multifaceted workshop improved EBP practices.…”

Section: Resultsmentioning

confidence: 99%

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Science-Driven Care: Can Education Alone Get Us There by 2020?

Halm

2014

American Journal of Critical Care

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M ore than a decade ago, the Institute of Medicine (IOM) recognized evidence-based practice (EBP) as a key solution to ensure that the care delivered has the highest clinical effectiveness known to science.1 To reach the IOM's 2020 goal that "90% of clinical decisions will be supported by accurate, timely and up-to-date clinical information, and will reflect the best available evidence," 2(p4) clinicians need EBP competencies to guarantee that applicable research findings are integrated into clinical situations when congruent with patients' preferences or values. Relevant EBP domains include (1) attitudes, (2) knowledge, (3) skills (application of knowledge by performing EBP steps in the clinical situations shown in Figure 1), and (4) behaviors (actual performance of EBP in practice). 4 Thus, the PICO (patient, intervention, comparison, outcome) question chosen for this review was "What educational interventions are effective in building EBP attitudes, knowledge, skills, and/or behaviors of clinicians?" MethodThe search strategy included searches of CINAHL and MEDLINE with the key words EBP, teaching methods, and educational interventions. Only research focused on practicing clinicians in the past 5 years was included.

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“…A recent evidence synthesis reported 10 studies evaluating the effectiveness of educational interventions in building EBP attitudes, knowledge, skills, and behaviors of nurses (Halm, ). Interventions were primarily workshop or immersion programs, but seminars, journal clubs, and EBP and research councils were also evaluated via: (a) self‐reported EBP attitude, knowledge, and behavior (Chang et al., ; Dizon, Somers, & Kumar, ; Edward & Mills, ; Leung, Trevana, & Waters, ); (b) PICO questions and activity diaries (Dizon et al., ); (c) Edmonton Research Orientation (Gardner, Smyth, Renison, Cann, & Vicary, ) and Clinical Effectiveness or EBP Questionnaire (Sciarra, ; Toole, Stichler, Ecoff, & Kath, ; White‐Williams et al., ); and (d) interviews and focus groups to identify qualitative themes about nurses’ experience in EBP programs (Balakas, Sparks, Steurer, & Bryant, ; Nesbitt, ; Wendler, Samuelson, Taft, & Eldridge, ). Varied measurement across studies limited estimation of the effectiveness of EBP training (Dizon et al., ).…”

Section: Introductionmentioning

confidence: 99%

Evaluating the Impact of EBP Education: Development of a Modified Fresno Test for Acute Care Nursing

Halm

2018

Worldviews Ev Based Nurs

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An Outcome of Evidence-Based Practice Education: Sustained Clinical Decision-Making Among Bedside Nurses

Cited by 18 publications

References 18 publications

Barriers to implementing evidence-based practice in a private intensive care unit in the Eastern Cape

Barriers to implementing evidence-based practice in a private intensive care unit in the Eastern Cape

Science-Driven Care: Can Education Alone Get Us There by 2020?

Evaluating the Impact of EBP Education: Development of a Modified Fresno Test for Acute Care Nursing

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