Did Your Evidence-Base Program Work? Share the News! CLUES #5/6: Assess and Alert

Yonkaitis, Catherine F.; Maughan, Erin D.

doi:10.1177/1942602x18778241

Cited by 3 publications

(3 citation statements)

References 5 publications

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“…Other factors may include high workload, lack of organized on-the-job training, and lack of emphasis to improve knowledge or practice regarding EBGs. Yonkaitis and Maughan [ 38 ] have provided a simplified and useful guide for EBG knowledge sharing and evaluation (the 6 ‘A’s’ of EBPs) which may be adopted in resource-limited settings to assess the need, acquire the best evidence, appraise the evidence, apply evidence and disseminate evidence [ 38 ].…”

Section: Discussionmentioning

confidence: 99%

Assessment of knowledge and compliance to evidence-based guidelines for VAP prevention among ICU nurses in Tanzania

et al. 2021

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Background Implementation of evidence-based guidelines (EBGs) related to VAP is an effective measure for the prevention of ventilator-associated pneumonia (VAP). While low knowledge regarding the EBGs related to VAP prevention among ICU nurses is still a major concern among nurses in ICUs globally, the situation in Tanzania is scarcely known. This study aimed to assess the ICU nurses’ knowledge, compliance, and barriers toward evidence-based guidelines for the prevention of VAP in Tanzania. Methods A cross-sectional study, involving ICU nurses of major hospitals in Tanzania, was conducted. A structured questionnaire was administered among 116 ICU nurses. Data analysis included descriptive statistics and the independent sample t-test. Results The mean knowledge score was 3.86(SD = 1.56), based on ten questions (equivalent to 38.6%). Nurses with a degree or higher level of nursing education performed significantly better than the nurses with a diploma or lower level of nursing education (p = 0.004). The mean self-reported compliance score for EBGs for the prevention of VAP was 15.20 (SD = 0.93) which is equivalent to 60.8% based on 25 questions. The main barriers to the implementation of EBGs for VAP prevention were lack of skills (96.6%), lack of adequate staff (95.5%), and lack of knowledge (79.3%). Conclusion Considering the severity and impact of VAP, and the higher risks of HAIs in resource-limited countries like Tanzania, the lower level of knowledge and compliance implies the need for ongoing educational interventions and evaluation of the implementation of the EBGs for VAP prevention by considering the local context.

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Section: Discussionmentioning

confidence: 99%

Assessment of knowledge and compliance to evidence-based guidelines for VAP prevention among ICU nurses in Tanzania

et al. 2021

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“…Other factors may include high workload, lack of organized on-the-job training, and lack of emphasis to improve knowledge or practice regarding EBGs. Yonkaitis and Maughan [34] have provided a simpli ed and useful guide for EBG knowledge sharing and evaluation (the 6 'A's' of EBPs) which may be adopted in resource-limited settings to assess the need, acquire the best evidence, appraise the evidence, apply evidence and disseminate evidence [34].…”

Section: Discussionmentioning

confidence: 99%

Assessment of Knowledge and Compliance to Evidence-Based Guidelines for VAP Prevention among ICU Nurses in Tanzania

Bankanie

Outwater

Wang

et al. 2020

Preprint

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Background: Implementation of evidence-based guidelines (EBGs) related to VAP is an effective measure for the prevention of ventilator-associated pneumonia (VAP). While low knowledge regarding the EBGs related to VAP prevention among ICU nurses is still a major concern among nurses in ICUs globally, the situation in Tanzania is scarcely known. This study aimed to assess the ICU nurses’ knowledge, compliance, and barriers toward evidence-based guidelines for the prevention of VAP in Tanzania.Methods: A cross-sectional study, involving ICU nurses of major hospitals in Tanzania, was conducted. A structured questionnaire was administered among 116 ICU. Data analysis included descriptive statistics and independent t-test.Results: The mean knowledge score was 38.6% which is lower than the lowest ever reported knowledge score for EBGs for VAP prevention. Nurses with a degree or higher level of nursing education performed significantly better than the nurses with a diploma or lower level of nursing education(p=0.004). The mean self-reported adherence score for EBGs for the prevention of VAP was 60.8%. The main barriers to the implementation of EBGs for VAP prevention were lack of skills (96.6%), lack of adequate staff (95.5%), and lack of knowledge (79.3%).Conclusion: Considering the severity and impact of VAP, and the higher risks of HAIs in resource-limited countries like Tanzania, the lower level of knowledge and compliance implies the need for on-going educational interventions and evaluation of the implementation of the EBGs for VAP prevention by considering the local context.

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“…The 2019 School Nursing: A Comprehensive Text provides the basics on evidence-based practice, quality improvement, and school health data collection . The NASN "Get a CLUE" initiative that has been published in the NASN School Nurse is a good primer on data and information literacy applied to evidence-based practice (Maughan & Yonkaitis, 2017a, 2017bMaughan & Yonkaitis, 2018a, 2018bYonkaitis & Maughan, 2018). Articles about data quality, privacy, presentation tips and data sharing manipulation designed for the new school nurse have also been published in the NASN School Nurse (Bergren, 2018;Bergren, 2019;Bergren et al, 2017;Bergren & Johnson, 2019;Guthrie, 2019;Johnson et al, 2017;Johnson et al, 2018;Lepkowski, 2018;Maughan, 2019;Wolfe et al, 2019;Wysocki & Maughan, 2019).…”

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confidence: 99%

Data and Information Literacy: A Fundamental Nursing Competency

Bergren

Maughan

2020

NASN School Nurse

Self Cite

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Nurses in the 21st-century are expected to be data and information literate and proficient in data management. Nurses graduating from baccalaureate programs must be able to use computers and information systems and apply data and evidence to inform practice. Those competencies are also essential for the entire nursing workforce. That puts the onus on school nurses, school nurse supervisors, school districts, and state affiliates to take responsibility for comprehensive data and information literacy professional development. Fortunately, the National Association of School Nurses (NASN) has anticipated the needs of the membership. NASN included data and information capacity building as a part of The National School Health Data Set: Every Student Counts!, a national standardized data set and data collection initiative.

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Did Your Evidence-Base Program Work? Share the News! CLUES #5/6: Assess and Alert

Cited by 3 publications

References 5 publications

Assessment of knowledge and compliance to evidence-based guidelines for VAP prevention among ICU nurses in Tanzania

Assessment of knowledge and compliance to evidence-based guidelines for VAP prevention among ICU nurses in Tanzania

Assessment of Knowledge and Compliance to Evidence-Based Guidelines for VAP Prevention among ICU Nurses in Tanzania

Data and Information Literacy: A Fundamental Nursing Competency

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