Educational interventions promoting evidence-based practice among emergency nurses: A systematic review

Koota, Elina; Kääriäinen, Maria; Melender, Hanna-Leena

doi:10.1016/j.ienj.2018.06.004

Cited by 12 publications

(10 citation statements)

References 30 publications

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“…Few studies have discussed how satisfied emergency nurses are with EBP education (Koota, Kääriäinen, & Melender, 2018). In our study, nurses in both groups evaluated the learner’s satisfaction with the education as above average.…”

Section: Discussionmentioning

confidence: 99%

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Effectiveness of Evidence‐Based Practice (EBP) Education on Emergency Nurses’ EBP Attitudes, Knowledge, Self‐Efficacy, Skills, and Behavior: A Randomized Controlled Trial

Koota

Kääriäinen

Kyngäs

et al. 2021

Worldviews Ev Based Nurs

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Background Emergency care clinicians are expected to use the latest research evidence in practice. However, emergency nurses do not always consistently implement evidence‐based practice (EBP). An educational intervention on EBP was implemented to promote emergency nurses’ use of EBP, and the effectiveness of it was evaluated. Aims This study aimed to evaluate the effectiveness of an EBP educational intervention on emergency nurses’ EBP attitudes, knowledge, self‐efficacy, skills, and behavior. The study also examined learners’ satisfaction with the EBP educational intervention. Methods A randomized controlled trial with parallel groups with evaluations before the education, immediately after it, and 6 and 12 months after the education was conducted at four emergency departments in two university hospitals. The experimental group (N = 40) received EBP education while the control group (N = 40) completed self‐directed EBP education. The primary outcomes were emergency nurses’ EBP attitudes, knowledge, self‐efficacy, skills, and behavior, while the secondary outcome was satisfaction with the EBP education. Results Thirty‐five participants of an experimental and 29 participants of a control group completed the study. There were no statistically significant (p < .05) improvements and differences between groups in EBP attitude, self‐efficacy, or behavior immediately after the EBP education. At the 6‐month measurement point, the experimental group showed significantly better EBP attitudes, behavior, knowledge, and self‐efficacy than the control group. At the 12‐month measurement point, the improvements began to decrease. The groups also differed significantly in terms of participant satisfaction with how the teacher encouraged learners to ask clinical questions. Linking Evidence to Action The EBP educational intervention implemented in this study had a positive effect on emergency nurses’ EBP attitudes, knowledge, self‐efficacy, skills, and behavior. The effects of the education appeared the best 6 months after the education. After this point, the results began to decrease and approached baseline levels. EBP educational interventions designed for emergency nurses should apply various teaching strategies to improve their EBP attitude, knowledge, self‐efficacy, skills, behavior, and satisfaction with the education.

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Section: Discussionmentioning

confidence: 99%

“…There is a lack of higher evidentiary design EBP studies reporting educational interventions in the field of emergency nursing (Koota et al, 2018). The strength of this study was that it applied an RCT with experimental and control groups.…”

Section: Study Limitationsmentioning

confidence: 99%

Effectiveness of Evidence‐Based Practice (EBP) Education on Emergency Nurses’ EBP Attitudes, Knowledge, Self‐Efficacy, Skills, and Behavior: A Randomized Controlled Trial

Koota

Kääriäinen

Kyngäs

et al. 2021

Worldviews Ev Based Nurs

Self Cite

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“…Yet, we know that behavior change requires more than simply the acquisition of knowledge [105]. Passive dissemination of educational material is rarely effective in changing the behavior of providers or improving patient outcomes [106, 107]. Adults learn best when there is a perceived need, active participation, reinforcement of new behaviors, and immediate feedback and correction of misconceptions [108, 109].…”

Section: Discussionmentioning

confidence: 99%

Discharge communication practices in pediatric emergency care: a systematic review and narrative synthesis

et al. 2019

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Background The majority of children receiving care in the emergency department (ED) are discharged home, making discharge communication a key component of quality emergency care. Parents must have the knowledge and skills to effectively manage their child’s ongoing care at home. Parental fatigue and stress, health literacy, and the fragmented nature of communication in the ED setting may contribute to suboptimal parent comprehension of discharge instructions and inappropriate ED return visits. The aim of this study was to examine how and why discharge communication works in a pediatric ED context and develop recommendations for practice, policy, and research. Methods We systematically reviewed the published and gray literature. We searched electronic databases CINAHL, Medline, and Embase up to July 2017. Policies guiding discharge communication were also sought from pediatric emergency networks in Canada, USA, Australia, and the UK. Eligible studies included children less than 19 years of age with a focus on discharge communication in the ED as the primary objective. Included studies were appraised using relevant Joanna Briggs Institute (JBI) checklists. Textual summaries, content analysis, and conceptual mapping assisted with exploring relationships within and between data. We implemented an integrated knowledge translation approach to strengthen the relevancy of our research questions and assist with summarizing our findings. Results A total of 5095 studies were identified in the initial search, with 75 articles included in the final review. Included studies focused on a range of illness presentations and employed a variety of strategies to deliver discharge instructions. Education was the most common intervention and the majority of studies targeted parent knowledge or behavior. Few interventions attempted to change healthcare provider knowledge or behavior. Assessing barriers to implementation, identifying relevant ED contextual factors, and understanding provider and patient attitudes and beliefs about discharge communication were identified as important factors for improving discharge communication practice. Conclusion Existing literature examining discharge communication in pediatric emergency care varies widely. A theory-based approach to intervention design is needed to improve our understanding regarding discharge communication practice . Strengthening discharge communication in a pediatric emergency context presents a significant opportunity for improving parent comprehension and health outcomes for children. Systematic review registration PROSPERO registration number: CRD42014007106. Electronic supplementary material The online version of this article (10.1186/s13643-019-0995-7) contains supplementary material, which is available to authorized users.

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“…A systematic review studies promoting EBP involving face-to-face contact led to significant effects on patient benefits and nurses' EBP knowledge. EBP is a systematic process of reviewing the best available research evidence and then incorporating clinical experience and patient preferences into the combination [7]. Evidence exists for best practices in: assessment of patient conditions, diagnosis of patient problems, planning patient care, interventions to improve the patient's function, condition, & evaluation of patient responses provided clinical care [8].…”

Section: Introductionmentioning

confidence: 99%

Evidence-based Practice Utilization and Associated Factors among Nurses Working in Public Hospitals of Jimma Zone Southwest Ethiopia: A Cross Sectional Study

Bikila¹,

Hailu²,

Beharu³

2019

Gen Med

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Background: Evidence-based Practice is the application of the best scientific evidence for clinical decision making in professional patient care. Most of the time, Nursing care practice in Ethiopia is based on experience, tradition, intuition, common sense and untested theories. There is lack of information on the level of utilization of evidence based practice by nurses in Ethiopia. Methods: An institutional based cross sectional study design was employed from March 10 to April 1, 2018. Stratified random sampling was deployed to select 270 respondents. Data was collected using a pretested, structured and self-administered questionnaire and in-depth interview guide. Data were entered using Epi-data version 3.1 and analyzed by SPSS version 20. Bivariate and multivariable logistic regressions were under taken to identify the associated factors. Results: In total, 253 returned questionnaires which makes response rate of 93.7%. More than half 131(51.8%) of respondents used evidence-based practice. Further the study indicated that, being head nurse was 5.2 times AOR=5.227, 95%CI=(1.252, 21.819) more likely used EBP than staff nurses. Being knowledgeable about EBP was 2.1 times AOR=2.084, 95%CI=(1.118,3.886) more likely used EBP than those not knowledgeable about EBP. Conclusion: The utilization of EBP among nurses working in public hospitals of Jimma zone was 51.8%. Nevertheless, only 16.5% of respondents often utilized EBP in their clinical practice.

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Educational interventions promoting evidence-based practice among emergency nurses: A systematic review

Cited by 12 publications

References 30 publications

Effectiveness of Evidence‐Based Practice (EBP) Education on Emergency Nurses’ EBP Attitudes, Knowledge, Self‐Efficacy, Skills, and Behavior: A Randomized Controlled Trial

Effectiveness of Evidence‐Based Practice (EBP) Education on Emergency Nurses’ EBP Attitudes, Knowledge, Self‐Efficacy, Skills, and Behavior: A Randomized Controlled Trial

Discharge communication practices in pediatric emergency care: a systematic review and narrative synthesis

Evidence-based Practice Utilization and Associated Factors among Nurses Working in Public Hospitals of Jimma Zone Southwest Ethiopia: A Cross Sectional Study

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