Effectiveness of an Evidence‐Based Practice Nurse Mentor Training Program

Spiva, Lee Anna; Hart, Patricia L.; Patrick, Sara; Waggoner, Jessica; Jackson, C. Russell; Threatt, Jamie Lyall

doi:10.1111/wvn.12219

Cited by 61 publications

(70 citation statements)

References 48 publications

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“…Tegelberg et al (2019) described that managers became role models but that they focused on the medical perspective. To overcome this, structured evidence‐based practice nurse mentor training programmes can be used and improve job satisfaction (Pasila et al, 2017; Spiva et al, 2017; Thandar Aung & Ain Binti Jamal, 2018).…”

Section: Discussionmentioning

confidence: 99%

Perceptions of managers regarding prerequisites for the development of professional competence of newly graduated nurses: A qualitative study

Kallestedt

Asp

Letterstål

et al. 2020

Journal of Clinical Nursing

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Aim and objectives: To describe perceptions of managers regarding prerequisites for professional competence development of newly graduated nurses following a 1-year residency programme. Background: In general, managers are unsatisfied with the professional competence of newly graduated nurses. Therefore, they have been involved in residency programmes to support the nurses' transition from being nursing students to professional nurses. However, perceptions of managers regarding the professional competence development of nurses have been sparingly studied. Design/Methods: Qualitative, descriptive study with a data-driven inductive approach with content analysis to obtain an understanding of the perceptions of nine managers through interviews. EQUATOR checklist COREQ is used (see File S1). Results: Three themes emerged: (a) the nurses' relationships with their teams and patients, (b) expectations regarding the development of practical skills and leadership skills and (c) prerequisites for continuing learning by supportive structures and a mutual responsibility between the manager and the nurse. Reflection was perceived by the managers as a cornerstone in the learning and development of professional competence. Learning theory was important, but learning practical clinical skills was essential for the nurses to develop competence and be able to perform their work, including being a leader of the team. Some structures discouraged continued learning in the development of professional competence, indicating a gap between the healthcare settings and the basic nursing programme. Conclusions: There is a gap between the university and the healthcare settings in maintaining a structure for continued learning, which requires cooperation. This gap and tension can be a driving force for the learning process of competence development. Relationships with team members and patients are considered fundamental for developing professional competence. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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Section: Discussionmentioning

confidence: 99%

Perceptions of managers regarding prerequisites for the development of professional competence of newly graduated nurses: A qualitative study

Kallestedt

Asp

Letterstål

et al. 2020

Journal of Clinical Nursing

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“…The research reveals that in nurse midwives conception, care based on best practices for women in the delivery process must be based on scientific evidence, which underlies and guides the practice of professional care and, consequently, a humanized care. A study conducted in five hospitals in the Southeastern United States with 433 nurses also considers the importance of Evidence-Based Practice (EBP) when they argue that scientific knowledge supports attitude, level of ability and organization in care, providing improvements in the work performed nurses and, consequently, the quality of care provided to individuals (21) .…”

Section: Discussionmentioning

confidence: 99%

Best practices in the delivery process: conceptions from nurse midwives

et al. 2019

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Objective: to know the conceptions of nurse midwives about the care guided in the best practices to the women in the delivery process. Method: descriptive research with a qualitative approach developed in a Federal Maternity-School. Semi-structured interviews were conducted with 20 nurse midwives, and the speeches were categorized according to the thematic content analysis proposed by Franco. Results: the study reveals that care based on best practices should be based on scientific knowledge, avoiding unnecessary interventions and encourages the use of non-pharmacological techniques for pain relief, appropriate environment, individualized care, the bond between professional and parturient, as well as its role. Final Consideration: while criticizing the excess of interventions, nurse midwives value noninvasive techniques and interpersonal relationships, as well as the subjectivities of the parturient that contributes to the humanized care in the delivery process.

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“…Ob implementaciji novih RADM je v sistem namreč vstopalo veliko število diplomiranih medicinskih sester, težave so povzročale časovne omejitve in usklajevanje predavateljev glede terminov pa tudi glede prostora. Predlagano je bilo, naj se diplomirane medicinske sestre do začetka izobraževanja v modulih uvajajo s pomočjo mentoriranja, kar pomeni, da izkušena diplomirana medicinska sestra iz RADM pomaga uvajati novo diplomirano medicinsko sestro v RADM, dokler slednja ne vstopi v organiziran način izobraževanja, kar so prakticirali tudi v tujini (Lea & Cruickshank, 2017;Spiva, et al, 2017). …”

Section: Slovenian Translation/prevod V Slovenščinounclassified

“…It was proposed that until training in module form is introduced, registered nurses would be provided with induction by way of mentoring. In other words, an experienced registered nurse from an FMRC should help in the induction process of a new registered nurse in the FMRC until the latter starts an organised education path, which was also the case elsewhere (Lea & Cruickshank, 2017;Spiva, et al, 2017).…”

mentioning

confidence: 97%

The family medicine reference clinic: an example of interprofessional collaboration within a healthcare team

Susič

2017

Obzor Zdrav Neg

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Referenčne ambulante družinske medicine (RADM) so od svoje uvedbe v 2011 pa do sedaj prinesle številne prednosti pri obravnavi pacientov pa tudi osvetlile področja, kjer so možne izboljšave (Poplas Susič, et al., 2013). Usklajen s kompetencami in stroko, vsak protokol obravnave kroničnega pacienta kot tudi protokol za izvajanje preventive, strogo sledi smernicam oziroma priporočilom, ki definirajo diagnostično-terapevtske in edukacijske poti obravnave pacientov v ambulanti zdravnika družinske medicine in so usklajene ter dogovorjene med strokovnjaki z različnih ravni zdravstvenega varstva (primarni, sekundarni in terciarni nivo) (Vodopivec Jamšek, 2013).

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Effectiveness of an Evidence‐Based Practice Nurse Mentor Training Program

Abstract: EBP mentors are effective in educating and supporting nurses in evidence-based care. Leaders should use a multifaceted approach to build and sustain EBP, including developing a critical mass of EBP mentors to work with point of care staff.

Cited by 61 publications

References 48 publications

Perceptions of managers regarding prerequisites for the development of professional competence of newly graduated nurses: A qualitative study

Perceptions of managers regarding prerequisites for the development of professional competence of newly graduated nurses: A qualitative study

Best practices in the delivery process: conceptions from nurse midwives

The family medicine reference clinic: an example of interprofessional collaboration within a healthcare team

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