Evidence‐Based Practice Beliefs, Implementation, and Organizational Culture and Readiness for EBP Among Nurses, Midwives, Educators, and Students in the Republic of Ireland

Cleary‐Holdforth, Joanne; O’Mathúna, Dónal P; Fineout-Overholt, Ellen

doi:10.1111/wvn.12543

Cited by 23 publications

(36 citation statements)

References 36 publications

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“…Although the organization of midwifery in Belgium is somewhat unique compared to other countries in Europe (where midwives have a more autonomous function in supporting women throughout pregnancy, labor and conducting births on the midwife’s responsibility), the conclusions of this study can be generalized over Europe 23 . Our findings are in line with those of Ladopoulou et al 24 and Cleary-Holdforth 25 : for a successful implementation of EBP, it is required initially to train personnel to develop their abilities, to provide information on the way to use different data sources and encourage midwifery personnel to take initiatives and be part of the decision-making process. Additionally, midwifery across the world is facing changes and uncertainties.…”

Section: Discussionsupporting

confidence: 90%

Knowledge, attitudes and use of evidence-based practice among midwives in Belgium: A cross-sectional survey

Lanssens¹,

Goemaes²,

Vrielinck³

et al. 2022

Eur J Midwifery

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INTRODUCTION Evidence-based practice (EBP) leads to improved health outcomes and reduces variability in the quality of care. However, literature on the knowledge, attitudes and use of EBP among midwives is scarce internationally and in Belgium. METHODS A cross-sectional study using an online semi-structured questionnaire explored practice, attitudes and barriers on EBP and clinical practice guidelines. Midwives (n=251) working in university and non-university hospitals, primary care, and midwifery education, in Flanders (Belgium) were included. RESULTS Midwives with a Master’s degree (57.7% vs 37.8%; p=0.004), ≤15 years since graduation (50.8% vs 35.5%; p=0.015) and aged <40 years (49.7% vs 34.6%; p=0.02), had better knowledge of the EBP-definition. The majority searched for literature (80.1%), mainly evidence-based (EB) clinical practice guidelines (50.6%), randomized controlled trials (45.0%) and systematic reviews (43.0%). Midwives found EBP necessary and realistic to apply in daily practice and support decision-making. They were willing to improve EBP-knowledge and skills but assumed to be competent in providing evidence-based care. Most respondents were convinced of the importance of EB clinical practice guidelines but did not believe guidelines facilitated their practices or enabled them to consider patient preferences adequately. Half of the midwives (55.8%) experienced barriers to EB clinical practice guideline use, mainly lack of time (35.9%), access (19.5%), and support (17.9%). CONCLUSIONS Although midwives showed a positive attitude towards EBP, education programs to promote EBP and improve EBP-related knowledge and skills are needed. Future efforts should focus on developing strategies for overcoming barriers and enhancing the consistency of EBP implementation.

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Section: Discussionsupporting

confidence: 90%

Knowledge, attitudes and use of evidence-based practice among midwives in Belgium: A cross-sectional survey

Lanssens¹,

Goemaes²,

Vrielinck³

et al. 2022

Eur J Midwifery

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“…They have attested to their poor performance of evidence-based practice in the clinic, stating that the culture of evidence-based performance is still weak in many cases. According to them, today's students are the nurses and midwives of tomorrow and they must be trained and experienced in evidence-based practice (34). In the present study, midwifery instructors and staff and even students were concerned about the poor development of clinical competence in students in this area despite attesting to the importance of evidence-based practice.…”

Section: Discussionmentioning

confidence: 67%

Domains of competence in midwifery students:A basis for developing a competence assessment tool for Iranian undergraduate midwifery students

Firoozehchian

Zareiyan

Geranmayeh

et al. 2022

Preprint

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Background:Given the growing importance of competence-based midwifery education, this study was conducted to explain the domains of clinical competence in midwifery students. Methods: Qualitative approach and conventional content analysis were used in the design of the present study. The research setting included midwifery and nursing schools and hospitals and health centers affiliated to Tehran and Guilan universities of medical sciences in Iran. The target population consisted of undergraduate midwifery students in the fourth to eighth semesters of school, midwives working in hospitals and health centers, midwifery faculty members, and obstetricians. The participants were selected through purposive maximum variation sampling, which continued until data saturation. After in-depth semi-structured interviews, the content of the interviews was analyzed according to the steps proposed by Zhang & Wildemuth. Results: Twenty-four people participated in this study, including seven midwifery students, seven midwives, nine midwifery and reproductive and sexual health faculty members, and one obstetrician. The participants were aged 20-56 years and their mean age was 39.75 years. Their level of education varied from midwifery student to PhD. The mean work experience of the participants was 13.62 years and the mean duration of the interviews was 48 minutes. The analysis of the data obtained from the experiences of the participants led to the formation of the four categories of ethical and professional function in midwifery, holistic midwifery care, effective interaction, and personal and professional development, along with ten subcategories. Conclusion: The findings of the present study showed that clinical competence in midwifery students involves different domains that correspond well overall to the general definitions of clinical competence in different sources. These findings can be used as a basis for the design and psychometric assessment of a clinical competence assessment tool for undergraduate midwifery students.

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“…They have attested to their poor performance of evidence-based practice in the clinic, stating that the culture of evidence-based performance is still weak in many cases. According to them, today’s students are the nurses and midwives of tomorrow and they must be educated and experienced in evidence-based practice [ 42 ]. In the present study, midwifery instructors and staff and even students were concerned about the poor development of clinical competence in students in this area despite attesting to the importance of evidence-based practice.…”

Section: Discussionmentioning

confidence: 99%

Domains of competence in midwifery students: a basis for developing a competence assessment tool for iranian undergraduate midwifery students

et al. 2022

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Background Current study was conducted with the aim of explaining domains of clinical competence in undergraduate midwifery students so that it addresses the challenges in midwifery curriculum and improving clinical assessment methods in Iranian undergraduate midwifery students. Methods Qualitative approach and conventional content analysis were used in the design of the present study. The research setting included midwifery and nursing schools and hospitals and health centers affiliated to Tehran and Guilan universities of medical sciences in Iran. The target population consisted of undergraduate midwifery students in the fourth to eighth semesters of school, midwives working in hospitals and health centers, midwifery faculty members, and obstetricians. The participants were selected through purposive maximum variation sampling, which continued until data saturation. After in-depth semi-structured interviews, the content of the interviews was analyzed according to the steps proposed by Zhang & Wildemuth. Results Twenty-four people participated in this study, including seven midwifery students, seven midwives, nine midwifery and reproductive and sexual health faculty members, and one obstetrician. The participants were aged 20–56 years and their mean age was 39.75 years. Their level of education varied from midwifery student to PhD. The mean work experience of the participants was 13.62 years and the mean duration of the interviews was 48 min. The analysis of the data obtained from the experiences of the participants led to the formation of the four categories of ethical and professional function in midwifery, holistic midwifery care, effective interaction, and personal and professional development, along with ten subcategories. Conclusion The findings of the present study showed that clinical competence in midwifery students involves different domains that correspond well overall to the general definitions of clinical competence in different sources. These findings can be used as a basis for the design and psychometric assessment of a clinical competence assessment tool for undergraduate midwifery students.

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Evidence‐Based Practice Beliefs, Implementation, and Organizational Culture and Readiness for EBP Among Nurses, Midwives, Educators, and Students in the Republic of Ireland

Cited by 23 publications

References 36 publications

Knowledge, attitudes and use of evidence-based practice among midwives in Belgium: A cross-sectional survey

Knowledge, attitudes and use of evidence-based practice among midwives in Belgium: A cross-sectional survey

Domains of competence in midwifery students:A basis for developing a competence assessment tool for Iranian undergraduate midwifery students

Domains of competence in midwifery students: a basis for developing a competence assessment tool for iranian undergraduate midwifery students

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