Evidence‐based practice for the busy nurse practitioner: Part one: Relevance to clinical practice and clinical inquiry process

Facchiano, Lynda; Snyder, Charlene Hoffman

doi:10.1111/j.1745-7599.2012.00748.x

Cited by 15 publications

(19 citation statements)

References 7 publications

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“…Subsequently, it promotes nurses' problem-solving and decision-making skills (Stevens, 2013). It is also crucial in keeping nurses aware of the current knowledge, improve clinical decision-making and judgement, and enhance the engagement of patients in the decision-making process (Facchiano & Snyder, 2012;Stevens, 2013). Moreover, evidence-based practice may impact the quality of nursing care positively, minimise the uncertainty between patients and healthcare providers, and promote the accountability of healthcare providers (Melnyk & Fineout-Overholt, 2015;Upton, Upton, & Scurlock-Evans, 2014).…”

Section: Introductionmentioning

confidence: 99%

Nurses' evidence‐based practice knowledge, attitudes and implementation: A cross‐sectional study

Alqahtani

Kitsantas

et al. 2019

Journal of Clinical Nursing

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Aim and Objectives To examine the influence of staff nurses’ individual factors on knowledge, attitudes and implementation of evidence‐based practice in Saudi Arabia and to identify facilitators and barriers to evidence‐based practice implementation. Background Evidence‐based practice has been considered as a key for healthcare quality measure. The literature, however, shows that nurses worldwide are not implementing evidence‐based practice as expected and recommended by governing agencies. In Saudi Arabia, evidence‐based practice implementation has not been addressed sufficiently. Design A cross‐sectional, correlational design was used. We have complied with the guidelines of STROBE Checklist in presenting this research. A convenience sample of staff nurses (n = 227) was selected from four hospitals in Riyadh, Saudi Arabia. The survey questions included the Evidence‐based Practice Questionnaire and individual factors. Data were analysed using multiple linear regression models. Results Attitudes towards evidence‐based practice had the highest mean followed by evidence‐based practice knowledge and implementation means. Evidence‐based practice training and research involvement were associated with knowledge in the bivariate and multivariate analyses. None of the individual factors were associated with attitudes. However, knowledge was associated with attitudes. Knowledge and attitudes influenced evidence‐based practice implementation positively. Unexpectedly, receiving evidence‐based practice training made it more difficult for nurses to participate in evidence‐based practice implementation process. We found that attitudes partially mediated the relationship between knowledge and evidence‐based practice implementation. Conclusion Nurses in Saudi Arabia are willing to be involved in the evidence‐based practice process. However, nurses identified that they need to improve their knowledge and skills in order to be active participants in the process. Relevance to clinical practice Organisations and nursing leadership may benefit from developing a comprehensive strategy to promote staff nurses’ involvement in the evidence‐based practice process through providing continuing education and mentoring programmes about evidence‐based practice.

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Section: Introductionmentioning

confidence: 99%

Nurses' evidence‐based practice knowledge, attitudes and implementation: A cross‐sectional study

Alqahtani

Kitsantas

et al. 2019

Journal of Clinical Nursing

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“…Developing the skills necessary to locate relevant literature is the first critical step to access current scientific information and understand the evidence on any given topic. 14,15,17 Search strategy skills help to hone a search that will extract the most relevant information from the existing published literature. The appropriate use of Boolean operations, search vocabulary, and delimiters enhance the quality of the search and are necessary to locate published evidence to address clinical problems.…”

Section: Resultsmentioning

confidence: 99%

“…[11][12][13][14][15][16][17][18] However, barriers to implementing EBP include: an overwhelming amount of information; lack of skill in search/retrieval; lack of time; challenges in reading, evaluating, and understanding the reports; negative attitudes toward research; and limited exposure to research-utilization strategies. 5,[19][20][21] Locating the needed published research to serve practice purposes can be a daunting task, rather like finding a needle in the proverbial haystack, and requires skill in order to perform a search proficiently and without being overwhelmed.…”

Section: Introductionmentioning

confidence: 99%

Finding a needle in the haystack: performing an in-depth literature search to answer a clinical question

George¹,

Ferguson²,

Pearce³

2014

NRR

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Evidence-based practice requires clinicians to review current literature for evidencebased information that demonstrates solutions for clinical problems. The daunting process of navigating extensive electronic publication sources, including citation databases, guidelines, and clinical proceedings, can feel much like finding a needle in the proverbial haystack. Knowing where to get information and strategically maneuvering search terms, Boolean operators, and available delimiters requires investment in learning how they work and then skillful deployment. Time spent in learning the systems is gained back by executing a well-honed search that yields citations that are appropriate for the clinical problem. Search terms and use of effective investigative tools focus the search and produce a comprehensive listing of references. The purpose of this article was to detail the steps in completing a comprehensive literature search when focused on a clinical question. Location of pertinent literature, the multiple characteristics of citation databases and instruction on how to use them, as well as how to manage the located citations are included.

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“…"O" represents the outcome of the study and "T" represents the time frame of the study. The PICOT question provides a framework that can be easily used when retrieving the literature (Facchiano & Snyder, 2012;Richardson, Wilson, Nishikawa, & Hayward, 1995;Thabane, Thomas, Ye, & Paul, 2009).…”

Section: Research Methodology Proficiencymentioning

confidence: 99%

Preparing practice scholars: Teaching knowledge application in the Doctor of Nursing Practice Curriculum

Buchholz

Budd

Courtney

et al. 2013

Journal of the American Association of Nurse Practitioners

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Purpose The purpose of this article is to explore the scholarship role of the Doctor of Nursing Practice (DNP) and the associated knowledge and skills required for success. Data sources There are excellent competencies provided by national organizations that present guidelines for design and application of this practice scholar's contributions. Although evidence‐based research translation is known to be essential for the DNP scholar, a consensus does not exist about the required research knowledge and skill levels that are needed. Conclusions A model was developed to depict the scholarship roles of the DNP and the Doctor of Philosophy (PhD). This model indicates both DNP and PhD scholars are alike in their enactment of active scholarship but have different areas of expertise. They are different in their major roles that lead to the development of practice science; the DNP is the expert in knowledge application while the PhD is the expert in knowledge generation. Implications for practice A nurse practice scholar needs to have a fundamental and strong understanding of research design and interpretation in order to appraise and implement research‐based evidence into practice and conduct clinical projects.

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Evidence‐based practice for the busy nurse practitioner: Part one: Relevance to clinical practice and clinical inquiry process

Cited by 15 publications

References 7 publications

Nurses' evidence‐based practice knowledge, attitudes and implementation: A cross‐sectional study

Nurses' evidence‐based practice knowledge, attitudes and implementation: A cross‐sectional study

Finding a needle in the haystack: performing an in-depth literature search to answer a clinical question

Preparing practice scholars: Teaching knowledge application in the Doctor of Nursing Practice Curriculum

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