Factors related to the knowledge and skills of evidence‐based practice among nurses worldwide: A scoping review

Abstract

Background: Promoting evidence-based practice (EBP) among nurses may be a valuable component of improving health care. However, a comprehensive analysis of the factors associated with the knowledge and skill EBP in nurses has not been performed to date. This is essential for facilitating the acquisition of relevant knowledge and skills to effectively implement EBP. Aims:The aim of the study was to determine the factors related to the knowledge and skills of EBP among nurses. Methods:We searched various literature databases up to October 25, 2021, for relevant studies that investigated the factors associated with the knowledge and skills of EBP in nurses. The authors, year of study, country, study design, study subject information, instruments used for the assessment EBP knowledge and skills, use of multivariable analysis, and factors significantly associated with the knowledge and skills of EBP among nurses were extracted from each eligible study and collated to identify commonly reported factors. Results:We identified 47 eligible studies conducted in a wide range of countries. Nine articles applied multivariable analyses, and 38 articles did not perform any multivariable analyses. The factors related to the knowledge and skill levels of EBP among nurses were classified into two categories: personal and work-environment factors.In the nine articles that conducted multivariable analysis, personal factors, which included educational level, participation in EBP education, and experience conducting research, and work-environment factors, such as resources and organizational support for EBP, were related to the knowledge and skills of EBP among nurses.Linking Evidence to Action: Our review highlighted educational level, participation in EBP education, experience conducting research, and resources and organizational support for EBP as important factors that are associated with the knowledge and skills of EBP in nurses worldwide. Focusing on these factors may help improve nurses' understanding of EBP and facilitate the implementation of EBP.

Missed nursing care in relation to registered nurses' level of education and self‐reported evidence‐based practice

“…The reasons could be that our study was conducted in a university hospital where the mission was to perform care but also to provide education and clinical training for students and conduct clinical research. Significant associations between a higher academic degree and a greater extent of EBP use were identified in this study, which is in line with previous studies (Furuki et al, 2023; Rudman et al, 2020). However, nearly half of the RNs with a higher academic degree were classified as low EBP users.…”

“…Thus, to decrease MNC in hospitals, managers need to employ and help RNs with higher educational levels to become high EBP users. Our findings, together with previous research (Bianchi et al, 2018; Crawford et al, 2023; Furuki et al, 2023), emphasize that the organizational context (including teamwork), where quality improvement and patient safety are prioritized, is crucial to achieving better patient outcomes.…”

Actualization of evidence‐based nursing in primary, specialized, and social care settings—A cross‐sectional survey

“…The positive results from preventive healthcare support those of previous studies (Furuki et al., 2023; Vaajoki et al., 2023), which highlight the role of nursing education in EBN actualization and the role of organizational culture and support from nursing managers (Furuki et al., 2023). In Finland, nurses working in preventive healthcare (e.g., in maternity and child health clinics or school health services) are mostly public health nurses who have a bachelor's degree (240 ECTS credits, 4 years full‐time education; FINLEX® 1129/2014) compared to, for example, those working in institutional care settings and home care which employs a large number of practical nurses with a vocational upper secondary qualification (180 competence points, 2–3‐years full‐time education; FINLEX® 531/2017).…”

“…The positive results from preventive healthcare support those of previous studies (Furuki et al, 2023;Vaajoki et al, 2023), which highlight the role of nursing education in EBN actualization and the role of organizational culture and support from nursing managers (Furuki et al, 2023) large number of practical nurses with a vocational upper secondary qualification (180 competence points, 2-3-years full-time education; FINLEX® 531/2017). We also know that practical rarely access current research evidence in their workplaces to guide their practice (Phillips & Neumeier, 2018).…”

Advanced practice nurses' evidence‐based healthcare competence and associated factors: A systematic review

“…While studies have explored the EBHC competence of nurses, educators, and leaders (Furuki et al, 2023;Immonen et al, 2022;Koivunen et al, 2023), no systematic review has been conducted on the level of EBHC competence of APNs and associated factors. This systematic review aims to identify, critically appraise and synthesise the EBHC competence and associated factors among APNs working in clinical practice.…”