Fostering Evidence-Based Practice to Improve Nurse and Cost Outcomes in a Community Health Setting

Levin, Rona F.; Fineout-Overholt, Ellen; Melnyk, Bernadette Mazurek; Barnes, Michael; Vetter, Mary Jo

doi:10.1097/naq.0b013e31820320ff

Cited by 106 publications

(57 citation statements)

References 25 publications

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“…This study findings also support the practical benefits of the partnership among academia and other institutions, in which expertise and resources are pooled to facilitate EBP adoption across multiple institutions in the region (Gawlinski & Becker, 2012;Granger et al, 2012;Weeks et al, 2011). Similar study findings were previously reported from an educational program in which EBP beliefs and EBP implementation were improved (Abdullah et al, 2014;Levin, Fineout-Overholt, Melnyk, Barnes, & Vetter, 2011), although another EBP educational program based on the ARCC model showed no statistically significant improvements in EBP beliefs and EBP implementation (Underhill, Roper, Siefert, Boucher, & Berry, 2015).…”

Section: Discussionsupporting

confidence: 77%

Benefits of a Regional Evidence‐Based Practice Fellowship Program: A Test of the ARCC Model

Kim

Ecoff

Brown³

et al. 2017

Worldviews Ev Based Nurs

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Background: The Advancing Research and Clinical practice through close Collaboration (ARCC) model postulates that improvement in nurses' evidence-based practice (EBP) beliefs results in improved EBP implementation, which in turn improves nurse-related outcomes, such as nurses' job satisfaction and group cohesion. However, there is a dearth of interventional studies that evaluate the relationships among these variables.

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Section: Discussionsupporting

confidence: 77%

Benefits of a Regional Evidence‐Based Practice Fellowship Program: A Test of the ARCC Model

Kim

Ecoff

Brown³

et al. 2017

Worldviews Ev Based Nurs

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“…The first occurrence was nurses in the intervention group, who began this study with weaker EBP beliefs reported stronger EBP beliefs post-intervention. These results are consistent with other studies that used the EBPB scale pre-and post-intervention and found EBP beliefs can increase with educational interventions [64][65][66]. The second occurrence was nurses in the attention control group, who began this study with stronger EBP beliefs than the intervention group, experienced a substantial decrease in their EBP beliefs postintervention.…”

Section: Ebp Beliefssupporting

confidence: 81%

“…The second occurrence was nurses in the attention control group, who began this study with stronger EBP beliefs than the intervention group, experienced a substantial decrease in their EBP beliefs postintervention. These findings were similar to a pilot study conducted to evaluate the preliminary effects of implementing an EBP model on several variables (i.e., ARCC model) [64]. The authors provided no explanation about this decline in their article.…”

Section: Ebp Beliefssupporting

confidence: 70%

Web-based evidence based practice educational intervention to improve EBP competence among BSN-prepared pediatric bedside nurses: a mixed methods pilot study

Laibhen-Parkes¹,

Codone²

2014

J Nurs

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The purpose of this pilot study was to assess and refine a Web-based EBP educational intervention focused on improving EBP competence in BSN-prepared pediatric bedside nurses, and to examine its feasibility, acceptability, and usability. Using a two-group experimental embedded mixed methods design, a convenience sample of 29 BSN-prepared nurses was recruited from a pediatric hospital in the Southeastern United States. Participants were randomized into an intervention (n=14) or attention control group (n=15) and both received approximately 2 hours of educational content. The intervention group (IG) reviewed the Web-based EBP module and the attention control group (ACG) reviewed a Webbased module on Munchausen's Syndrome by Proxy. Quantitative data were collected online from both groups using the Evidence-Based Practice Beliefs (EBPB) scale and the adapted Fresno test for Pediatric Nurses. Qualitative data were collected via telephone interview. Data were collected online utilizing SurveyMonkey © technology. Quantitative analyses were conducted using parametric and non-parametric statistics, and effect size calculations. Qualitative data were analyzed using methods described by Creswell and Plano Clark (2011). Demographic characteristics of the two groups were similar. A comparison of the IG and ACG post-intervention indicated there was not a statistically significant difference in the groups on EBP competence. However, the mean of the IG was higher and the effect size estimate of Hedges' g was small to borderline medium in magnitude. EBPB scale scores post-intervention were statistically significantly different with the IG demonstrating statistically significantly more positive beliefs about EBP. The estimated effect size for this difference was borderline medium in magnitude. Participants' interview data supported the intervention as being moderately feasible, acceptable, and usable for improving EBP competence in BSN-prepared pediatric nurses. This study provides preliminary data on Web-based methodologies that can be helpful in improving EBP beliefs and EBP competence among pediatric bedside nurses.

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“…Some mentors were physicians nominated by their peers (Berner et al., 2003; Lomas et al., 1991; Soumerai et al., 1998). Other mentors were nurses or other healthcare professionals selected to support nurses (Johnston et al., 2007; Levin, Fineout-Overholt, Melnyk, Barnes, & Vetter, 2011; Mariano et al., 2009; Masny, Ropka, Peterson, Fetzer, & Daly, 2008; Wallen et al., 2010). Only Johnston and colleagues (2007) discussed the mentor selection process, indicating key leaders were selected as mentors.…”

Section: Resultsmentioning

confidence: 99%

Measuring the Effectiveness of Mentoring as a Knowledge Translation Intervention for Implementing Empirical Evidence: A Systematic Review

Abdullah

Rossy

Ploeg

et al. 2014

Worldviews Ev Based Nurs

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BackgroundMentoring as a knowledge translation (KT) intervention uses social influence among healthcare professionals to increase use of evidence in clinical practice.AimTo determine the effectiveness of mentoring as a KT intervention designed to increase healthcare professionals’ use of evidence in clinical practice.MethodsA systematic review was conducted using electronic databases (i.e., MEDLINE, CINAHL), grey literature, and hand searching. Eligible studies evaluated mentoring of healthcare professionals responsible for patient care to enhance the uptake of evidence into practice. Mentoring is defined as (a) a mentor more experienced than mentee; (b) individualized support based on mentee's needs; and (c) involved in an interpersonal relationship as indicated by mutual benefit, engagement, and commitment. Two reviewers independently screened citations for eligibility, extracted data, and appraised quality of studies. Data were analyzed descriptively.ResultsOf 10,669 citations from 1988 to 2012, 10 studies were eligible. Mentoring as a KT intervention was evaluated in Canada, USA, and Australia. Exposure to mentoring compared to no mentoring improved some behavioral outcomes (one study). Compared to controls or other multifaceted interventions, multifaceted interventions with mentoring improved practitioners’ knowledge (four of five studies), beliefs (four of six studies), and impact on organizational outcomes (three of four studies). There were mixed findings for changes in professionals’ behaviors and impact on practitioners’ and patients’ outcomes: some outcomes improved, while others showed no difference.Linking Evidence to ActionOnly one study evaluated the effectiveness of mentoring alone as a KT intervention and showed improvement in some behavioral outcomes. The other nine studies that evaluated the effectiveness of mentoring as part of a multifaceted intervention showed mixed findings, making it difficult to determine the added effect of mentoring. Further research is needed to identify effective mentoring as a KT intervention.

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Fostering Evidence-Based Practice to Improve Nurse and Cost Outcomes in a Community Health Setting

Cited by 106 publications

References 25 publications

Benefits of a Regional Evidence‐Based Practice Fellowship Program: A Test of the ARCC Model

Benefits of a Regional Evidence‐Based Practice Fellowship Program: A Test of the ARCC Model

Web-based evidence based practice educational intervention to improve EBP competence among BSN-prepared pediatric bedside nurses: a mixed methods pilot study

Measuring the Effectiveness of Mentoring as a Knowledge Translation Intervention for Implementing Empirical Evidence: A Systematic Review

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