Immersion in Evidence-Based Practice Fellowship Program

Christenbery, Thomas L.; Williamson, Alex; Sandlin,; Wells, Nancy

doi:10.1097/nnd.0000000000000197

Cited by 15 publications

(15 citation statements)

References 13 publications

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“…Eighteen studies met the inclusion criteria and were included in the systematic review, including 12 quantitative articles (Bruheim, Woods, Smeland, & Nortvedt, 2014;Crabtree et al, 2016;Cullen, Titler, & Rempel, 2011;Gawlinski & Becker, 2012;Green et al, 2014;Hockenberry, Brown, Walden, & Barrera, 2009;Jack, Roberts, & Wilson, 2003;Sciarra, 2011;Selig & Lewanowicz, 2008;Steurer, 2010;Weeks, Moore, & Allender, 2011;Wells, Free, & Adams, 2007), three qualitative studies (Balakas et al, 2013;Christenbery, Williamson, Sandlin, & Wells, 2016;Milne et al, 2007), and three mixed-methods study designs (Connor et al, 2016;Cullen & Titler, 2004;Friesen, Brady, Milligan, & Christensen, 2017). Descriptions of these studies are presented in Table S2.…”

Section: Description Of the Included Studiesmentioning

confidence: 99%

“…Secondly, the language of the included articles was limited to English due to time and the challenges of translation, which may lead to some bias of the review. Thirdly, four included studies failed to provide complete data on the patient outcomes from conducting EBP projects, even after direct requests to the authors (Christenbery et al, 2016;Friesen et al, 2017;Gawlinski & Becker, 2012;Weeks et al, 2011). Moreover, inconsistent indexes, such as the characteristics of the included studies and description of the EBP educational intervention and patient outcomes, might have caused some bias in the results of the review.…”

Section: Limitations Of This Reviewmentioning

confidence: 99%

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Do educational interventions aimed at nurses to support the implementation of evidence-based practice improve patient outcomes? A systematic review

Brettle

Zhou

et al. 2018

Nurse Education Today

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Section: Description Of the Included Studiesmentioning

confidence: 99%

Section: Limitations Of This Reviewmentioning

confidence: 99%

Do educational interventions aimed at nurses to support the implementation of evidence-based practice improve patient outcomes? A systematic review

Brettle

Zhou

et al. 2018

Nurse Education Today

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“…EBP has also been associated with increased job satisfaction and nursing retention, which can contribute to institutional achievement of Magnet® designation as awarded by the American Nurses Credentialing Center (Melnyk, 2007; Melnyk et al., 2005). Nurses who participate in EBP programmes feel empowered to question and improve practice (Christenbery et al., 2016). The Institute of Medicine’s 2020 goal that 90% of all care decisions are evidence-based has encouraged healthcare institutions to foster a culture of EBP through educational initiatives designed to promote nurses’ EBP knowledge and skill (Breckenridge-Sproat et al., 2015; Christenbery et al., 2016; Melnyk et al., 2005).…”

Section: Introductionmentioning

confidence: 99%

“…Nurses who participate in EBP programmes feel empowered to question and improve practice (Christenbery et al., 2016). The Institute of Medicine’s 2020 goal that 90% of all care decisions are evidence-based has encouraged healthcare institutions to foster a culture of EBP through educational initiatives designed to promote nurses’ EBP knowledge and skill (Breckenridge-Sproat et al., 2015; Christenbery et al., 2016; Melnyk et al., 2005).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of an evidence-based practice mentorship programme in a paediatric quaternary care setting

Schuler

Mott

Forbes

et al. 2021

Journal of Research in Nursing

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Background Evidence-based practice (EBP) is essential for clinical decision-making, improving care, reducing costs and achieving optimal patient outcomes. The Evidence-based Practice Mentorship Program (EBPMP) is a flexible, self-directed programme whereby participants carry out EBP projects guided by expert mentors. Aims To evaluate EBPMP effectiveness and participant experience. Methods To evaluate effectiveness, as measured by changes in EBP value, knowledge and implementation, participants completed pre- and post-EBPMP Quick-EBP-Value, Implementation and Knowledge (VIK) surveys. To understand participants’ experiences individual and group interviews were conducted at the end of the programme and analysed using qualitative content analysis. Results Most participants were over 50 years old, Caucasian, inpatient staff nurses, baccalaureate prepared, with over 11 years’ experience. Statistically significant improvements were observed in the post Quick-EBP-VIK knowledge and implementation domains. Individual and group participant interviews revealed four categories of importance to the experience: 1. perceived benefits of EBP, 2. time as a barrier to EBP, 3. desire for more cohort interaction and 4. positive mentee–mentor experience. Conclusions EBPMP can improve participants’ knowledge and implementation of EBP in an environment that values EBP; however, opportunities exist to implement programme modifications that address barriers identified by participants including project time and increased participant interactions.

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“…Of the nine studies included in the review, one was qualitative (Christenbery et al, 2016), one used mixed methodology (Wilson et al, 2015) and seven were quantitative studies (Cummings et al, 2007;Davies et al, 2011;Engström et al, 2015;Estabrooks et al, 2007Estabrooks et al, , 2008Hauck et al, 2013;Marchionni & Ritchie, 2008) (Table 5).…”

Section: Re Sultsmentioning

confidence: 99%

Professional empowerment and evidence‐based nursing: A mixed‐method systematic review

Teixeira

Nogueira²,

Barbieri‐Figueiredo

2022

Journal of Clinical Nursing

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Aims and objectives: To review, synthesise and integrate primary research on the relationship between professional empowerment and evidence-based practice (EBP) in nursing.Background: Professional empowerment research exposes an association between empowerment and positive work behaviours and attitudes. Empowerment is associated with nurses' productivity, autonomy and resources. However, implementing evidence into practice is not easy due to barriers to EBP, namely organisational and cultural. Research demonstrating the relationship between professional empowerment and EBP will provide direction for future interventions aimed at the development of an effective healthcare sector.Design: A mixed-methods systematic review, according to the Joanna Briggs Institute approach, with results reported according to PRISMA. The associated checklist for systematic reviews was also used. Method:The electronic databases searched for relevant studies included: Medline, Cumulative Nursing and Allied Health Literature (CINAHL), JBI Database of Systematic Reviews and Implementation Reports, and The Cochrane Library; thesis and dissertation databases; and Web pages of reference organisations and Scientific Events programs. Quality assessments, data extraction and analysis were completed on all included studies, according JBI. Thematic analysis was used to synthesise the data. Results:We identified 477 studies. After removing duplicates and reviewing title and abstract following the inclusion and exclusion criteria, 26 papers were evaluated for eligibility. The review included 9 articles. The literature was categorised into three themes: (a) organisational and leadership characteristics, (b) individual characteristics, and (c) outcomes/consequences. Conclusion: This review highlights the importance of empowering environments in EBP. A relationship was evident between leadership, organisation, empowerment, individual characteristics and the use and implementation of evidence, resulting in tangible and measurable gains. However, more robust studies are needed. This systematic review was registered in the International Prospective Register of Systematic Reviews (PROSPERO; CRD42018086414).

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Immersion in Evidence-Based Practice Fellowship Program

Cited by 15 publications

References 13 publications

Do educational interventions aimed at nurses to support the implementation of evidence-based practice improve patient outcomes? A systematic review

Do educational interventions aimed at nurses to support the implementation of evidence-based practice improve patient outcomes? A systematic review

Evaluation of an evidence-based practice mentorship programme in a paediatric quaternary care setting

Professional empowerment and evidence‐based nursing: A mixed‐method systematic review

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