Implementation of evidence-based nursing practice: nurses’ personal and professional factors?

Eizenberg, Michal Mashiach

doi:10.1111/j.1365-2648.2010.05488.x

Cited by 130 publications

(65 citation statements)

References 35 publications

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“…12,19 Similarly, several studies have confirmed the positive effects of higher education levels on patient outcomes through the implementation of EBP. 26,[28][29][30] In the present study, midwives who were older and had more work experience were not significantly more likely to have greater EBP knowledge, self-efficacy or practice. This finding was supported by a previous study which found no relationships between age or clinical experience with EBP knowledge among nurses.…”

Section: Discussionmentioning

confidence: 90%

Knowledge, Practice and Self-Efficacy in Evidence-Based Practice among Midwives in East Iran

Azmoude¹,

Farkhondeh²,

Ahour³

et al. 2017

SQUMJ

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Objectives:The successful implementation of evidence-based practice (EBP) can lead to appropriate and effective midwifery care during pregnancy, childbirth and in the postnatal period. However, levels of knowledge and confidence in one's ability to apply EBP are related to its effective implementation. This study aimed to investigate levels of knowledge, practice of and self-efficacy towards the use of EBP among midwives in East Iran. Methods: This cross-sectional study took place between January and February 2016 and involved 98 midwives employed at two hospitals and all four urban health care centres in Torbat-e Heydariyeh, Iran. Two subscales of the Evidence-Based Practice Questionnaire were used to assess participants' knowledge and practice of EBP, respectively, while a modified version of a previously described scale was used to determine self-efficacy. Results: A total of 76 midwives participated in the study (response rate: 77.6%). Mean knowledge, practice and self-efficacy scores were 4.48 ± 0.94, 3.53 ± 0.68 and 2.80 ± 0.81, respectively. Significant relationships were found between mean selfefficacy, practice and knowledge scores and proficiency in English language (P = 0.001 each) and statistical methods (P <0.050 each). Additionally, significant relationships were found between knowledge and practice of EBP and proficiency in the use of databases (P <0.050 each). Knowledge and self-efficacy scores were significantly correlated with practice (P = 0.001 each). Conclusion: These findings demonstrate a need for improvement in the self-efficacy, practice and knowledge of EBP among midwives in East Iran. Interventions that promote these factors may help increase the use of EBP in this population.

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Section: Discussionmentioning

confidence: 90%

Knowledge, Practice and Self-Efficacy in Evidence-Based Practice among Midwives in East Iran

Azmoude¹,

Farkhondeh²,

Ahour³

et al. 2017

SQUMJ

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“…The themes which evolved from the interview data showed that the hindering factors for development work were: ''lack of time for the nurses', 'lack of knowledge in EBP', 'language barriers', 'computer problems' 'lack of involvement of and interest from the head nurses' and 'lack of involvement of and interest from the nurses in the wards'. These obstacles have already been reported many times [30][31][32] of which the lack of interest and involvement of the nurse leader in the ward have been recurrently stressed. Since nurse leaders in clinical nursing are responsible not only for nursing quality, but also for time-scheduling and staffing, as well as for the professional development and learning environment for the nursing personnel [33,34] , they should have a key-role in the EBP process [35,36] .…”

Section: Discussionmentioning

confidence: 96%

An attempt to improve nurses’ interest in and use of research in clinical practice by means of network support to ‘facilitator nurses’

Björkström

Johansson

Athlin

2013

JNEP

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Background: Scientific knowledge is expected to be used in clinical practice to ensure that patients are given evidence-based nursing care. Therefore, in order to improve nurses' research utilisation in clinical practice a network had been provided for nurses especially interested in nursing development in eleven wards. These nurses were expected to take on the role of key person (facilitator) for nursing development in clinical practice. Aim:The study was aimed at describing nurses' interest in nursing research, how network support to 'facilitator nurses' could improve development in patient care based on evidence, and what hindering factors for such development could be. Methods:One and a half years after onset of the project a follow-up study was conducted with a questionnaire answered by 75 (64%) nurses, and group interviews with nine facilitators and eleven head nurses. Findings:The nurses' interest in research utilisation was in general high and in eight wards development work had started. The facilitator nurses had mostly worked without involving their colleagues. Hindering factors for nursing development were related to time, EBP knowledge, involvement and the interest of head nurses and colleagues. Education, work place, previous participation in research projects, and participation in the network impacted positively on nurses' attitudes to and interest in research. Conclusion and implication for clinical practice:Providing networks to 'facilitator nurses' in the ward could be useful for developing nursing care based on research findings. However, support from nurse leaders, involvement of the whole nursing staff, and training in research utilisation are important factors for success.

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“…A number of theoretical studies express teams in organizations must learn in order to change what they are doing and propose team-learning activities as facilitators for change [2,13,15,16,19 ] .…”

Section: Introductionmentioning

confidence: 99%

“…For example, the implementation of a new guideline on hand-hygiene enforces individual nurses in teams to learn in order to change knowledge, skills and to alter attitudes [6,19,20] . Senge [21] was first to advocate the importance of team-learning activities in teams and suggests a relationship between team learning and change in organizations.…”

Section: Introductionmentioning

confidence: 99%

Team learning and innovation in nursing teams: Results of a comprehensive research project

Timmermans

Linge

Petegem

et al. 2012

JNEP

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Background/Objective: Noncompliance to implementation of innovations is a problem in nursing teams. In literature, team learning is proposed as a facilitator for change. Still, studies reporting the effects of team learning activities on the implementation of innovations in nursing teams are scarce. To address this gap in literature, this study explored the influence of team learning on the implementation of two innovations.Methods: A literature and three empirical studies were performed to address the research questions of this project. Cross-sectional surveys were conducted between 2008-2011 with a sample of 1111 nurses, representing 79 nursing teams from The Netherlands and Belgium. Results:The results of the literature review revealed research on team learning and innovation in nursing is limited. Team learning included processes to gather, process, and store information from different innovations within the nursing team. The prevalence of team-learning activities was contributed or hindered by individual and contextual factors. Principal component analyses of a 26-item team learning activities scale revealed a five-factor model, explaining 78% of the variance. Team-composition explained 33% of team learning. Analyses on the influence of contextual factors yielded three models that explained 76%, 81% and 83% of the variance in team learning. Positive relationships were detected between team learning activities handling production-oriented information and implementation-effectiveness of an incremental innovation. In addition, team learning activities regarding development-oriented information positively affected the implementation of a radical innovation. Conclusions:Nursing teams undertake different team learning activities to process different types of information that cross over within the nursing team. The way the nursing team is composed had a minor effect on the prevalence of team learning activities in nursing teams. Contextual factors had a major effect on the prevalence of team learning activities. Team learning activities related to the production of nursing care had a positive effect on the implementation of an incremental innovation. Team learning activities related with the development of nursing care of the team positively affected the implementation of a radical innovation.Implications for practice and policy: Throughout team learning nursing teams can enhance their implementationeffectiveness on innovations and increase patient safety and the quality of provided nursing managers and nursing teams

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Implementation of evidence-based nursing practice: nurses’ personal and professional factors?

Abstract: The findings point to the need for research-based information, exposure to professional journals and, in particular, organizational support for evidence-based nursing practice.

Cited by 130 publications

References 35 publications

Knowledge, Practice and Self-Efficacy in Evidence-Based Practice among Midwives in East Iran

Knowledge, Practice and Self-Efficacy in Evidence-Based Practice among Midwives in East Iran

An attempt to improve nurses’ interest in and use of research in clinical practice by means of network support to ‘facilitator nurses’

Team learning and innovation in nursing teams: Results of a comprehensive research project

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