Other Titles

Nurses' Perception and Education of Evidence-Based Practice [Session]

Abstract

Session presented on Sunday, November 8, 2015:

This research project was a collaborative descriptive comparative self-report survey with a sample of nurses from a large health system. The purpose of the study was to identify nurses' perceptions of their practice, attitudes, and knowledge/skills associated with evidence-based practice (EBP); to identify barriers, facilitators, and successes that nurses face when utilizing and implementing EBP; and to identify if there are differences in nurses' perceptions of their knowledge, attitudes, and skills associated with EBP and demographic variables, such as job title, highest educational qualifications, and nursing clinical specialty. Competency in EBP, therefore, requires nurses to be able to frame an answerable question from the clinical environment (i.e. representing a gap in knowledge), effectively search relevant literature and resources, evaluate and appraise research evidence and incorporate findings effectively and appropriately into practice. It is therefore crucial that nurses in the practice setting are provided with the strongest foundation possible in EBP through organizational interventions that meet the needs of the nurses'. This study aimed to provide insight into nurses' patterns of adoption and implementation of EBP, barriers and facilitators for improving EBP competency. The use of the Evidence-based Practice Questionnaire (EBPQ) provided data on the practice of, attitudes toward, and knowledge/skills in EBP. The patterns of adoption and implementation of EBP while highlighting how nurses' can be supported in their roles will be explored. Examining the clinical contexts in adopting and implementing EBP will be discussed. In combination, this presentation will highlight how clinical educators and academic faculty can best be utilized to help nurses' advance the uptake of EBP in practice, and help to identify areas that need a particular focus to ensure nurses' learning needs are met by educational provisions.

Description

43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.

Author Details

Kathleen Williamson, RN

Sigma Membership

Xi Iota

Type

Presentation

Format Type

Text-based Document

Study Design/Type

N/A

Research Approach

N/A

Keywords:

Evidence-based Practice, Clinical Practice, EBP Competency

Conference Name

43rd Biennial Convention

Conference Host

Sigma Theta Tau International

Conference Location

Las Vegas, Nevada, USA

Conference Year

2015

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A survey of nurses' knowledge, attitude, and skills with evidence-based practice in the practice setting

Las Vegas, Nevada, USA

Session presented on Sunday, November 8, 2015:

This research project was a collaborative descriptive comparative self-report survey with a sample of nurses from a large health system. The purpose of the study was to identify nurses' perceptions of their practice, attitudes, and knowledge/skills associated with evidence-based practice (EBP); to identify barriers, facilitators, and successes that nurses face when utilizing and implementing EBP; and to identify if there are differences in nurses' perceptions of their knowledge, attitudes, and skills associated with EBP and demographic variables, such as job title, highest educational qualifications, and nursing clinical specialty. Competency in EBP, therefore, requires nurses to be able to frame an answerable question from the clinical environment (i.e. representing a gap in knowledge), effectively search relevant literature and resources, evaluate and appraise research evidence and incorporate findings effectively and appropriately into practice. It is therefore crucial that nurses in the practice setting are provided with the strongest foundation possible in EBP through organizational interventions that meet the needs of the nurses'. This study aimed to provide insight into nurses' patterns of adoption and implementation of EBP, barriers and facilitators for improving EBP competency. The use of the Evidence-based Practice Questionnaire (EBPQ) provided data on the practice of, attitudes toward, and knowledge/skills in EBP. The patterns of adoption and implementation of EBP while highlighting how nurses' can be supported in their roles will be explored. Examining the clinical contexts in adopting and implementing EBP will be discussed. In combination, this presentation will highlight how clinical educators and academic faculty can best be utilized to help nurses' advance the uptake of EBP in practice, and help to identify areas that need a particular focus to ensure nurses' learning needs are met by educational provisions.