Abstract
The purpose of the study, Evidence Based Practice Use: A Study of School Nurses in Central and Eastern North Carolina, is to gain insight of the barriers and facilitators of evidence based research in the school setting. The unique and autonomous nature of school nursing makes evidence base practice and research utilization especially important to achieve optimal outcomes in this setting that is often isolated from other health care providers. A descriptive cross sectional survey design using the BARRIER scale was used in this quantitative study (Funk et al., 1991). Using the BARRIER scale by Sandra Funk, school nurses from Central and Eastern North Carolina public school systems (N=50) were asked to rate their barriers to research utilization.
Sigma Membership
Beta Nu
Type
Thesis
Format Type
Text-based Document
Study Design/Type
Cross-Sectional
Research Approach
Quantitative Research
Keywords:
School Nurses, Evidence-Based Practice, Research Utilization, Barriers and Facilitators
Advisor
Mary A. Hodge
Degree
Master's
Degree Grantor
Gardner-Webb University
Degree Year
2012
Recommended Citation
Barnes, Lisa M., "Evidence based practice in school nursing: A study of school nurses in Central and Eastern North Carolina" (2021). Theses. 79.
https://www.sigmarepository.org/theses/79
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2021-11-16
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 1520149; ProQuest document ID: 1114505643. The author still retains copyright.