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To evaluate the sustainability of dedicated education units (DEUs) within an academic-service partnership. A two-year, multisite, mixed-methods study with a randomized control trial was designed to isolate the effects of the DEU innovation on clinical education quality, teaching capacity, work life, and productivity. Interview data from 34 participants were analyzed for interactions and behaviors that indicated sustainability. Seven themes portrayed successful participant interactions, revealing shifting roles based on mutual respect and collaboration among engaged partners working within complex adaptive systems. Relationship building and partnership achievements were confirmed as key components in DEU sustainability. Sustainable, mature clinical education partnerships depend on implementing routinizing, reinforcing, recognizing, and rewarding activities. Unit level success relies on foundational structures that support the ongoing development of DEU clinical instructors. DEU sustainability will depend on the continual creation of new meaning for participants and the generation of new resources and results.

This study aimed to identify clinical nurses' evidence-based practice (EBP) knowledge, beliefs, organizational readiness, and EBP implementation levels, and to determine the factors that affect EBP implementation in order to successfully establish EBP. This study was conducted at a university-affiliated tertiary hospital located in a provincial area in Korea. The research design was based on Melnyk and Fineout-Overholt's Advancing Research & Clinical Practice through Close Collaboration model as the first step. A descriptive and cross-sectional design was conducted and a convenience sample of 521 full-time registered nurses from an 849-bed tertiary hospital were included. Structured questionnaires were used to assess EBP knowledge, EBP beliefs, organizational culture & readiness and EBP implementation. Data were analyzed using SPSS V 25.0 by using descriptive and inferential statistics and hierarchical multiple regression was performed to determine the factors affecting the implementation of EBP. Our findings showed that the clinical nurses had a positive level of EBP beliefs, but the level of EBP knowledge, organizational readiness and EBP implementation were insufficient. EBP knowledge, beliefs, and organizational readiness were significantly positively correlated with EBP implementation. In the final model, EBP knowledge and organizational readiness were significant predictors of EBP implementation; the model predicted 22.2% of the variance in implementation. Based on these results, the main focus of the study was the importance of individual nurses' efforts in carrying out EBP, but above all efforts to create an organizational culture to prepare and support EBP at the nursing organization level. In the initial process of introducing and establishing EBP, nurse administrators will need to minimize expected barriers, enhance facilitators, and strive to build an infrastructure based on vision, policy-making, budgeting, excellent personnel and facilities within the organization.

Purpose The purpose of this article is to describe the differences between quality improvement and implementation science, the urgency for nurses and nurse scientists to engage in implementation science, and international educational opportunities and resources for implementation science. Organizing Construct There is a push for providing safe, effective, patient‐centered, timely, efficient, and equitable health care. Implementation science plays a key role in adoption and integration of evidence‐based practices to improve quality of care. Methods We reviewed implementation science programs, organizations, and literature to analyze the roles of nurses and nurse scientists in translating evidence into routine practice. Findings Implementation‐trained nurses and nurse scientists are needed as part of multidisciplinary teams to advance implementation science because of their unique understanding of contextual barriers within nursing practice. Likewise, nurses are uniquely qualified for recognizing what implementation strategies are needed to improve nursing care across practice settings. Conclusions Many international clinical and training resources exist and are supplied to aid interested readers in learning more about implementation science. Clinical Relevance Half of research evidence never reaches the clinical setting, and the other half takes 20 years to translate into clinical practice. Implementation science‐trained nurses are in a position to be excellent improvers for meaningful change in practice.

Context: This article describes the historical context and current developments in evidence-based practice (EBP) for medicine, nursing, psychology, social work, and public health, as well as the evolution of the seminal \"three circles\" model of evidence-based medicine, highlighting changes in EBP content, processes, and philosophies across disciplines. Methods: The core issues and challenges in EBP are identified by comparing and contrasting EBP models across various health disciplines. Then a unified, transdisciplinary EBP model is presented, drawing on the strengths and compensating for the weaknesses of each discipline. Findings: Common challenges across disciplines include (1) how \"evidence\" should be defined and comparatively weighted; (2) how and when the patient's and/or other contextual factors should enter the clinical decision-making process; (3) the definition and role of the \"expert\"; and (4) what other variables should be considered when selecting an evidence-based practice, such as age, social class, community resources, and local expertise. Conclusions: A unified, transdisciplinary EBP model would address historical shortcomings by redefining the contents of each model circle, clarifying the practitioner's expertise and competencies, emphasizing shared decision making, and adding both environmental and organizational contexts. Implications for academia, practice, and policy also are discussed.

This column examines barriers to applying evidence in both undergraduate nursing education and continuing professional development, emphasizing the role of nursing professional development specialists in supporting the use of evidence in practice. Strategies are proposed to strengthen the integration of evidence-based practice across academic and clinical environments to enhance nursing care quality.

During the coronavirus disease 2019 pandemic, patient safety metrics decreased. A health care organization measured the culture and readiness for evidence-based practice (EBP) and its effect on improving the quality of care. This column describes the results of a quality improvement project focused on the use of EBP by nurses, scientists, and medical librarians within an organization as well as the effect of EBP knowledge and culture. It shows the effect of professional development on sustaining EBP and improving the delivery of care.

Purpose To report on approaches that were used to assist with implementation of family systems nursing (FSN) at a university hospital level in Northern Europe. Design and Methods A quasi‐experimental research design was used for the first phase of the study. For the second phase, a cross‐sectional research design was used. Data were collected in the first phase of the study from 457 nurses in all except one of the divisions of the hospital regarding their attitudes towards involving families into their care before and after having participated in the education and training intervention (ETI) program in FSN. Furthermore, in the second phase, data were collected from 812 nurses, after FSN had been implemented in all divisions at Landspitali University Hospital, regarding the nurses’ knowledge of FSN and their evaluation of the quality of the ETI program (i.e., theoretical lectures on FSN as well as the benefit of the skill lab training regarding applying FSN into their clinical practices). Graham and colleagues’ Knowledge to Action framework was used as the conceptual framework for the research. Results Nurses who had taken a course in FSN reported a significantly more positive attitude towards involving families in their care after the ETI program compared to those who had not taken such a course. Furthermore, a majority of the nurses who participated in the ETI program reported that the program was a favorable experience and indicated readiness for applying FSN in clinical practice. Conclusions Further research is needed regarding the benefits of offering FSN at an institutional level, but focusing international attention on effective strategies to implement FSN into nursing practice may result in better health care for individuals and families around the globe. Clinical Relevance Providing clinically meaningful education and training in family nursing through programs such as the ETI program for practicing nurses at a university hospital is essential in supporting nurses applying new knowledge, when providing evidence‐based health care services, to individuals and their family members. Such training can facilitate integration of new and needed information in clinical practice.

Despite the demonstrated benefits of evidence-informed management, such as enhanced patient outcomes, improved working environments and reduced staff turnover, it is reported that nurse managers often fail to incorporate evidence into their management practices. This study explored and described the understanding and experiences of nurse managers regarding the utilisation of evidence-informed management. Through an examination of their perspectives, the study aimed to identify the barriers and enablers in adopting evidence-based practices in nursing management. A qualitative explorative-descriptive-contextual study was conducted using five focus group discussions with twenty (  = 20) purposively selected nurse managers. Thematic analysis was used to analyse the data. Three main themes emerged from the study, namely: (1) Nurse managers communicated the resources and requirements to support using evidence-informed management practices; (2) nurse managers verbalised the need to establish a process or pathway to use evidence-informed management; and (3) evidence-informed management was found to improve organisational performance significantly. To facilitate the uptake of evidence by nurse managers to support their management practices, it is imperative to establish structures, processes and pathways that enable the utilisation of evidence. Additionally, this utilisation of evidence has been shown to improve the quality of patient outcomes and enhance the overall performance of the organisation. Implications for nursing management practice and education include continuous education and training to increase nurse managers' knowledge and skills in utilising evidence. Moreover, nurse managers should adopt evidence utilisation as a daily management practice. Incorporating evidence-based informed management into postgraduate education curriculum serves to better prepare prospective nurse managers.

Purpose The purpose of this article is to describe how the Nurse–Family Partnership (NFP) has been scaled up and supported in Colorado. As an intermediary, Invest in Kids (IIK) provides implementation support for the NFP in Colorado using a generalizable implementation framework, the Active Implementation Frameworks (AIF). Organizing Construct An overlay of the AIF and the clinical nursing‐informed implementation support that IIK offers to NFP providers across Colorado is explored, and relevant examples are highlighted. Conclusions Without the use of the AIF in combination with clinical nursing expertise to support high fidelity use of the NFP throughout Colorado, promised NFP program outcomes may likely not be realized and sustained. Clinical Relevance Further understanding of how to utilize implementation frameworks to support evidence‐based clinical nursing programs and interventions may allow for results found in research studies to be more widely attained and maintained across practice settings.