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"Evidence-based nursing"
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Davis advantage for Townsend's psychiatric mental health nursing
\"The impact of the COVID-19 global pandemic put a spotlight on psychiatric and mental health concerns in ways we could not even imagine just a few short years ago. The need for confident nurses -well-versed in assessment and intervention across a broad spectrum of mental health disorders -remains higher than ever. As it has been with each new edition of Psychiatric Mental Health Nursing, the goal of this eleventh edition is to bring to practicing nurses and nursing students the most up-to-date information related to neurobiology, psychopharmacology, and evidence-based nursing interventions. This edition includes changes associated with the latest (fifth) edition, text revision of the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR)\"-- Provided by publisher.
BOOK
Clinical nurses’ beliefs, knowledge, organizational readiness and level of implementation of evidence-based practice: The first step to creating an evidence-based practice culture
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.
Journal Article
Evidence-based practice for nursing and healthcare quality improvement
\"A straightforward yet comprehensive guide to planning, implementation, and evaluation of EBP and QI projects to improve quality of care and health outcomes. This brand-new, full-color, richly illustrated textbook begins with foundational content and then works through the processes of developing and exploring clinical questions, implementing results, and disseminating information.\" -- Provided by publisher.
Implementation Science Training and Resources for Nurses and Nurse Scientists
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.
Journal Article
Analysis of the Current Situation and Influencing Factors of Clinical Nurse Association Standard Evidence‐Based Practice
Aim: The aim of this study was to investigate the current situation of clinical nurses with regard to association standard evidence‐based practice (EBP) of the Chinese Nursing Association, analyze the factors affecting clinical nurses in carrying out association standard EBP, and provide scientific basis for further improving the level of clinical nurse association standard EBP. Design: An observational, cross‐sectional study design. Participants: A total of 225 nurses in the departments of neurology and neurosurgery of a tertiary hospital in the Jilin province of China. Methods: The questionnaire survey was conducted using the general data questionnaire, the standard EBP cognition scale of clinical nurses, the standard EBP belief scale of clinical nurses, the standard EBP behavior scale of clinical nurses, and the organizational atmosphere scale of clinical nurses. Results: Clinical nurse association standard EBP cognition score was 26.66 ± 5.22 points, belief score was 17.92 ± 3.50 points, and behavior score was 31.08 ± 5.10 points. Multiple linear regression analysis showed that organizational atmosphere was the main factor affecting the cognition of evidence‐based nursing practice of clinical nurses ( p < 0.05). Scientific research experience and organizational atmosphere were the main influencing factors of clinical nurses’ belief in evidence‐based nursing practice ( p < 0.05). The degree of understanding of nursing association standards related to the department, cognition of association standard, and organizational atmosphere were the main influencing factors of clinical nurses’ evidence‐based nursing practice behavior ( p < 0.05). Conclusions: The study reveals that clinical nurses demonstrate high levels of cognition, belief, and behavior regarding association standard EBP. Key influencing factors include organizational atmosphere, scientific research experience, and understanding of association standards. Nursing managers should foster a supportive work environment, leverage research talents, and organize comprehensive training to enhance evidence‐based nursing practice further.
Journal Article
Perceptions of Factors Associated With Sustainability of Evidence‐Based Nursing Practice: A Sequential Mixed Methods Study
To improve the quality of nursing services and patient outcomes, the implementation of evidence-based nursing practice (EBNP) becomes increasingly important. Little is known about determinants to sustainability of EBNP.
To explore potential barriers and facilitators in the sustainability of EBNP from Chinese nurses' perspectives.
A cross-sectional survey and semistructured interviews were conducted among Chinese nurses participating in evidence-based practice (EBP) between May to June 2023 and June to July 2024. The interviews and answers to the open-ended questions were analyzed using content analysis. Based on the length of time that EBNP has been routinely applied in clinical settings, we divided the time into seven stages from not routinely used to greater than 5 years. Descriptive statistics evaluated barriers and facilitators influencing sustainability in different stages.
Of 406 nurses surveyed, 319 provided valid responses. Fifteen nurses participated in interviews. Among 48 constructs in updated Consolidated Framework for Implementation Research, participants reported 3 as barriers, 7 as facilitators, and 21 as both barriers and facilitators. The remaining 17 constructs were not mentioned by participants or were mentioned with insufficient frequency to be categorized as either barriers or facilitators. Major facilitators included benefits to patients and professionals, access to information technology infrastructure, commitment, competent leadership, team and leadership support, incentives, training, assessment of patients' and professionals' needs, regular tailoring of strategies, and quality control measures/supervision. Barriers across the sustainment phases included heavy workload, staffing shortages, limited leadership support, low compliance, and low enthusiasm among nurses, even after EBP had been sustained for over 5 years.
The findings enhance understanding of factors promoting the sustainability of EBP from nurses' perspectives. They highlight that dynamically identifying related barriers provides lessons for designing strategies and programs that promote the sustainability of EBNP in China.
Journal Article
Developing an Evidence-Based Nursing Culture in Nursing Homes: An Action Research Study
Background: Nursing homes face challenges caused by increasing numbers of older adults with multimorbidity and the demand for quality of care. Developing an evidence-based nursing (EBN) culture is a promising strategy to face these challenges. Therefore, the aim of this study was to develop an EBN culture in nursing homes and gain insight into the influencing factors. Methods: An action research study was conducted with 12 nursing teams in 4 Dutch nursing homes, using the Practice Development approach to develop an EBN culture. The teams (mostly certified nurse assistants) were coached by internal facilitators (bachelor’s or master’s degree nurses) and external facilitators (nursing teachers). Data were gathered at baseline and after 15 months using questionnaires and individual and focus group interviews. Results: With varying degrees, most nursing teams implemented elements (related to values, attitudes, and behaviors) of an EBN culture with appropriate leadership, advocacy, and training. The team members became open to new insights and asked critical questions. During the project, participants learned how EBN could be incorporated into daily practice, for example, by keeping it small, discussing information from professional journals, and using creative methods such as quizzes. Influencing factors of an EBN culture were: (a) support of managers, (b) inspiring facilitators close to the team, and (c) stable teams with driving forces and student nurses. Conclusions: Integrating EBN into daily practice in creative and motivating ways contributes to the development of an EBN culture in nursing homes. To facilitate this, managers should support teams in the process and content of EBN, and internal facilitators should collaborate with driving forces on the teams.
Journal Article
Evidence-Based Nursing Competence in Pediatrics: A Cross-Sectional Examination of Current Practices and Influencing Factors
Background
It is necessary to explore the current status and determinants of evidence-based nursing (EBN) competencies among pediatric nurses, thereby offering valuable insights for clinical practice and patient care.
Method
A cross-sectional survey was conducted among pediatric nurses employed at a pediatric hospital in May 2024. Pearson correlation and multiple stepwise linear regression were used to ascertain the predictors of EBN competencies.
Results
The survey included 422 pediatric nurses. The mean EBN competency score was 70.66 ± 15.04, indicating a moderate level of EBN proficiency. Correlational analysis revealed significant associations between EBN competencies and nurses' age (r = 0.465), educational level (r = 0.534), professional title (r = 0.507), and prior EBN training (r = 0.528) (all p < .05). Multiple linear regression analysis confirmed that age, educational level, professional title, and prior EBN training are influencing factors (all p < .05).
Conclusion
It is essential for nursing administrators to implement more rigorous and targeted EBN training programs to enhance the competencies of pediatric nurses. [J Contin Educ Nurs. 2025;56(6):237–244.]
Journal Article
Bridging the Gap: Barriers and Strategies for Implementation of Evidence-Based Practice in Nursing Education and Professional Development
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.
Journal Article