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1.
Nurse Educ Today ; 88: 104383, 2020 May.
Artigo em Inglês | MEDLINE | ID: mdl-32193069

RESUMO

BACKGROUND: Achieving high quality care through full use of potential stemming from the use of the principles of evidence based practice (EBP) requires adequate shaping of student attitudes toward EBP already at an early stage of education, as well as teaching in the scope of knowledge and skills essential to apply EBP in future professional work. Therefore, nursing educators need a tool to assess competency in EBP. This study aims to present the adaptation of the psychometric test and setting norms to the Polish version of the Evidence Based Practice Competence Questionnaire (EBP-COQ_P). METHODS: Poland-wide multicentre study, cross-sectional validation design, a representative sample of 1636 nursing students. The EBP-COQ_P was validated in terms of content validity through an expert review. The EBP-COQ_P was administered to evaluate test reliability and validity. Settings norms for the Polish nurse population were also done. RESULTS: Confirmatory factor analysis demonstrated that 25 items are grouped into three categories which define competences related to EBP: attitude, knowledge, and skills. Cronbach's alpha was 0.856 for the entire questionnaire. EBP-COQ_P had good parameters of absolute stability. EBP-COQ_P was also characterized with external construct validity. Measurement with the use of EBP-COQ_P allowed for a good differentiation of the respondents in terms of their expertise in EBP (known-groups validity). CONCLUSIONS: In terms of reliability and validity, EBP-COQ_P is compared with its original version. EBP-COQ_P may be used in educational practice (graduate and postgraduate education). Polish norms set for a representative group of nursing students may serve as a benchmark for the results obtained from individual and group measurements.


Assuntos
Avaliação Educacional/métodos , Enfermagem Baseada em Evidências/educação , Conhecimentos, Atitudes e Prática em Saúde , Estudantes de Enfermagem/estatística & dados numéricos , Inquéritos e Questionários/normas , Adulto , Competência Clínica , Estudos Transversais , Avaliação Educacional/normas , Enfermagem Baseada em Evidências/normas , Feminino , Humanos , Masculino , Polônia , Psicometria , Reprodutibilidade dos Testes , Adulto Jovem
3.
PLoS One ; 14(12): e0226742, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31877147

RESUMO

BACKGROUND: 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. METHODS: 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. RESULTS: 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. CONCLUSIONS: 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.


Assuntos
Enfermagem Baseada em Evidências , Adulto , Atitude do Pessoal de Saúde , Estudos Transversais , Cultura , Enfermagem Baseada em Evidências/educação , Enfermagem Baseada em Evidências/métodos , Enfermagem Baseada em Evidências/organização & administração , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Enfermeiras Clínicas/educação , Enfermeiras Clínicas/organização & administração , Cultura Organizacional , República da Coreia , Inquéritos e Questionários , Adulto Jovem
5.
Med Ref Serv Q ; 38(4): 387-401, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31687910

RESUMO

Leveraging an established evidence-based practice (EBP) workshop at the Mayo Clinic campus in Arizona, the manager of Nursing Research asked local library staff to discuss the research process and to demonstrate to the attendees how to use literature databases to support their research projects and EBP practices on their units. The EBP workshop was presented via video conference from the originating location to two remote locations within the organization. Each remote site had a librarian in attendance to support the librarian at the originating campus. This method allowed the librarians at each site to guide and assist patrons and establish a face-to-face connection with attendees.


Assuntos
Currículo , Educação Continuada em Enfermagem/organização & administração , Educação , Enfermagem Baseada em Evidências/educação , Enfermagem Baseada em Evidências/organização & administração , Bibliotecas Médicas/organização & administração , Recursos Humanos de Enfermagem no Hospital/educação , Arizona , Humanos , Projetos Piloto , Inquéritos e Questionários
6.
J Contin Educ Nurs ; 50(11): 495-500, 2019 Nov 01.
Artigo em Inglês | MEDLINE | ID: mdl-31644810

RESUMO

BACKGROUND: Evidence-based practice (EBP) is essential for improving outcomes for patients and is an expected competency of nurses. However, current practice finds varying levels of comfort and confidence among nurses regarding EBP implementation. METHOD: A descriptive study using an online survey was conducted to assess the perceptions of nurses at a rural midwestern Magnet® hospital on their comfort and confidence regarding EBP and compare the results to the nurses' level of education and years of experience. RESULTS: Although nurses agreed that EBP is important for patient care, nurses with a baccalaureate degree or higher reported increased comfort and confidence with EBP implementation. However, nurses with more years of experience, regardless of education level, reported increased comfort and confidence with EBP, although that finding did not reach significance levels. CONCLUSION: Creating a culture of EBP is the responsibility of every organization. Administrators and educators must continue to assess the comfort and confidence levels of nurses who work directly at the bedside and provide continuing education and hands-on opportunities to increase nurses' comfort and confidence with implementing EBP. [J Contin Educ Nurs. 2019;50(11):495-500.].


Assuntos
Atitude do Pessoal de Saúde , Competência Clínica/normas , Educação Continuada em Enfermagem/organização & administração , Enfermagem Baseada em Evidências/educação , Enfermagem Baseada em Evidências/normas , Recursos Humanos de Enfermagem no Hospital/educação , Recursos Humanos de Enfermagem no Hospital/psicologia , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , População Rural/estatística & dados numéricos , Inquéritos e Questionários , Estados Unidos , Adulto Jovem
7.
Int J Nurs Educ Scholarsh ; 16(1)2019 Oct 04.
Artigo em Inglês | MEDLINE | ID: mdl-31584874

RESUMO

Background Cognitive load theory (CLT) uses an understanding of brain architecture for educational design, with implications for simulation. Since working memory is limited, minimising extraneous cognitive load improves learning of new tasks (intrinsic load) and use of existing knowledge (germane load). This study evaluates the effectiveness of low-fidelity simulation (LFS) utilising CLT principles in the assessment and management of the deteriorating patient (AMDP). Method CLT design principles informed the choice of LFS and simulation design. The self-rated ability of 13 undergraduate nurses across seven aspects of AMDP was measured in a pre-post design. Results Self-rated ability increased from 2.98 (SD = 0.19) to 4.47 (SD = 0.12) (p < 0.001), with improvements across all AMDP aspects. Conclusion This study indicates that CLT informed design has benefits for simulation. LFS may be preferred to high fidelity simulation for AMDP teaching and medical simulation for novice learners.


Assuntos
Atenção , Deterioração Clínica , Educação em Enfermagem/métodos , Função Executiva , Teoria de Enfermagem , Gravidade do Paciente , Treinamento por Simulação/métodos , Currículo , Educação , Enfermagem Baseada em Evidências/educação , Feminino , Parada Cardíaca/diagnóstico , Parada Cardíaca/enfermagem , Humanos , Masculino , Memória de Longo Prazo , Memória de Curto Prazo , Modelos de Enfermagem , Recursos Humanos de Enfermagem no Hospital/educação , Adulto Jovem
8.
J Med Libr Assoc ; 107(4): 572-578, 2019 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-31607815

RESUMO

This case report describes the redesign process for an undergraduate evidence-based practice (EBP) nursing course in which the librarian serves as both co-instructor and co-instructional designer. As part of the undergraduate outcomes-based core curriculum, this required course teaches the principles of the research process; teaches students to identify the strengths and limitations of research articles in relation to EBP; and builds student confidence in their abilities to execute information literacy, data management, and scholarly communication competencies. The course redesign built on an existing student-centered course design, with the specific goal of transitioning the course from a senior-level course to a sophomore-level course, while achieving the same learning objectives. This goal was accomplished by integrating a combination of distributed practice and interleaved practice learning experiences into the course curriculum.


Assuntos
Capacitação de Usuário de Computador/métodos , Bacharelado em Enfermagem/métodos , Medicina Baseada em Evidências/educação , Enfermagem Baseada em Evidências/educação , Armazenamento e Recuperação da Informação/métodos , Estudantes de Enfermagem/estatística & dados numéricos , Currículo/normas , Humanos , Competência em Informação
10.
Worldviews Evid Based Nurs ; 16(5): 397-407, 2019 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-31274232

RESUMO

BACKGROUND: Despite curriculum requirements for evidence-based practice (EBP) to be a key component of undergraduate health students' training, few studies have investigated factors influential to students' intention to use EBP after graduation. Self-efficacy is known to mediate and motivate behavior; therefore, it may be a crucial factor linking undergraduate students' EBP education and adoption of positive EBP behaviors. AIMS: To develop, test, and validate a multivariate, theory-based prediction model with the outcome of students' intention to use EBP after graduation. METHODS: A correlational study with structural equation modeling was conducted. Model factors were determined from Bandura's self-efficacy theory and previous literature. An online survey comprised of seven validated scales and a demographic tool was distributed to a sample of undergraduate nursing and paramedic students. Two episodes of data collection were conducted to test and validate the model. RESULTS: Evidence-based practice beliefs directly and significantly influenced student intention to use EBP in both models. Sources of EBP self-efficacy also had significant but indirect influence on the outcome variable. Overall variance for intention to use EBP was 25% for the initial model and 18% for the validated model. LINKING EVIDENCE TO ACTION: Evidence-based practice curriculum that supports positive EBP beliefs and integrates Bandura's sources of self-efficacy has potential to positively influence students' intention to use EBP after graduation.


Assuntos
Enfermagem Baseada em Evidências/educação , Previsões/métodos , Estudantes de Enfermagem/psicologia , Adulto , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Bacharelado em Enfermagem/estatística & dados numéricos , Enfermagem Baseada em Evidências/métodos , Feminino , Humanos , Intenção , Masculino , Psicometria/instrumentação , Psicometria/métodos , Reprodutibilidade dos Testes , Autoeficácia , Estudantes de Enfermagem/estatística & dados numéricos
11.
Nurs Educ Perspect ; 40(5): 309-311, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31335493

RESUMO

The PICO (Population/Problem, Intervention, Comparison, Outcome) framework is widely accepted for posing evidence-based practice questions. This framework offers prelicensure nursing students a structured process for synthesizing nursing knowledge with the best available evidence to make decisions for practice. However, students in an international outreach course may find that evidence-based practice is not available in-country; furthermore, it may not be congruent with a population's culture. Faculty guidance helps students enrolled in international outreach courses to integrate cultural competence into the PICO structure. A case study illustrates how the framework was applied during an undergraduate nursing outreach course to Nicaragua.


Assuntos
Competência Cultural/educação , Bacharelado em Enfermagem/organização & administração , Enfermagem Baseada em Evidências/educação , Intercâmbio Educacional Internacional , Currículo , Humanos , Nicarágua , Pesquisa em Educação de Enfermagem , Estudantes de Enfermagem/psicologia
12.
Nurse Educ Pract ; 38: 45-51, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-31176243

RESUMO

With increasing needs for evidence-based practice, the well-designed EBP education is necessary to enhance the critical thinking and decision-making skills of nursing undergraduates. This study is to evaluate the effectiveness of an evidence-based practice education program with blended learning on undergraduate nursing students. In this preliminary experimental study, 45 senior nursing undergraduates were recruited from a university in Seoul, Korea. Self-selection was used to create two groups: an intervention group and a control group consisting of 21 and 24 students, respectively. The intensive 30-hours evidence-based practice education program was provided to the intervention group. Evidence-based practice knowledge, self-efficacy, and evidence utilization were evaluated as outcome variables at baseline and two months after the intervention. There were no significant differences between the intervention and control groups on the background characteristics and outcome variables (p > .05). There were significant increases in evidence-based practice knowledge (Z = -5.28), self-efficacy (t = -6.42), resource utilization (Z = -2.60), and databases utilization (t = -2.98) in the intervention group, when compared with the control group (p < .01). Further studies are recommended to develop the evidence-based practice train-the-trainer program for nursing educators and to maximize the effectiveness of utilizing blended learning in evidence-based practice education.


Assuntos
Bacharelado em Enfermagem/métodos , Enfermagem Baseada em Evidências/educação , Distribuição de Qui-Quadrado , Competência Clínica/normas , Competência Clínica/estatística & dados numéricos , Currículo/normas , Currículo/tendências , Feminino , Humanos , Masculino , República da Coreia , Autoeficácia , Estatísticas não Paramétricas , Adulto Jovem
13.
J Contin Educ Nurs ; 50(6): 282-288, 2019 Jun 01.
Artigo em Inglês | MEDLINE | ID: mdl-31136672

RESUMO

Partnerships between academia and practice can lead to improved patient care and health system innovations. Nurse educators in both academia and practice are positioned to facilitate opportunities for students and practicing nurses to be involved in evidence-based practice (EBP) care initiatives involving academic-health care partners in clinical and/or community-based systems. Best practices in collaborative partnerships have demonstrated the significance of their far-reaching impact on patients, students, direct care nurses, and health systems. Translation of EBP knowledge to practice transforms patient outcomes and empowers nurses to address the complexity of health care systems. This article describes the process and outcomes of an academic-practice partnership facilitated by nurse educators in both academic and practice settings. The impact of the adoption of EBP projects on clinical practice, students, and practicing nurses is described. National and international implications for academic- practice partnerships are discussed. [J Contin Educ Nurs. 2019;50(6):282-288.].


Assuntos
Bacharelado em Enfermagem/organização & administração , Enfermagem Baseada em Evidências/educação , Enfermagem Baseada em Evidências/organização & administração , Pessoal de Saúde/educação , Relações Interinstitucionais , Preceptoria/organização & administração , Parcerias Público-Privadas/organização & administração , Universidades/organização & administração , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade
14.
Creat Nurs ; 25(2): 148-153, 2019 May 01.
Artigo em Inglês | MEDLINE | ID: mdl-31085669

RESUMO

Professional nurses are called to provide nursing care using an evidence-based approach. Health-care professionals are challenged to break away from old traditions and search for ways to improve health. Evidence-based practice (EBP) must be threaded throughout nursing curricula to produce critically-thinking professional nurses who will be meeting new and significant health-care challenges. Nursing education must be grounded in the translation of current evidence into practice. Nurse educators must acknowledge the obstacles faced when teaching concepts of research to students who have chosen a practice-focused career. The words evidence-based practice may be intimidating to nursing students. Nurse educators must shift this paradigm to invite students to realize that EBP is an integral component of modern health care that bridges the gap between health-care practices and improved patient outcomes. Faculty in a baccalaureate Adult Health course developed a unique approach inviting students to apply evidence to their student clinical experiences. Survey results showed that this innovative approach increased students' "excellent" or "good" understanding toward EBP concepts from pre-implementation scores of 46% to post-implementation scores of 94%. This active learning strategy allows students to "walk the walk" of EBP rather than simply listen to the "talk."


Assuntos
Currículo , Bacharelado em Enfermagem/organização & administração , Enfermagem Baseada em Evidências/educação , Recursos Humanos de Enfermagem no Hospital/psicologia , Aprendizagem Baseada em Problemas/organização & administração , Estudantes de Enfermagem/psicologia , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Inquéritos e Questionários , Adulto Jovem
16.
Nurs Outlook ; 67(4): 345-353, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-30929956

RESUMO

The nursing profession is tasked with identifying and evaluating models of care with potential to add value to health care delivery. In consideration of this goal, we describe the Clinical Nurse Leader (CNL) initiative and the activities of a national-level CNL research collaborative. The CNL initiative, launched by the American Association of Colleges of Nursing in collaboration with education and healthcare leaders, has delineated CNL education curriculum and practice competencies, and fostered the creation of academic-practice-policy partnerships to pilot CNL integration into frontline nursing care delivery. The partnership has evolved into an Agency for Healthcare Research and Quality affiliate practice-based research network, the CNL Research Collaborative, which links research, policy, education, and practice stakeholders to advance the CNL evidence base. We summarize foundational CNLRC research to explain CNL practice, quantify CNL effectiveness, and bring clarity to how CNLs can be implemented to consistently influence care, quality, and safety.


Assuntos
Educação em Enfermagem/organização & administração , Enfermagem Baseada em Evidências/educação , Colaboração Intersetorial , Liderança , Enfermeiras Administradoras/educação , Pesquisa em Enfermagem/organização & administração , Papel Profissional , Adulto , Currículo , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Modelos de Enfermagem
18.
BMC Med Educ ; 19(1): 71, 2019 Mar 04.
Artigo em Inglês | MEDLINE | ID: mdl-30832639

RESUMO

BACKGROUND: Although Evidence-Based Practice (EBP) should be introduced early on in nursing education to develop students' independence and self-learning ability, there are few such courses for undergraduate nursing students in Korea. This study examined the effects of the EBP education program for undergraduate nursing students (EBP-EPUNS) on nursing students' knowledge, skills, attitudes, competencies, and future use of EBP. METHODS: A quasi-experimental study design with pre-test, intervention, and post-test was used. The participants were 44 nursing students (experimental: 22, control: 22). A 20-h long EBP-EPUNS consisting of 5-step EBP components was provided through 8 sessions spread across 4 weeks. RESULTS: An independent t-test and a repeated-measures ANOVA showed that the experimental group had statistically significant higher post-test scores on EBP knowledge (p < 0.001), skills (p < 0.001), attitudes (p < 0.001), competencies (p < 0.001), future use of EBP (p = 0.001), and critical thinking (p < 0.001), compared to the control group. CONCLUSION: The EBP education program was effective in improving the knowledge, skills, attitudes, competencies, and future use of EBP among nursing students. Hence, we recommend the EBP education program as a general education course for undergraduate nursing students to promote needed proficiency in EBP.


Assuntos
Bacharelado em Enfermagem , Enfermagem Baseada em Evidências/educação , Pesquisa em Educação de Enfermagem , Estudantes de Enfermagem , Adulto , Competência Clínica , Currículo , Humanos , Avaliação de Programas e Projetos de Saúde , República da Coreia , Pensamento , Adulto Jovem
19.
Nurs Forum ; 54(2): 183-191, 2019 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-30628738

RESUMO

BACKGROUND: In Italy, there are still many barriers to the development of a culture of evidence-based practice (EBP) and nurses' knowledge of EBP is lacking. Additionally, in Italy there are still very few advanced practice registered nurses to significantly contribute to the development of EBP. AIM: This aims to identify the implications of a wide-scale nursing education intervention to engage clinical nurses in EBP through the Italian RN4CAST study. METHODS: A qualitative study based on a thematic analysis. A total of 800 clinical nurses actively participated in nine training sessions across Italy. At the end of each training session written feedback data were collected and then underwent thematic analysis. RESULTS: All participants were strongly motivated to engage in EBP thanks to their involvement in the RN4CAST project. With regard to the implications of EBP, the thematic analysis produced the following themes: Professional identity; Quality of care; Perceptions of patients and nurses; Research impact; and Organization. CONCLUSIONS: The involvement of a large number of clinical nurses in a research project raised their awareness about the advantages of engaging in EBP, and how evidence can be used to raise motivation to change current practice policies.


Assuntos
Assistência à Saúde/organização & administração , Enfermagem Baseada em Evidências/educação , Recursos Humanos de Enfermagem no Hospital/educação , Qualidade da Assistência à Saúde , Adulto , Atitude do Pessoal de Saúde , Enfermagem Baseada em Evidências/organização & administração , Feminino , Humanos , Itália , Masculino , Papel do Profissional de Enfermagem , Pesquisa em Educação de Enfermagem , Recursos Humanos de Enfermagem no Hospital/organização & administração , Pesquisa Qualitativa , Carga de Trabalho
20.
J Contin Educ Nurs ; 50(2): 79-86, 2019 Feb 01.
Artigo em Inglês | MEDLINE | ID: mdl-30694336

RESUMO

BACKGROUND: Acquisition of evidence-based practice (EBP) competencies in graduate-level nursing programs bridges the research-practice gap in professional practice. This study evaluated the impact of the Star Model of Knowledge Transformation as a framework for course design on graduate-level nursing students' perceived EBP competencies. METHOD: Data were collected from 2012 to 2017 (N = 544). Repeated-measures ANOVA was used to analyze pre- and postassessment data over time. Data were collected for each of the five stages or Star Points of EBP competencies. RESULTS: Significant postcourse improvement in perceived EBP competencies was demonstrated (p ≤ .000) for all Star Points and years. The greatest pre- and postassessment percentage change occurred in the Translation Star Point scores and the least percentage change occurred in Discovery. CONCLUSION: These data support the use of intentional course design based on a recognized EBP model to improve perceived EBP competencies in Master of Science in Nursing students. [J Contin Educ Nurs. 2019;50(2):79-86.].


Assuntos
Competência Clínica/normas , Currículo , Educação de Pós-Graduação em Enfermagem/organização & administração , Avaliação Educacional/métodos , Enfermagem Baseada em Evidências/educação , Estudantes de Enfermagem/estatística & dados numéricos , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade
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