Frontline nurse leaders' competences in evidence-based healthcare: A scoping review.

AIM: To identify evidence on frontline nurse leaders' competences in evidence-based healthcare (EBHC) and the instruments measuring these competences. DESIGN: A scoping review. DATA SOURCES: The search was conducted in June 2021 and complemented in June 2022. The CINAHL, ProQuest, Medline (Ovid), Scopus, Web of Science databases and MedNar along with the Finnish database Medic were searched. REVIEW METHOD: The scoping review was conducted in accordance with the Joanna Briggs institute methodology for scoping reviews. Titles, abstracts and full-text versions were screened independently by two reviewers according to the inclusion criteria. Deductive-inductive content analysis was used to synthesize data. RESULTS: A total of 3211 articles published between 1997 and 2022 were screened, which resulted in the inclusion of 16 articles. Although frontline nurse leaders had a positive attitude towards EBHC, they had a lack of implementing EBHC competence into practice. Part of the instruments were used in the studies, and only one focused especially on leaders. None of instruments systematically covered all segments of EBHC. CONCLUSION: There is a limited understanding of frontline nurse leaders' competence in EBHC. It is important to understand the importance of EBHC in healthcare and invest in the development of its competence at all levels of leaders. Frontline nurse leaders' support is essential for direct care nurses to use EBHC to ensure the quality of care and benefits to patients. Leaders must enhance their own EBHC competence to become role models for direct care nurses. It is also essential to develop valid and reliable instruments to measure leaders' competence covering all EBHC segments. The results can be utilized in the assessment and development of frontline nurse leaders' EBHC competence by planning and producing education and other competence development methods.

Evidence-based healthcare competence of social and healthcare educators: A systematic review of mixed methods.

BACKGROUND: Social and healthcare operating environments are constantly evolving, so educators have major responsibility for ensuring that Evidence-Based Healthcare is included in the education of future healthcare professionals and applied in their practice. A holistic understanding and implementation of evidence-based healthcare competence is critical to the delivery of appropriate, relevant, and effective healthcare. AIM: To identify and describe social and healthcare educators' EBHC competence according to the five main components of the JBI model and associated factors to it. METHODS: A mixed-methods systematic review was conducted, with inclusion and exclusion criteria identified according to PICo and PEO inclusion criteria for qualitative and quantitative studies, respectively. Five databases-the CINAHL (EBSCO), PubMed, Scopus, Medic and ProQuest databases- were searched in June 2020. In total, 12 original studies (qualitative and quantitative) were included for quality appraisal, data extraction and narrative synthesis. RESULTS: Key competence areas addressed in the selected studies were integrated into the four components of the JBI model of EBHC (evidence generation, synthesis, transfer, and implementation, and focus on its ultimate goal: global health). In the majority of chosen studies', it was found that educators had a positive attitude towards EBHC and wanted to stay up-to-date in the areas of global health and collaboration. Educators demonstrated their abilities to locate, appraise, and interpret the best current relevant evidence. They knew how to integrate EBHC into their teaching and had strong communication skills in evidence transfer. Their EBHC competence was strongest in the educational context and educators could transfer evidence when teaching but were not able to translate it into how to implement EBHC in clinical care. In addition to higher academic education and work experience, organizational support and continuous education reportedly play essential roles in development of educators' EBHC competence. CONCLUSION: Measures are needed to maintain and improve social and health educators' EBHC competence and develop robust methods to reliably assess it.

Measuring hospital nurses' well-being at work - psychometric testing of the scale.

BACKGROUND: Valid and reliable methods to measure nurses' well-being at work are needed. Well-being at work refers to a positive viewpoint and experience in a work context. AIM: The aim of this study is to test the psychometric properties of nurses' well-being at work-scale (NWB-scale). METHOD: The NWB-scale was tested in a Finnish hospital (N = 233) using statistical methods. RESULTS: The NWB-scale consists of 67 items and 12 factors: patients' experience of high-quality care, assistance and support among nurses, nurses' togetherness and collaboration, satisfying practical organization of work, challenging and meaningful work, freedom to express diverse feelings in a work community, well-conducted everyday nursing, status related to the work itself, fair and supportive leadership, opportunities for professional development, fluent communication with other professionals, and being together with other nurses in an informal way. Content validity was good based on expert evaluations. Construct validity of the scale was also very good based on exploratory factor analysis. Reliability (internal consistency) was assessed by Cronbach's alpha coefficient, which ranged from 0.66 to 0.91. CONCLUSIONS: Based on psychometric properties, NWB is a valid and reliable scale to measure hospital nurses' well-being at work. Extrapolation to other professionals and settings needs required modification and careful testing.

Well-being at work: graduating nursing students' perspective in Finland.

BACKGROUND: Young nurses' intent to leave the nursing profession is a recognized problem. Ensuring well-being at work is one method to support nurses' continuance in the profession. AIM: To identify factors that promote the well-being at work of graduating nursing students. DESIGN: The data were collected from nursing students (n = 16) during their training in University of Applied Sciences in Finland using purposeful sampling and open data collection forms. The data were analyzed using inductive content analysis. RESULTS: Well-being at work was divided into: meaningfulness of work shift planning, professionally developing, meaningful work and feeling of competence, helping, supporting and respectful work community and reasonable preconditions of work. CONCLUSIONS: Feeling of respect, adequate support at work, flexible working times and good possibilities for professional development would enhance young nurses' well-being at work.