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Evidence-Based Practice and Advanced Nursing Care

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A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Health Behavior, Chronic Disease and Health Promotion".

Deadline for manuscript submissions: closed (30 September 2021) | Viewed by 61324

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Special Issue Editors

Dr. María Ruzafa-Martínez

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Guest Editor

Faculty of Nursing, University of Murcia, 30100 Murcia, Spain
Interests: evidence-based practice; implementation science; nursing competency; nursing education; evaluation of the efficacy-effectiveness of nursing interventions

Dr. Jessica García González

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Assistant Guest Editor

Faculty of Health and Social Sciences, University of Murcia, 30100 Murcia, Spain
Interests: nursing; pregnancy; anxiety; environmental exposure; pesticides; music therapy; evidence-based practice

Dr. Renata Zelenikova

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Assistant Guest Editor

Institute of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, 70300 Ostrava, Czech Republic
Interests: evidence-based practice; unfinished/missed nursing care; clinical nursing

Dr. Antonio Jesús Ramos-Morcillo

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Assistant Guest Editor

Special Issue Information

Dear Colleagues,

Evidence-based practice (EBP) is a problem-solving approach to clinical decision making that integrates the best available scientific evidence with clinical experience and patient preferences and values (Sacket et al. 2000). EBP is an instrument of great utility in making clinical decisions in nursing care, helping to reduce healthcare variability and cost in clinical practice, as well as to improve the quality of nursing care practice and patient health outcomes. Moreover, the importance of nursing education in EBP is recognized by the World Health Organization (WHO Regional Office for Europe, 2015). Nevertheless, there are multiple barriers for the relatively slow paradigm shift to EBP across the globe, and the incorporation of EBP into clinical nursing has been slow and remains a challenge to the profession.

This Special Issue focused on Evidence-based Practice and Advanced Nursing Care aims to provide nurses and midwives with current knowledge regarding EBP implementation interventions and strategies to avoid EBP barriers and to encourage the use of the EBP. Knowledge regarding nurses’ competency on EBP, and training and education interventions in undergraduate and postgraduate or continuing education in nursing and midwifery are also welcome. In addition, we are interested in research that studies the efficacy and effectiveness of nursing interventions in a broad clinical practice context to facilitate evidence-based decision making. Papers following the application of quantitative, qualitative or mixed-methods approaches will be considered.

We encourage submissions from all nurses and midwives researching in EBP and advanced interventions. We hope to be an open communication space that enhance dissemination and exchange of knowledge to a wider audience.

Dr. María Ruzafa-Martínez
Dr. Renata Zelenikova
Dr. Jessica García González
Dr. Antonio Jesús Ramos-Morcillo
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. International Journal of Environmental Research and Public Health is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2500 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

evidence-based practice (EBP)
evidence-based nursing
nursing education on EBP
nursing knowledge implementation
nursing care
evaluation of the efficacy-effectiveness of nursing interventions
evidence-based midwifery
midwifery knowledge implementation

Published Papers (12 papers)

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Research

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12 pages, 992 KiB

Open AccessArticle

Perceiving the Role of Communication Skills as a Bridge between the Perception of Spiritual Care and Acceptance of Evidence-Based Nursing Practice—Empirical Model

by Mariusz Panczyk, Lucyna Iwanow, Szymon Musik, Dominik Wawrzuta, Joanna Gotlib and Mariusz Jaworski

Int. J. Environ. Res. Public Health 2021, 18(23), 12591; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph182312591 - 29 Nov 2021

Cited by 3 | Viewed by 2553

Abstract

Decision making using evidence-based practice (EBP) is generally universally accepted by nurses. Such acceptance may affect the personnel’s behaviour towards patients, which is also demonstrated by taking into consideration the patient’s preferences, including the patient’s spiritual needs, in the care plan. The provision of such care requires the development of an attitude of approval and an adequate level of communicative competence, which will enable the actual implementation of the EBP. The purpose of our study was to assess the perception of spirituality and the nurse’s role in providing spiritual care, as well as the perception of the significance of communication skills in the approval of EBP in professional practice. A multi-centre cross-section study was conducted on a population of 1176 participants (459 undergraduate (bachelor’s programme, BP) and 717 postgraduate students (master’s programme, MP)) from 10 medical universities in Poland. Three tools were used in the study to evaluate the participants’ approach: Evidence-Based Practice Competence Questionnaire (EBP-COQ), The Spirituality and Spiritual Care Rating Scale (SSCRS), and Communication Skills Attitude Scale (CSAS). Structural equation modelling was used for the analysis. An analysis of structural equations revealed the presence of positive relationships of the attitude to spiritual care and the role of communicative competences with the approach to EBP regardless of the cohort. A significant difference was found related to the influence of age on the attitude towards learning communicative competences. The approval in this respect was observed to decrease with age in the MP group. Increasing approval of EBP requires strengthening the approach to activity-centred spiritual care, with the simultaneous development of a positive attitude towards learning communicative competences. The model reveals the need to integrate a humanistic approach with EBP, which can be achieved by planning different interventions in different groups of recipients: nurses, academic teachers and students. Full article

(This article belongs to the Special Issue Evidence-Based Practice and Advanced Nursing Care)

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12 pages, 359 KiB

Open AccessArticle

The Effectiveness of Disaster Education for Undergraduate Nursing Students’ Knowledge, Willingness, and Perceived Ability: An Evaluation Study

by Maria Shuk Yu Hung, Stanley Kam Ki Lam, Meyrick Chum Ming Chow, Winnie Wing Man Ng and Oi Kiu Pau

Int. J. Environ. Res. Public Health 2021, 18(19), 10545; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph181910545 - 08 Oct 2021

Cited by 19 | Viewed by 4625

Abstract

As future healthcare professionals, nursing students should possess the appropriate knowledge, skills, and positive attitude to respond to public health emergencies or disasters worldwide. This study evaluated the effectiveness of a disaster management training course at improving Hong Kong nursing students’ disaster knowledge, willingness, and perceived ability. A mixed-method design using a single group with pre- and post-intervention comparisons followed by qualitative focus group interviews, was conducted. A 45-h disaster management training course with theoretical and practical inputs was conducted. A total of 157 students participated in and completed the pre- and post-intervention questionnaires. Positive significant results in disaster knowledge (t(156) = −8.12, p < 0.01, d = −0.84) and perceived ability (t(156) = −7.95, p < 0.01, d = −0.72) were found, but no substantial change in willingness to respond to disasters was observed. The participants expressed various concerns regarding their willingness to respond, which can be summarized and grouped as (1) personal risk perceptions, (2) contextual factors of the disaster events, and (3) organizational support. Incorporating disaster training into the tertiary education curricula for basic nursing professionals’ training could be a long-term strategy to prepare and expand the competent workforce for future disasters. Government or healthcare organizations are recommended to provide strategies and adequate support to alleviate nursing professionals’ concerns and enhance their willingness. Full article

(This article belongs to the Special Issue Evidence-Based Practice and Advanced Nursing Care)

17 pages, 954 KiB

Open AccessFeature PaperArticle

Self-Learning Methodology in Simulated Environments (MAES©) as a Learning Tool in Perioperative Nursing. An Evidence-Based Practice Model for Acquiring Clinical Safety Competencies

by Ester Peñataro-Pintado, José Luis Díaz-Agea, Isabel Castillo, César Leal-Costa, Antonio Jesús Ramos-Morcillo, María Ruzafa-Martínez and Encarna Rodríguez-Higueras

Int. J. Environ. Res. Public Health 2021, 18(15), 7893; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18157893 - 26 Jul 2021

Cited by 5 | Viewed by 2946

Abstract

Background: The self-learning Methodology in Simulated Environments (Spanish acronym: MAES©, (Murcia, Spain) is a type of self-directed and collaborative training in health sciences. The objective of the present study was to compare the level of competence of postgraduate surgical nursing students in the clinical safety of surgical patients, after training with the MAES© methodology versus traditional theoretical–practical workshops, at different points in time (post-intervention, after three months, six months post-intervention, and at the end of the clinical training period, specifically nine months post-intervention). Methods: We conducted a prospective study with an experimental group of surgical nursing postgraduate students who participated in MAES© high-fidelity simulation sessions, and a control group of postgraduate nursing students who attended traditional theoretical–practical sessions at two universities in Catalonia (Spain). The levels of competence were compared between the two groups and at different time points of the study. Results: The score was higher and statistically significantly different in the experimental group for all the competencies, with a large effect size at every measurement point previously mentioned. Conclusions: The postgraduate nurses were the most competent in the clinical safety of surgical patients when they trained with the MAES© methodology than when they learned through traditional theoretical–practical workshops. The learning of surgical safety competencies was more stable and superior in the experimental group who trained with MAES©, as compared to the control group. Full article

(This article belongs to the Special Issue Evidence-Based Practice and Advanced Nursing Care)

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18 pages, 1328 KiB

Open AccessArticle

Effectiveness of an Academic-Practice Team Approach on Research Capacity Building of Nurses and Public Health Professionals

by Yuwadee Wittayapun and Jiraphat Nawarat

Int. J. Environ. Res. Public Health 2021, 18(13), 7199; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18137199 - 05 Jul 2021

Cited by 1 | Viewed by 2195

Abstract

The purpose of this study was to determine the need for research training among nurses and health professionals in a rural province of Thailand and to evaluate the effectiveness of the interventions designed to address the identified factors. This two-phase study used a cross-sectional design with one-group pre- and post-tests. In phase I, 149 subjects from 16 subdistrict health promoting hospitals and one district hospital were sampled. As an intervention, an academic-practice team approach to research capacity building was designed. Twenty-four volunteers completed a three-time point assessment of intervention in phase II. Data were collected using self-report questionnaires and analyzed using bivariate and multivariate statistics. Phase-I results indicated that 33.6% of subjects were involved in the research implementation. They had a moderate perception of research barriers and capacity. The research experiences, capacity, and barriers associated with the research implementation were described in detail (p < 0.05). The only positive predictor of research implementation was research training (p < 0.001). The intervention improved 24 participants’ competency (p < 0.05). Most of their research proposals had received ethics approval and a small grant. These findings highlight the efforts of innovative research capacity development and its impact on research and health practices among nurses and health professionals. Full article

(This article belongs to the Special Issue Evidence-Based Practice and Advanced Nursing Care)

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12 pages, 346 KiB

Open AccessArticle

Where to Look for a Remedy? Burnout Syndrome and its Associations with Coping and Job Satisfaction in Critical Care Nurses—A Cross-Sectional Study

by Adriano Friganović and Polona Selič

Int. J. Environ. Res. Public Health 2021, 18(8), 4390; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18084390 - 20 Apr 2021

Cited by 8 | Viewed by 4828

Abstract

Background: Burnout is a psychological, work-related syndrome associated with long-term exposure to emotional and interpersonal stressors in the workplace. Burnout syndrome in nurses is often caused by an imbalance between work requirements and preparation and fitness for work, a lack of control, insufficient performance recognition and a prolonged exposure to stress. Aim: The aims of this study were to explore the associations between levels of burnout syndrome, coping mechanisms and job satisfaction in critical care nurses in multivariate modelling process. A specific aim was also to explore whether coping and job satisfaction in critical care nurses are gender related. Methods: A cross-sectional multicentre study was conducted in a convenience sample of 620 critical care nurses from five university hospitals in Croatia in 2017. The data were collected using the Maslach Burnout Inventory and the Ways of Coping and Job Satisfaction Scale together with the nurses’ demographic profiles and were analysed using a multivariable model. Results: The results showed no significant association between gender, coping mechanisms and job satisfaction. However, significant negative associations between burnout and job satisfaction (OR = 0.01, 95%CI = 0.00–0.02, p < 0.001) and positive association between burnout and passive coping (OR = 9.93, 95%CI = 4.01–24.61, p < 0.001) were found. Conclusion: The association between job satisfaction and burnout in nurses urges hospital management teams to consider actions focused on job satisfaction, probably modifications of the work environment. Given that passive coping may increase the incidence of burnout, it is recommendable for active coping to be implemented in nurses’ training programmes as an essential element of capacity building aimed at reducing the incidence of burnout in nurses. Full article

(This article belongs to the Special Issue Evidence-Based Practice and Advanced Nursing Care)

11 pages, 648 KiB

Open AccessArticle

The Effectiveness of an Evidence-Based Practice (EBP) Educational Program on Undergraduate Nursing Students’ EBP Knowledge and Skills: A Cluster Randomized Control Trial

by Daniela Cardoso, Filipa Couto, Ana Filipa Cardoso, Elzbieta Bobrowicz-Campos, Luísa Santos, Rogério Rodrigues, Verónica Coutinho, Daniela Pinto, Mary-Anne Ramis, Manuel Alves Rodrigues and João Apóstolo

Int. J. Environ. Res. Public Health 2021, 18(1), 293; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18010293 - 03 Jan 2021

Cited by 13 | Viewed by 11158

Abstract

Evidence-based practice (EBP) prevents unsafe/inefficient practices and improves healthcare quality, but its implementation is challenging due to research and practice gaps. A focused educational program can assist future nurses to minimize these gaps. This study aims to assess the effectiveness of an EBP educational program on undergraduate nursing students’ EBP knowledge and skills. A cluster randomized controlled trial was undertaken. Six optional courses in the Bachelor of Nursing final year were randomly assigned to the experimental (EBP educational program) or control group. Nursing students’ EBP knowledge and skills were measured at baseline and post-intervention. A qualitative analysis of 18 students’ final written work was also performed. Results show a statistically significant interaction between the intervention and time on EBP knowledge and skills (p = 0.002). From pre- to post-intervention, students’ knowledge and skills on EBP improved in both groups (intervention group: p < 0.001; control group: p < 0.001). At the post-intervention, there was a statistically significant difference in EBP knowledge and skills between intervention and control groups (p = 0.011). Students in the intervention group presented monographs with clearer review questions, inclusion/exclusion criteria, and methodology compared to students in the control group. The EBP educational program showed a potential to promote the EBP knowledge and skills of future nurses. Full article

(This article belongs to the Special Issue Evidence-Based Practice and Advanced Nursing Care)

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13 pages, 317 KiB

Open AccessArticle

Rationing of Nursing Care in Intensive Care Units

by Agnieszka Młynarska, Anna Krawuczka, Ewelina Kolarczyk and Izabella Uchmanowicz

Int. J. Environ. Res. Public Health 2020, 17(19), 6944; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17196944 - 23 Sep 2020

Cited by 16 | Viewed by 3469

Abstract

The nursing practice refers to a wide range of tasks and responsibilities. In a situation where there is a problem of limited resources, nurses are forced to ration the patient’s care—that is, minimize and skip some tasks. The main purpose of this work was to assess the rationing level of nursing care among staff in the intensive care units. Methods: The research included 150 anaesthesiological nurses in the Silesian Region in Poland. The research was conducted from July to October 2019 using the standardized Perceived Implicit Rationing of Nursing Care (PRINCA) questionnaire on rationing nursing care, assessing the quality of patient care, and job satisfaction. The Modified Fatigue Impact Scale (MFIS) standardized questionnaire was used to assess the level of fatigue of respondents in the physical, cognitive, and psychosocial spheres. Results: Sociodemographic factors, such as gender, age, place of residence, education, seniority, and type of employment were not found to affect the rationing level of nursing care in the intensive care unit. The average quality of patient care was 6.05/10 points, while the average job satisfaction rating was 7.13/10 points. Analysis of the MFIS questionnaire showed that respondents experienced fatigue between “rare” and “sometimes”, and nursing staff fatigue was the main factor for rationing care. Conclusions: The higher the level of fatigue, the greater the rationing of care and the less satisfaction from work. Full article

(This article belongs to the Special Issue Evidence-Based Practice and Advanced Nursing Care)

14 pages, 880 KiB

Open AccessArticle

Effects of Self-Efficacy, Depression, and Anger on Health-Promoting Behaviors of Korean Elderly Women with Hypertension

by Ae Sil Kim, Mi Heui Jang, Kyung Hwan Park and Ji Young Min

Int. J. Environ. Res. Public Health 2020, 17(17), 6296; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17176296 - 29 Aug 2020

Cited by 19 | Viewed by 4192

Abstract

The prevalence of hypertension among women in Korea aged 65 years or older is 61.7%. Past research has emphasized the importance of health-promoting behaviors in hypertension management for the elderly. The purpose of this cross-sectional study was to identify the effects of self-efficacy, depression, trait anger, and anger expression on the health-promoting behaviors of elderly women with hypertension. Self-report questionnaires were completed by 208 women aged 65 and older (age range: 65 to 85) diagnosed with hypertension by physicians and living in the communities of G city and N city of Gyeonggi-do in South Korea. A hierarchical regression analysis revealed that exercise (β = 0.36, p < 0.001) had the most significant effect on health-promoting behaviors, followed by depression (β = −0.31, p < 0.001), trait anger (β = 0.21, p = 0.002), anger control (β = 0.20, p < 0.001), religion (β = 0.18, p = 0.001), and self-efficacy (β = 0.18, p = 0.003). Trait anger and anger control were identified to have a more significant effect on health-promoting behaviors than self-efficacy. Thus, health-promoting behaviors were influenced by exercise, depression, anger, religion, and self-efficacy. It is necessary to implement a nursing intervention strategy which pays attention to these factors to improve health-promoting behaviors of Korean community-dwelling elderly women. Full article

(This article belongs to the Special Issue Evidence-Based Practice and Advanced Nursing Care)

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17 pages, 388 KiB

Open AccessArticle

Barriers Perceived by Managers and Clinical Professionals Related to the Implementation of Clinical Practice Guidelines for Breastfeeding through the Best Practice Spotlight Organization Program

by Antonio Jesús Ramos-Morcillo, David Harillo-Acevedo, David Armero-Barranco, César Leal-Costa, José Enrique Moral-García and María Ruzafa-Martínez

Int. J. Environ. Res. Public Health 2020, 17(17), 6248; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17176248 - 27 Aug 2020

Cited by 5 | Viewed by 2488

Abstract

International institutions facilitate the contact of health professionals to evidence-based recommendations for promoting exclusive breast feeding (BF). However, the achievement of good rates of exclusive BF is still far from the optimum. The intention of the present work is to determine the barriers identified by managers and health professionals involved in the implementation and sustainability of Clinical Practice Guidelines (CPG) for breastfeeding under the auspices of the Best Practice Spotlight Organization program. A qualitative research study was carried out. The participants were managers, healthcare assistants, nurses, midwives, pediatricians and gynecologists. Semi-structured interviews were conducted which were transcribed and analyzed using the six steps of thematic analysis. Twenty interviews were conducted, which defined four major themes: (1) Lack of resources and their adaptation; (2) Where, Who and How; (3) Dissemination and reach of the project to the professionals; and (4) The mother and her surroundings. This research identifies the barriers perceived by the health professionals involved in the implementation, with the addition of the managers as well. Novel barriers appeared such as the ambivalent role of the midwives and the fact that this CPG is about promoting health. The efforts for promoting the implementation program should be continuous, and the services should be extended to primary care. Full article

(This article belongs to the Special Issue Evidence-Based Practice and Advanced Nursing Care)

13 pages, 610 KiB

Open AccessArticle

Young Nursing Student’s Knowledge and Attitudes about Contraceptive Methods

by Sebastián Sanz-Martos, Isabel María López-Medina, Cristina Álvarez-García, María Zoraida Clavijo-Chamorro, Antonio Jesús Ramos-Morcillo, María Mar López-Rodríguez, Ana Fernández-Feito, Silvia Navarro-Prado, María Adelaida Álvarez-Serrano, Laura Baena-García, María Ángeles Navarro-Perán and Carmen Álvarez-Nieto

Int. J. Environ. Res. Public Health 2020, 17(16), 5869; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17165869 - 13 Aug 2020

Cited by 6 | Viewed by 5129

Abstract

Purpose: Adolescence is considered a period in which individuals are particularly at risk of negative consequences related to sexual health. Increased knowledge levels have traditionally been used as an indicator of the effectiveness of educational programs, but attitudes are not addressed and are a key element for the success of such programs. The aim of this study is to determine the level of knowledge and attitudes toward the use of contraceptive methods among nursing students. A multicenter cross-sectional study was carried out. In total, 2914 university students (aged 18–25 years) enrolled in the study. Participants completed two validated scales to measure knowledge level and attitudes toward contraceptive use. Nursing degree students who received training about contraceptives obtained a success rate of over 70%, compared to 15.3% among students who had not received such training (p < 0.001). The mean attitude score was 43.45 points (10–50), but there were no significant differences in terms of student training (p = 0.435), although they were significantly higher among students who used contraceptives at first or last sexual intercourse (p < 0.001). There was a significant weak correlation between the level of knowledge and attitudes toward the use of contraceptives. An adequate level of knowledge about sexuality and contraceptive methods does not correspond to positive attitudes toward their use, although having an excellent attitude toward contraceptive use is related to their use during youth and adolescence. Full article

(This article belongs to the Special Issue Evidence-Based Practice and Advanced Nursing Care)

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Review

Jump to: Research

17 pages, 549 KiB

Open AccessReview

A Systematic Review to Examine the Evidence in Developing Social Prescribing Interventions That Apply a Co-Productive, Co-Designed Approach to Improve Well-Being Outcomes in a Community Setting

by Gwenlli Thomas, Mary Lynch and Llinos Haf Spencer

Int. J. Environ. Res. Public Health 2021, 18(8), 3896; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18083896 - 08 Apr 2021

Cited by 22 | Viewed by 6608

Abstract

This systematic review aims to investigate the evidence in applying a co-design, co-productive approach to develop social prescribing interventions. A growing body of evidence suggests that co-production and co-design are methods that can be applied to engage service users as knowledgeable assets who can contribute to developing sustainable health services. Applying the Preferred Reporting Items for Systemic Reviews and Meta-Analyses (PRISMA) guidelines, a systematic literature search was conducted. Peer-reviewed articles were sought using electronic databases, experts and grey literature. The review search concluded with eight observational studies. Quality appraisal methods were influenced by the Grades of Recommendation, Assessment, Development and Evaluation (GRADE) Framework approach. A narrative thematic synthesis of the results was conducted. The evidence suggests that a co-design and co-productive social prescribing can lead to positive well-being outcomes among communities. Barriers and facilitators of co-production and co-design approach were also highlighted within the evidence. The evidence within this review confirms that a co-production and co-design would be an effective approach to engage stakeholders in the development and implementation of a SP intervention within a community setting. The evidence also implies that SP initiatives can be enhanced from the outset, by drawing on stakeholder knowledge to design a service that improves health and well-being outcomes for community members. Full article

(This article belongs to the Special Issue Evidence-Based Practice and Advanced Nursing Care)

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24 pages, 771 KiB

Open AccessReview

Educational Interventions for Teaching Evidence-Based Practice to Undergraduate Nursing Students: A Scoping Review

by Athina E. Patelarou, Enkeleint A. Mechili, María Ruzafa-Martinez, Jakub Dolezel, Joanna Gotlib, Brigita Skela-Savič, Antonio Jesús Ramos-Morcillo, Stefano Finotto, Darja Jarosova, Marta Smodiš, Daniela Mecugni, Mariusz Panczyk and Evridiki Patelarou

Int. J. Environ. Res. Public Health 2020, 17(17), 6351; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17176351 - 31 Aug 2020

Cited by 46 | Viewed by 9791

Abstract

Background: Evidence-based practice (EBP) is the appropriate approach to guide healthcare personnel in their clinical practice. Despite the importance of EBP, undergraduate nursing students are not very much engaged and have a lack of knowledge and skills. Aim: The aim of this study was to gather, assess and synthesize evidence on educational interventions promoting evidence-based practice competencies in traditional undergraduate nursing students. Methods: This is a scoping review on sixteen English and non-English databases. A data extraction form was established including authors, year of publication, country, types of participant, specific objectives, study design, educational intervention, comparison if existed, and outcomes of significance. Results: The search strategy retrieved 8901 records in total. After screening for duplicates and eligibility, 20 articles were included in the qualitative synthesis. Improvement in EBP domains such as knowledge, skills, attitudes/behaviours, EBP beliefs, use, practice, level of evidence, critical thinking and future use of EBP were mentioned and assessed in different studies. Conclusions: EBP training can improve nursing students’ capacity in healthcare provision. Teaching EBP competencies along undergraduate nursing curricula should be a high priority at nursing programmes. The use of innovative approaches seems to be more effective than traditional ways. Education of EBP increases its future use and critical thinking and EBP programs improve self-efficacy and the level of evidence utilization. Full article

(This article belongs to the Special Issue Evidence-Based Practice and Advanced Nursing Care)

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