Evidence-based Nursing Education Research Articles

Consumers’ Experiences of Comprehensive-Prepared Graduate Nurses and Their Nursing Care in Acute Mental Health Settings

Pre-registration nursing education has long moved away from preparing nurses with mental health specialisation to nurses with comprehensive knowledge and skills. However, the consumers’ experiences of comprehensive-prepared nurses and their nursing care has not been widely explored. This paper reports on a study with consumers to explore their experiences with comprehensive-prepared graduate nurses and the nursing care that they provide in acute mental health settings. An exploratory qualitative study using semi-structured interviews was chosen as the research method. Purposeful sampling recruited 12 consumers and data saturation was achieved. Braun and Clarke’s method of thematic analysis was used to analyse the collected data and three themes emerged. The themes are: (i) You got what it takes to be a mental health nurse, (ii) Slow down and spend quality time with us, and (iii) Read in between the lines when we share our negative lived experiences. The findings are useful for identifying strategies to develop evidence-based nursing education for comprehensive-prepared graduate nurses to improve the consumers’ experiences of their nursing care.

The effect of evidence-based nursing education on nurses' clinical decision making: A randomized controlled trial.

IntroductionNurses are the largest group of health‐care providers and their clinical decisions have an essential role in patients' clinical condition. Evidence‐based nursing has been proposed as a health‐care method based on the latest findings and evidence. Therefore, we aimed to determine the effect of evidence‐based nursing education on dialysis nurses' clinical decision‐making.Material and MethodsThis single‐blind experimental study conducted in 2021 at dialysis wards of teaching hospitals affiliated to Urmia University of Medical Sciences. In this study, a total of 60 dialysis nurses were recruited using convenience sampling and allocated to two groups of intervention (n = 30) and control (n = 30). Data were collected at three time points of before, 1 week after, and 1 month after the intervention using a demographic questionnaire and the Lauri and Salantera Clinical Decision‐Making Questionnaire (LSCD‐MQ). Nurses in the intervention group received 12 sessions of evidence‐based nursing education, while nurses in the control group received no intervention.ResultsThe results showed the mean score of clinical decision‐making had a significant decreasing trend over time (p < 0.001) so that it decreased significantly 1 week after the intervention (72.83 ± 4.90) compared with before the intervention (69.5 ± 67.34) in the intervention group. Moreover, participants' decision‐making moved toward analytical decision‐making. The results also indicated there was a significant difference between the baseline mean score of clinical decision‐making and the postintervention mean scores obtained 1 week (p = 0.025) and 1 month (p = 0.001) after the intervention. However, this difference was not found to be significant in the control group (p = 1.000).ConclusionsThe study results indicate the positive effect of evidence‐based education on nurses' clinical decision‐making. Therefore, nurses are recommended to apply evidence‐based education methods to improve their level of clinical decision‐making. Health officials are also recommended to hold in‐service evidence‐based workshops to update nurses' knowledge.

Nursing Shift Handoff Process: Using an Electronic Health Record Tool to Improve Quality.

Nursing shift handoffs can be frustrating for nursing staff when information received about a patient is inaccurate or inadequate. The safety of the patient may be compromised, and missed opportunities for care interventions may occur. The electronic health record (EHR) provides healthcare professionals with useful information that can highlight the most important items the nurse needs to prioritize patient care. A unit leadership team at a large academic hospital developed a peer-to-peer training plan to provide evidence-based nursing education using the nursing handoff feature in the EHR.

Acceptance of evidence-based nursing databases by educational nurses using Rogers’ model

Nurses always need accurate, up-to-date and reliable information. Evidence-based resources can be an appropriate approach to this need. The first step in utilizing these resources is to acknowledge them and use them in clinical practice. This descriptive cross-sectional study was designed to determine the acceptance rate of evidence-based databases by nurses based on Rogers’ innovation-diffusion model. A total of 214 nurses working in educational hospitals participated in the study in 2019. The data collection tool was a questionnaire, with confirmed validity and reliability, which was designed based on five components of Rogers’ model: knowledge, persuasion, decision, implementation and confirmation. The data analysis was performed using SPPS Version 23 to compute descriptive and analytical statistics indices. Based on the categories in Rogers’ model, the nurses had moderate views on the rate of acceptance of evidence-based databases, limited (low) knowledge and awareness of the databases, a favorable persuasion level and a low implementation rate. Well-educated, senior educational supervisors and nurses were more in line with persuasion, knowledge and implementation of evidence-based resources. According to the regression analysis ( p &lt; 0.001), persuasion and confirmation components had the greatest effect on the acceptance of databases, indicating the significance of providing evidence-based nursing education, both formal and informal, using the related databases.

Do nurse educators use evidence in nursing education? A qualitative study.

• The nurse educators get confused between the concepts evidence-based nursing and evidence-based education. • The educators use evidence in updating course contents about nursing practices rather than in pedagogic processes. • The educators mostly make their decisions based on enforcements and some reports not considered as evidence. • Inability to access evidence for nursing education and resistance to change were barriers to evidence-based education. • A good leadership and nurse educators' awareness were encouraging for evidence-based education.

Evidence-based nursing education for undergraduate students: A preliminary experimental study

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.

Nursing student attitudes to people labelled with ‘mental illness’ and consumer participation: A survey-based analysis of findings and psychometric properties

BackgroundUnderstanding student attitudes towards people diagnosed with mental illness is central to realising evidence-based nursing education and policy at an international level. Redressing stigmatised views can assist in preparing nursing students to work in mental health settings and support the active involvement of consumers in all aspects of mental health service delivery (known as: consumer participation) at individual and systemic levels. Accurate research on nursing student attitudes is dependent on the availability of valid and reliable measures. ObjectivesUsing data from and international study, this research sought to: (1) evaluate two measures of nurse student attitudes, and (2) explore whether attitudes to people labelled with a diagnosis of mental illness and who use mental health services is associated with more positive attitudes to consumer participation in mental health services. DesignSelf-report quantitative data gained via the Consumer Participation Questionnaire (CPQ) and Mental Health Nurse Education Survey (MHNES). Setting and participantsUniversity nursing students in Australia and Western Europe. DataPooled CPQ and MHNES data from Australia, Ireland, Finland, Norway and the Netherlands. MethodsThe MHNES and CPQ were evaluated via exploratory factor analysis and Rasch modelling. Hierarchical regression was applied to see whether attitudes to mental illness and mental health practice relate to attitudes to consumer participation after addressing demographic differences. ResultsRefined MHNES scales demonstrated overall fit on Rasch models. Reliabilities for MHNES ranged from 0.82 to 0.73. Perceived value of mental health nursing to consumers and lower negative stereotypes were associated with positive attitudes to consumer participation independent of age, gender and country [F (9, 381) = 15.78, p < .001]. Students who considered mental health nursing made a valuable contribution represented the strongest association with a positive attitude towards consumer participation. ConclusionsDifferences in openness to consumer participation are partly attributable to views about people diagnosed with mental illness and the perception that mental health practice makes a positive difference to these people within health service contexts.

Effectiveness of Teaching Evidence-Based Nursing to Undergraduate Nursing Students in Iran: A Systematic Review

Background: Evidence-based nursing (EBN) is an approach to make effective clinical decisions based upon personal clinical expertise and patient preferences and values in combination with the most current and relevant research and evidence available on the topic. This approach uses the evidence-based practice (EBP) as a foundation. In spite of extensive training in EBN for nursing students in Iran, appropriate articles have not been summarized suitably as to EBN’s effectiveness. The present study aimed to systematically review the effectiveness of EBN education on the knowledge, skills, and attitudes of nursing students in Iran. Methods: For a systematic review on the topic, different searching methods were applied by searching on the following key words: training, learning, evidence-based nursing, nursing education in B.A. course, nursing students, workshop, knowledge, attitudes, skills, Iran. Their English equivalents were included. Databases that were searched included SID, Magiran, Medlib, Iranmedex, PubMed, Google Scholar, and CINAHL. We included studies that had recruited undergraduate nursing students, articles that had the key words in the titles, all studies conducted in Persian and English up to 2016, and the studies which used at least one educational intervention for evidence-based teaching. Results: Based on the results of automated and manual database searches of over 313 papers,143 articles were eliminated by studying their titles based on not reporting teaching EBM to undergraduate nursing students, and 160 articles were removed based on content. In all, eight articles were related to the topic of the present study, indicating that EBN education promotes knowledge, attitudes, and skills of nursing students. Conclusion: This study found that EBN educational methods can promote knowledge, attitude sand skills in undergraduate nursing students, but the review does not reach a conclusion as to the advisability of one strategy.

Evaluation of evidence-based nursing education of hospital acquired pressure injury prevention in clinical practice: An integrative review

Background and objective: There are 2.5 million Americans affected by hospital-acquired pressure injuries (HAPI) annually. The objective of this study was to review and synthesize the evidence on competency-based education of interventions to prevent HAPIs and to improve the knowledge-base of nursing to guide quality and safety initiatives for patients.Methods: A total of 30 articles met the inclusion and exclusion criteria. They were reviewed, and the selected articles focused into three main areas: nurse knowledge and education, HAPI prevention improvement, and competency. These articles were examined to comprise a review on the studies that provided the most relevant synchronized data concerning pressure ulcers and competency-based education.Results: Two themes developed during the literature search and analysis of the selected articles. The first theme focused on nurse education programs for the prevention and identification of HAPI, and the second was the need for nurse knowledge and competency in the prevention of HAPI.Conclusions: Appraisal of the literature showed that various HAPI education programs have improved nurses’ knowledge and competency, and decreased HAPI occurrences. Future research should focus on identifying and reinforcing standardized professional competency-based education to create a culture of success, and ensure consistently high quality care and safe outcomes for patients.

The Capabilities of Nurses for Complementary and Traditional Medicine Integration in Africa.

Despite the political commitment of national governments and collaborative efforts by the World Health Organization (WHO) toward the actualization of intercultural healthcare system over the past decades, sub-Saharan African countries feature medical cohabitation rather than a truly integrated medical system. This hospital-based cross-sectional study analyzed the capabilities of nurses for complementary and traditional medicine (CTM) integration in Africa. Practicing nurses (n = 210) were recruited to respond to the CTM Health Belief Questionnaire (CHBQ) in December 2016. Normality of data was evaluated using Kolmogorov-Smirnov statistic with a Lilliefors significance correction. The authors assessed the relationship among nurses' knowledge, personal use, and clinical practice of CTM, using Spearman's Rank Order Correlation (rho). The differences and associations in continuous and categorical baseline variables were determined with Mann-Whitney U test/Kruskal-Wallis H test and Pearson's Chi-square test, respectively, at p < 0.05 as statistically significant. The overall mean score of nurses' knowledge of CTM therapies was 38 (interquartile range [IQR] 16). This low CTM-related knowledge reflected in the poor mean performance score of 30 (IQR 17) and 22 (IQR 6) for personal use and clinical practice of CTM, respectively, among nurses. Nurses, therefore, lacked the confidence to recommend CTM therapies to patients. Yet, nurses exhibited a high positive attitude to CTM (72.7 ± 12.5). In addition to significant associations among CTM-related knowledge, education (p = 0.023), and religion (p < 0.001), the study found a positive and statistically significant correlation among CTM-related knowledge, personal use (r = 0.556, p < 0.001), and professional practice of CTM (r = 0.349, p < 0.001). Given their substantial role in the primary and public healthcare system, improving nurses' knowledge of CTM through evidence-based nursing education and training remains the surest way to achieve appropriate CTM integration in Africa as outlined in the WHO Traditional Medicine Strategy 2014-2023.

Application of evidence-based nursing on preventing oral ulcer in leukemia patients during chemotherapy

Objective To investigate the effect of evidence-based nursing on oral ulcer of leukemia patients undergoing chemotherapy. Methods A total of 60 leukemia patients in our hospital from January 2014 to October 2014 were enrolled as observation group, and given evidence-based nursing intervention including health education, pH adjustment of mouth, mouthwash by ice water, and oral ulcer nursing according to the degree. Clinical data of 60 leukemia patients from April to December 2013 before the implementation of evidence-based nursing(control group) was retrospectively analyzed and the incidence rate and recovery of oral ulcer were compared. Results The incidence rate of oral ulcer in observation group (21.67%, 13/60) was lower than that in the control group (60.00%, 36/60) (χ2=5.964, P<0.05); the healing time of oral ulcer in the observation group (4.23±2.14)d was shorter than that in the control group (7.15±2.44)d (t=4.614, P<0.05). Conclusions Taking evidence-based nursing in leukemia patients can promote the quality of nursing care, reduce the incidence of oral ulcer, and improve the rehabilitation effect. Key words: Leukemia; Evidence-based nursing; Oral ulcer; Chemotherapy

액션러닝을 활용한 근거기반간호 수업운영의 효과

Purpose This study was conducted to evaluate the effectiveness of an evidence-based nursing (EBN) course using action learning-based team learning in undergraduate nursing students. Methods A quasi-experimental pretest-posttest control group design was employed. The participants who consented were 45 second-year nursing students (22 in the experimental, 23 in the control group) from a university in G-city, Korea. The intervention included lectures, practicals, team activities and reflection on overviewing EBN, formulating clinical questions, searching the evidence, and criticizing the research articles. At the beginning and the end of the 7-week EBN course, the participants completed self-reported questionnaires. Frequencies, χ2-test, t-test, and ANCOVA with the SPSS program 18.0, were used to analyze the data. Results The experimental group showed significantly higher scores on EBN competency (F=25.80, p<001), information literacy (F=13.75, p=.001), and proactivity in problem solving (F=5.32, p=.026) than the control group. Conclusion This study provides evidence that an EBN course improves undergraduate nursing students' EBN competencies, information literacy, and proactivity in problem solving. Team learning in EBN education can be an effective teaching strategy. Keywords: Evidence-based nursing, Education, Information literacy, Problem solving, Nursing students 주요어: 근거기반간호, 교육, ì •ë³´í™œìš©ëŠ¥ë ¥, ë¬¸ì œí•´ê²°, 간호대학생

Integration of deliberate practice and peer mentoring to enhance students' mastery and retention of essential skills.

Faculty in a 4-year baccalaureate nursing program were concerned with students' failure to retain the patient care skills of vital signs, breath sounds, and heart sounds learned in freshman and sophomore courses and consequent inability to transfer these high-frequency skills into the clinical setting. Because nursing is a practice profession, new graduates must be prepared to demonstrate specific competencies that are designed to improve practice. To address faculty concerns, support more positive learning outcomes, and engage in evidence-based nursing education, faculty developed and implemented an assignment that incorporated deliberate practice and peer mentoring into a sophomore course on the essentials of nursing practice. The purpose of this article is to describe the rationale, development and implementation, and feedback for a deliberate practice and peer mentoring assignment designed to enhance skill mastery and retention.

Effect of evidence-based nursing and health education on self-care agency and treatment compliance in patients with chronic hepatitis B

Objective To explore the effect of evidence-based nursing and health education on self-care agency and treatment compliance among patients with chronic hepatitis B.Methods Totals of 122 patients with chronic hepatitis B between December 2011 and December 2012,were randomly divided into control group （ n=61） and study group （n =61）.Study group received evidence-based nursing and health education, while control group received routine nursing care.Results The statistically significant differences could be found in each dimension of self nursing ability after intervention in the study group （ t=2.150,2.912,2.033,3.311, 2.875,respectively;P〈0.05）,nursing-skill （26.91 ±5.60 vs 24.67 ±5.90）,self-concept （20.08 ±3.01 vs 18.46 ±2.92）,self-responsibility （19.41 ±2.98 vs 17.46 ±2.93）,health knowledge （47.84 ±7.41 vs 43.28 ±5.77）,and self nursing ability total scores （113.91 ±13.42 vs 103.87 ±11.22）.While the control group’s difference was only found in self-responsibility （P〉0.05）.After 3 months and 6 months discharge from hospital, ALT in experimental group were significantly lower than that in control group respectively, and the difference was statistically significant （67.2 ±26.3 vs 95.8 ±31.1, 43.7 ±13.6 vs 72.4 ±17.5;t =-3.020, -3.206,respectively;P 〉0.05）.Conclusions Evidence-based nursing and health education method can improve the patients’ self-nursing ability and treatment compliance. Key words: Chronic hepatitis B; Evidence-based nursing; Health education; Self-care agency

Development and psychometric evaluation of the genomic nursing concept inventory.

Translation of genome science to improve health outcomes requires nurses to develop genomic competency and literacy, and a robust measure of genomic literacy is needed to advance evidence-based nursing education. This study aimed to develop and evaluate the Genomic Nursing Concept Inventory (GNCI), which is a scale to measure understanding of the genetic/genomic concepts most critical to nursing practice. Applying a multistep process, key concepts were drawn from essential nursing genetic/genomic competencies and validated by expert opinion. Surveys and cognitive interviews of baccalaureate nursing (BSN) students informed item development. A 52-item draft inventory was administered to 238 BSN students. Item analysis informed inventory reduction, and the resulting 31-item inventory was tested with 705 BSN students. Scale difficulty was 47%, item difficulty 13% to 84%, and Cronbach’s alpha 0.77. As scale refinement proceeds, the GNCI provides a useful measure of genomic literacy to inform curriculum design and evaluate outcomes in genomic nursing education.

Factors influencing evidence-based nursing utilization intention in Korean practice nurses

The purpose of this study was to describe Korean nurses' perceptions, attitudes and utilization intention for evidence-based nursing (EBN), and to explore what factors influence utilization intention. We conducted a cross-sectional survey in 2012. Registered nurses directly involved in clinical practice were recruited at a medical centre in Korea. A total of 420 nurses completed a self-report questionnaire. Results showed that participants reported moderate scores regarding their perceptions and attitudes towards EBN, and rated themselves as higher than the median for utilization intention. Furthermore, this study revealed that perceptions of and attitudes towards EBN, occupational view and previous EBN education were significant factors affecting utilization intention. Nurse educators and managers should encourage nurses to have better attitudes towards EBN, help them be more satisfied with their work and provide them with appropriate education for EBN to establish evidence-based practice as a part of daily nursing care.

Effect of evidence‐based education on Iranian nursing students' knowledge and attitude

To adopt an evidence-based approach to education there is a need for research-based evidence to support its effectiveness. This study investigated the impact of evidence-based education on the knowledge and attitude of nursing students. In this quasi-experimental study, all nursing students (n = 41) studying the courses of musculoskeletal and gastrointestinal systems were chosen and assigned randomly to intervention and control groups. The groups were taught through an evidence-based or traditional approach. Students' knowledge and attitude were then evaluated. Data were gathered by three knowledge and two attitude questionnaires with multiple choice and Likert scales and then analyzed. It was shown that there was a significant difference between the average scores for attitude of the groups, but there was no statistically significant difference between the average scores of knowledge. The results suggest the evidence-based approach might be used as a complementary approach to nursing education. It was not only as effective as the usual method but also led to the acquisition of particular skills by students. The results can be used to formulate programs to design and implement evidence-based nursing education.

Evaluation of evidence-based nursing course

Objective To evaluate the outcome of the comprehensive evidence-based nursing course on Postgraduate training courses students. Methods Postgraduate training courses students in school of nursing of Fudan University were conveniently assigned to experimental group ( n =22) and control group ( n = 26). The students in the experimental group received 36 hours evidence-based nursing education. The teaching and learning outcome were evaluated by self-designed questionnaires. Results After 36 hours teaching and learning, Students in experimental group got significantly higher score on evidence-based nursing knowledge and literature criticism than control group(Z =3. 582,P 0. 05); The results of course feedback questionnaire suggested that most of the students in experimental group were satisfied with course content, teaching materials and teaching methods. Interview results showed that students can develop system evaluation and practice Evidence-based nursing. In addition, they proposed constructive suggestions on credit hours and teaching arrangement for further implementing of evidence-based nursing course. Conclusions The knowledge and skill of EBN could be significantly improved by learning a comprehensive evidence-based nursing course for nurses studied in postgraduate nursing Program. Further study is needed to explore the effect of EBN course on students' attitude to evidence-based nursing. Key words: Evidence-based nursing; Course evaluation; Education outcome

Toward Evidence-Based Nursing Education: Deliberate Practice and Motor Skill Learning

Toward Evidence-Based Nursing Education: Deliberate Practice and Motor Skill Learning

Paradox of a Graduate Human Science Curriculum Experienced Online: A Faculty Perspective

Program evaluation contributes to evidence-based nursing education. Exploring graduate faculty experience with developing and teaching an online master's of science in nursing program contributes to building a science of nursing education. A multimodal methodology for conducting a program evaluation is participatory and demonstrates both formative (improve the quality of the program) and summative (determine the worth of the program) components. Faculty participated through questionnaires, journals, and focus groups. In the context of a philosophy that values understanding lived experience as foundational for nursing, faculty are teaching in an environment that is disembodied, technology based, and at a distance. Faculty relationships with students reveal emerging curricular issues. Research into the intersection of pedagogy and technology reveals similarities with contemporary literature and many lived paradoxes to be accounted for in evaluation of graduate nursing education.