Evidence-based Practice Champions Research Articles

The theory of evidence-based practice among clinical teaching assistants at a college of nursing in Jeddah, Saudi Arabia

Background: Evidence-based practice (EBP) is an integration of the research evidence with clinical expertise and the values of patients to assist the health profession in clinical decision-making. Recent studies indicate that education on EBP is considered a core component in the learning curricula for all health-care professions. In addition, it has been recommended to use a variety of teaching strategies to enhance EBP knowledge and skills. Aims: The aim of this study is to develop an explanatory theory to guide the process of EBP among clinical teaching assistants (CTAs) within the Saudi context that is characterized by a multicultural environment. Setting and Design This study used grounded theory approach by Strauss and Corbin (1990), and was conducted in a college of nursing, Jeddah, Saudi Arabia. Materials and Methods: The study participants included 22 CTAs. Initially, three participants were conveniently sampled. As data collection and data analysis continued, sampling changed from conveniently to theoretical until data saturation was reached. The data collection was through in-depth interviews and was recorded with the permission of the participants. Analysis: The data were analyzed by following the coding in grounded theory, namely open, axial, and selective coding. Results: Twenty two CTAs participated in this study. The average age of participants was 46 years with average years of experience of 7.5 years. The theory that emerged from this study was the “theory of EBP among CTAs.” There were one core concept emerged from the study (confident to care) and four subconcepts (teamwork, forcing inquiry, EBP champions, and formal education). Conclusion: This study provided insight into the process of EBP among CTAs and provided a middle range theory for CTAs toward becoming confident in caring through adopting EBP approach to care.

An integrative review to identify evidence of nurse practitioner-led changes to health-care delivery and the outcomes of such changes.

This study aimed to identify evidence of nurse practitioner-led changes to health-care delivery and the outcomes of such changes. Changing health-care delivery is synonymous with the nurse practitioner role. The literature is critical of the lack of research by nurse practitioners, reporting the effects of a change to health-care delivery. This study used a systematic integrative review by using Torraco's approach. Databases Cumulative Index to Nursing and Allied Health Literature, MEDLINE, Web of Science and SCOPUS were searched for peer-reviewed publications from 2000 to 2019. A systematic approach was used to screen and analyse the literature. Inclusion/exclusion criteria were applied, and quality appraisal was undertaken by two reviewers. Eighteen articles were selected. The research projects were across the community and acute care settings. Research methodologies varied including preintervention and postintervention studies, evaluation of quality improvement projects, randomized controlled trial and descriptive studies. Multiple data collection tools were used. Two major themes were identified including evidence-based practice champions and improved patient outcomes. The nurse practitioner role is pertinent toward improving evidence-based practice in clinical settings. Positive patient outcomes and praise for clinical leadership are evident in the literature. Research by nurse practitioners to date has focused on individual services.

From Clinic to Classroom: Creating Evidence-Based Practice Champions in a Graduate Social Work Program

ABSTRACTMeaningful integration of evidence-based practice (EBP) in graduate school curricula may be best achieved by partnerships between service agencies and academia. This article provides a concrete example for teaching EBP in a master’s-level social work course through collaboration with an agency with a strong track record of EBP implementation. The article presents a template for structuring a course on EBP and illustrates how social work students can help bridge the gap between science and service in the community. It includes examples of activities, role-plays, and assignments that have been effective in supporting students’ knowledge of EBP, understanding of bringing EBP to a practical reality, and their potential role as a champion for EBP in the clinical workplace.

Benefits of a Regional Evidence-Based Practice Fellowship Program: A Test of the ARCC Model.

The Advancing Research and Clinical practice through close Collaboration (ARCC) model postulates that improvement in nurses' evidence-based practice (EBP) beliefs results in improved EBP implementation, which in turn improves nurse-related outcomes, such as nurses' job satisfaction and group cohesion. However, there is a dearth of interventional studies that evaluate the relationships among these variables. This study evaluated whether a regional EBP fellowship program improved participants' EBP beliefs, EBP implementation, job satisfaction, group cohesion, and group attractiveness, and examined the relationships among these improvements, using structural equation modeling. A pretest-posttest design was used among three annual cohorts of a regional, 9-month EBP fellowship program, from 2012 to 2014, in San Diego, California. Matched pretest and posttest questionnaires, including EBP Beliefs, EBP Implementation, Job Satisfaction, Group Cohesion, and Group Attractiveness scales, were analyzed (N = 120). Paired t-tests showed statistically significant improvements in EBP beliefs, EBP implementation, job satisfaction, and group cohesion (p < .05). Structural equation modeling showed that improvement in EBP implementation had no direct effect on improvements in job satisfaction, group cohesion, or group attractiveness. However, improvement in EBP beliefs had direct effects on improvements in job satisfaction (β = .24; p = .002) and group attractiveness (β = .22; p = .010). A regional, collaborative EBP fellowship program was effective in improving EBP beliefs, EBP implementation, job satisfaction, and group cohesion. Improvement in EBP beliefs appears to have had direct effects on improvements in job satisfaction and group attractiveness. Regional fellowship programs that educate and support EBP champions and their mentors may enhance EBP adoption in nursing practice across multiple health care institutions.

Developing evidence‐based practice champions in the Maldives

Evidence-based practice (EBP) is an approach that has gained recognition for facilitating the transfer of evidence into clinical practice. EBP champions is a strategy that can be adopted to encourage the uptake of EBP. This paper describes an action research project that was undertaken in Maldives. EBP champion model has been introduced in the Maldives early 2012 and aims to produce clinical leaders from variety of backgrounds who could implement EBP. This paper provides an extended discussion of the process that was undertaken to prepare EBP champions and their roles in implementing EBP.

Effect of an Educational Intervention on Attitudes Toward and Implementation of Evidence‐Based Practice

Transitioning to an evidence-based practice (EBP) environment is a new and often overwhelming challenge for many organisations. The most effective strategies to implement EBP have yet to be determined. In this study an accelerated development EBP program, which was administered to nurses from five hospitals was evaluated. At each hospital, nurses were selected as an "EBP champion" whose role would be to help facilitate the transition within that organisation. The purpose of this study was to evaluate the effectiveness of an accelerated educational program on the attitudes toward and implementation of EBP among nurses employed in acute-care facilities. Forty-nine nurses from five acute-care facilities participated in an 8-week program to develop into EBP champions. Participants attended a 2-hour class each week conducted by four faculty members of a local university. Pre- and post-test mean scores of the EBP barriers (EBPB) and EBP implementation (EBPI) scales were compared using paired t tests to determine the effect of the accelerated development program. Respondents reported higher scores on both the beliefs and implementation scales at the end of the program. Paired t tests indicated a significant difference in means for both the EBPB (p < .01) and EBPI (p < .01). Nurses who attend an accelerated educational program have the potential to significantly improve beliefs and attitudes about EBP. Administrative support and collaboration between academia and service are essential for successful intervention.

Transforming Health Care from the Inside Out: Advancing Evidence-Based Practice in the 21st Century

Health care is in need of change. Major professional and health care organizations as well as federal agencies and policy-making bodies are emphasizing the importance of evidence-based practice (EBP). Using this problem solving approach to clinical care that incorporates the conscientious use of current best evidence from well designed studies, a clinician's expertise, and patient values and preferences, nurses and other health care providers can provide care that goes beyond the status quo. Health care that is evidence-based and conducted in a caring context leads to better clinical decisions and patient outcomes. Gaining knowledge and skills in the EBP process provides nurses and other clinicians the tools needed to take ownership of their practices and transform health care. Key elements of a best practice culture are EBP mentors, partnerships between academic and clinical settings, EBP champions, clearly written research, time and resources, and administrative support. This article provides an overview of EBP and offers recommendations for accelerating the adoption of EBP as a culture in education, practice and research.