Evidence-based Practice Competencies Research Articles

What are the Nursing Competencies Expected to Newly Graduated Nurses?: An Integrative Literature Review

Purpose: Despite the effort to bridge the disconnect between educational preparation of competent nurses and employers' expectation of new graduates, there is little known about what nursing competencies are required for new graduates. This paper aims to identify the nursing competencies expected of new graduates, both globally and in the specific Korean context. Methods: An integrative literature review was undertaken. International and Korean computerised databases were searched and 72 relevant papers were appraised using the Mixed Methods Appraisal Tool and the Data Relevance. Twenty-eight studies were selected for final data analysis. Results: Three themes with eleven competency areas were discovered: new graduates are expected to be competent in delivering an evidence-based practice with a patient-centered approach as professional nurses. Competency in evidence-based practice involves being able to integrate theory and skills, utilise contemporary evidence, and undertake a systematic approach. Patient-centred care involves ensuring patient safety, educating the patient and their family, and demonstrating sound interpersonal communication skills with a collaborative approach. New graduates are also expected to practice legal and ethical nursing care, undertake continuing professional development, and demonstrate a capacity for clinical management and appropriate professional attributes. Conclusion: Identifying nursing competencies for new graduates can add a level of detail to the current nursing competencies required for new graduates in the global and the Korean context. The findings can be used not only to inform education providers of potential gaps in preparation for practice of new graduates, but also be used to identify support needed when graduates enter nursing workforce.

Pilot Use of the Adapted Fresno Test for Evaluating Evidence-Based Practice Knowledge in Occupational Therapy Students.

A core tenet of occupational therapy is that practitioners should use evidence in their practice. Nevertheless, many occupational therapy practitioners feel limited in their evidence-based practice (EBP) knowledge. Conceivably, improving EBP knowledge in students would facilitate their greater knowledge as practitioners. Other researchers have modified teaching methods and content to enhance knowledge in students but did not empirically evaluate the acquisition of knowledge. To empirically evaluate EBP knowledge acquisition. Descriptive, mixed-methods pilot study. A graduate occupational therapy program. Fifty-one second-year occupational therapy students. We used the Adapted Fresno Test of Competence in Evidence-Based Practice to measure evidence-based practice knowledge. We also qualitatively assessed students' perceptions of what influenced their development of EBP knowledge and how they felt after completing the posttest. We found significant improvements in EBP knowledge. We also found the following qualitative themes regarding influences on students' EPB knowledge development: helpful supports, learning activities, and the context of doing with others. We observed significant gains in EBP knowledge, as measured by the Adapted Fresno Test, after occupational therapy students completed an EBP course. We theorize that students' gains in EBP knowledge will support their ability to successfully use evidence in their future occupational therapy practice. Our findings on the Adapted Fresno Test indicate that our course successfully promoted acquisition of EBP knowledge. We theorize that students' gains in evidence-based practice knowledge will support their ability to successfully use evidence in their future occupational therapy practice.

Implementing Evidence-Based Practice Facilitators: A Case Series.

In 2017, the TriService Nursing Research Program completed a strategic planning session, which identified key barriers to implementing evidence-based practice (EBP) within the U.S. Military Health System (MHS) including a focus on readiness training and deployments, frequent staff moves for military members, and relatively junior nurses in clinical roles. To facilitate EBP at individual military treatment facilities (MTFs), an EPB Facilitator role was developed using an evidence-based model and based on validated EBP competencies. This new role was implemented at four MTFs in 2018: Naval Medical Center Portsmouth, 59th Medical Wing at Joint Base San Antonio Lackland, Naval Medical Center San Diego, and David Grant USAF Medical Center at Travis Air Force Base. This case series provides a description of the initial implementation of this role. Common enablers and challenges were identified from the experiences at all four sites. These included the importance of incorporating efforts into existing organizational efforts and infrastructure; the value of nurse leaders inviting EBP facilitators to participate and engage in scheduled meetings and committees; the significance of engaging with existing quality, process improvement, and training initiatives; and the benefit of collaborating with advanced practice nurses within the organization. The common challenges for all EBP facilitators were the frequent staff turnover at all levels and a lack of standardization to review and approve EBP initiatives, which makes it difficult to navigate the complete process of project implementation and collaboration across sites. Another challenge has been the difficulty to measure the impact of this role at the MTF and MHS levels. As EBP efforts continue and the program matures, it is anticipated that the outcomes from the individually completed projects, to include decreases in safety events, fiscal savings, and other improvements in organizational metrics, can be compiled to demonstrate the collective impact of these roles within the MHS.

Validation study and setting norms of the evidence based practice competence questionnaire for nursing students: A cross-sectional study in Poland

BackgroundAchieving 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). MethodsPoland-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. ResultsConfirmatory 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). ConclusionsIn 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.

The Effects of an Intensive Evidence-Based Practice Educational and Skills Building Program on EBP Competency and Attributes.

Evidence-based practice (EBP) is a systematic problem-solving approach to the delivery of health care that improves quality and population health outcomes as well as reduces costs and empowers clinicians to fully engage in their role, otherwise known as the quadruple aim in health care. The Helene Fuld Health Trust National Institute for Evidence-based Practice in Nursing and Healthcare at The Ohio State University College of Nursing has been offering 5-day EBP immersion programs since 2012. The goal of the program is for the participants to acquire EBP competence (e.g., knowledge, skills, and attitude) and sustain it over time. The purpose of this study was to evaluate the effects of the 5-day EBP immersion (i.e., an education and skills building program) on EBP attributes and competence over time. A longitudinal pre-experimental study was conducted that gathered data with an anonymous online survey from 400 program attendees who attended 16 5-day immersions between September 2014 and May 2016. Participants completed five valid and reliable instruments at four points over 12months, including EBP beliefs, implementation, competency, knowledge, and perception of organizational readiness and culture. Findings indicated statistically significant improvements in EBP attributes and competency over time. The results of this study support the hypotheses that EBP competency and attributes can be significantly improved and sustained by attending an intensive 5-day EBP educational and skills building program such as the one described in this study. This study can help leaders and organizations to mitigate many of the traditional barriers to EBP. The results of this study indicate that EBP attributes and competencies can be improved and sustained by attending an intensive 5-day EBP immersion, regardless of clinicians' prior educational preparation.

Embracing evidence-based nursing and informational literacy through an innovative undergraduate collaborative project.

Background Nurse educators are challenged to design courses that maintain rigor, promote student learning, maximize resource utilization, and ultimately prepare graduates for clinical practice. Purpose An innovative teaching strategy was used to educate BSN level students in nursing inquiry with a collaborative project. Methods Course faculty incorporated information literacy (IL) and evidence-based practice (EBP) competencies into an undergraduate research course by taking the traditional practicum research project and redesigning it as a longitudinal scoping review (ScR) collaborative project. Results At course conclusion, students verbalized having a deeper appreciation for nursing research, confidence in performing a literature search, and conducting a research critique. Conclusions The students' contributions towards the ScR through their collaborative project work fostered personal growth in IL and EBP competencies through a meaningful project that can extend beyond the classroom to possibly influence patient care.

Impact of an extracurricular, student-led journal club on evidence-based practice among baccalaureate nursing students.

Objective Journal clubs are accepted as an effective strategy for promoting evidence-based practice (EBP). However, journal clubs are underutilized in nursing education, and little is known about the impact of extracurricular, student-led journal clubs on EBP implementation among baccalaureate nursing students. The purpose of this study was to estimate the impact of journal club attendance on EBP implementation. Methods A web-based survey was conducted in April 2019 following eight sessions of monthly journal club among senior nursing students (n=78). Results Fifteen students attended four or more extracurricular, student-led journal club sessions (19.2%). EBP practice score was significantly higher among frequent journal club attendees. In multivariate analysis, journal club attendance was the significant predictor of EBP practice (β=0.34; p=0.006). Conclusion Graduating senior nursing students who attend extracurricular, student-led journal club sessions are more likely to carry out EBP practice. Participation in journal clubs may help increase their EBP competencies.

Evidence-Based Practice Competency and Related Factors Among Nurses Working in Public Hospitals.

This study aimed to describe the status and related factors of evidence-based practice (EBP) competency among nurses in China. A convenience sample of 1036 nurses were recruited from 13 public hospitals in Shanghai through an anonymous online survey. Nurses’ demographic data, working data, and evidence-based nursing (EBN)-related conditions were collected by a structured questionnaire and EBP competency was assessed using the Chinese version of Evidence-based Nursing Competency Rating Scale (EBNCRS). The original score of EBNCRS among nurses was not good. The original score of evidence searching, critical appraisal, and synthesis subscale was lower than the original score of evidence transfer, situation assessment, and evidence implementation subscale. Nurses’ age, hospital level, and perceived EBN knowledge were identified as significant related factors of EBP competency. There is an urgent need to upgrade the EBP competency of nurses in Shanghai, especially competency in evidence transfer, situation assessment, and evidence implementation.

Promotion of Evidence-Based Practice Skill and Attitude Among Advanced Nurses

In response to the call by both the Institute of Medicine and Centers for Medicare and Medicaid Services for increased evidence-based practice (EBP) competence and activity by nurses, healthcare institutions worldwide face the challenge of including quality educative content for effective EBP training (Llasus et al., 2014). The purpose of this evidence-based improvement project is to investigate and address current levels of EBP skill and attitude among nursing professional development specialists in a Magnet hospital and provide data for continued improvement of EBP promotion initiatives for nurses. Conclusions synthesized from a review of literature highlight common barriers and facilitators to EBP implementation among nursing professionals and point to the importance of continued efforts to provide EBP instruction to nurses at all levels, emphasizing a need for institutional support and development of advanced nurses as EBP champions.Keywords: Evidence-based practice, EBP, EBP knowledge, EBP attitudes, EBP instruction

Evidence-based practice: What do undergraduate health students think it means?

Introduction: Evidence-based practice (EBP) is a client-centred, collaborative process of enquiry, evidence gathering and critical reasoning to facilitate defensible healthcare decisions. Developing EBP competence in health students starts with ensuring that they understand what EBP means. This study explored the meanings undergraduate health students ascribe to EBP and investigated whether their understandings differ based on year level or discipline. Methods: An online survey of undergraduate students in 20 health degree courses included the open-ended question “What does EBP mean to you?” Druckman’s (2005) method of content analysis, using both etic and emic categories, was used to analyse the students’ responses. Results: Only 377 (two thirds) of the 584 students who submitted the survey provided an answer to the question; approximately half of those in their first year and three quarters of those in their final year answered the question. Most responses demonstrated a very limited understanding of the meaning of EBP. Differences in EBP conceptualisations based on year level and discipline were negligible. Conclusions: Across the sample subgroups, the majority of students in this study demonstrated a narrow understanding of EBP, largely devoid of the processes or principles that EBP scholars espouse. For EBP to achieve its full potential, undergraduate health students may require frequent and explicit exposure to all five steps of the EBP process. If new graduates do not understand EBP to be a contextualised, collaborative process, there is a risk that the potential value of EBP will continue to be compromised.

Self-perceived evidence-based practice competencies: a survey of faculty and students at a chiropractic institution.

To assess the self-perceived importance, skills, and utilization of evidence-based practice (EBP) among faculty and students at a chiropractic institution without a structured EBP program. The survey also evaluated EBP satisfaction among students and EBP implementation barriers/facilitators among the faculty. In this cross-sectional study, a set of organized questionnaires to assess the importance of EBP and self-perceived skills, utilization, barriers, and facilitators for faculty members, and student satisfaction was administered to the students and faculty of a chiropractic institution in February-March 2016. Descriptive statistics were used to evaluate responses. A total of 417 (60.1%) students and 27 (60.0%) faculty members completed the survey. Faculty members' and students' EBP importance values were similar (8.4 and 8.3 out of 10, respectively), but faculty members self-reported their EBP skills (7.3/10) at a higher level than the student self-reported skill level (6.1/10). For utilization, students reported a higher utilization of EBP than that reported by the responding faculty members. Perceived student satisfaction on the quality and content of research-related experiences decreased from the first year to the third (final) year. This study found variance in the self-perceived EBP skills, utilization, barriers, and facilitators and that these skills are lagging at our doctor of chiropractic program, which does not have a structured EBP program. Faculty members and students identified the importance for EBP. Similar observations have been found at other chiropractic institutions prior to their implementation of a systematic EBP program. Those developing an EBP curriculum might use these findings to better design, implement, and assess a structured program.

An analysis of evidence-based practice courses in Korean nursing education systems

ObjectiveThis study aims to examine the current status of evidence-based practice (EBP) courses and EBP-related courses in Korean nursing education systems. MethodSubject institutions were 159 institutions including 99 universities and 60 colleges with a bachelor's degree program accredited by the Korean Accreditation Board of Nursing Education. Two researchers independently collected data from the subject institutions based on the curricula published on the website of each university or college, and the collected datasets were cross-checked to ensure data accuracy. ResultsEBP courses were found in a small portion of institutions (13.2%). Research courses were offered in most institutions (98.7%), but they were usually provided to third- or fourth-year students. ConclusionUnderstanding the concept of EBP and knowledge of nursing research and statistics are both prerequisites to strengthening the EBP competence of nursing students. Therefore, it is imperative to equip them with the required knowledge prior to their clinical practicum.

Building Consensus for Evidence-Based Practice Competencies for Occupational Therapists in the United States

Building Consensus for Evidence-Based Practice Competencies for Occupational Therapists in the United States

Health science student teachers' perceptions of teacher competence: A qualitative study

BackgroundHealth science teacher competence is multifaceted and continuously changing according to national and international healthcare standards. Organizational restructuring and emphasis on cost effectiveness is changing the scope of health science teachers' practical work and their role in healthcare (worldwide). AimThis study aimed to describe student teachers' perceptions of the competencies needed to work as an educator in the healthcare field. Objective of study was to gain new knowledge which can be used in the development of teacher education programs in nursing science and to define a broader definition of the health science educators. MethodsA qualitative study was conducted. Data were collected from 23 Finnish students completing a master's degree in teaching in the healthcare context using focus group interviews. The data were analyzed by inductive content analysis. ResultsThe student teachers identified eight main categories of teacher competence: leadership and management competence; evidence-based practice competence; subject competence; ethical competence; pedagogical competence; collaboration competence; internationalization competence; and continuous professional development competence. ConclusionThis study identified essential teacher competencies that can be evaluated among students to develop health science teacher curricula. The findings can be used in follow-up studies or comparative research to investigate competence differences between novice and experienced teachers.

Postawy, wiedza i umiejętności studentów kierunku pielęgniarstwa z zakresu wykorzystania badań naukowych w praktyce pielegniarki – Polska i Finlandia

1. Melnyk BM, Gallagher-Ford L, Long LE, Fineout-Overholt E. The establishment of evidence-based practice competencies for practicing registered nurses and advanced practice nurses in real-world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. Worldviews Evid Based Nurs. 2014; 1: 5–15. CrossRef Google Scholar

Knowledge, skills and attitudes related to evidence-based practice among undergraduate nursing students: A survey at three universities in Colombia, Chile and Spain

Teaching nursing students about the model of evidence-based practice is a challenge for university faculty. The aim of this study was to measure knowledge, skills and attitudes related to evidence-based practice among undergraduate nursing students, as well as associated factors. The study involved a cross-sectional design using a survey of all students enrolled in a Bachelor of Nursing programme (1st to 4th year) in three nursing faculties of universities in Chile, Colombia and Spain. The Spanish version of the Evidence-Based Competence Questionnaire was used to measure knowledge, skills, attitudes and overall competency.In total, 875 students completed the questionnaire. The overall score of competency in evidence-based practice was similar in all three universities (range 1–5) (3.63 in Chile, 3.58 in Colombia and 3.68 in Spain). The score of self-rated attitudes was strongly correlated with the overall competency measured. More hours of training in research methods and reading nursing journals articles in the last month were the factors associated with higher scores in evidence-based practice competency. The undergraduate nursing students at the three universities surveyed obtained a high score in overall competency in evidence-based practice. No differences were found among them, despite the different approaches used in educational programmes.

Evidence-Based Practice Curriculum Development for Undergraduate Nursing Students: The Preliminary Results of an Action Research Study in Taiwan.

ABSTRACTBackground:Equipping undergraduate nursing students with sufficient competence in evidence-based practice (EBP) is essential to meeting future practice needs. Integrating necessary EBP knowledge and skills systematically into the formal curriculum allows students to obtain better learning experience and outcomes. However, in Taiwan, a systematic nursing curriculum that integrates EBP concepts across the 4-year nursing baccalaureate program has not yet been developed. Moreover, engaging students in the clinical application of evidence remains a key challenge facing nursing education.Purpose:This study aimed to construct an EBP undergraduate nursing curriculum and develop clinical scenarios that support EBP teaching.Methods:Three cycles of action research, incorporating both focus group interviews and questionnaire surveys, were applied to construct and evaluate the appropriateness and feasibility of the EBP nursing curriculum and relevant teaching strategies.Results:An EBP nursing curriculum was constructed that integrates the three levels of learning objectives and corresponding learning outcomes, teaching content, and learning activities. Scenario activities were developed to familiarize students with the EBP process and to maximize their learning with regard to the clinical application of evidence. Next, a preliminary evaluation showed the appropriateness and feasibility of the developed curriculum, which was shown to foster the EBP competency of students and increase their confidence and positive attitudes toward EBP.Conclusions/Implications for Practice:A systematic EBP bachelor nursing curriculum with effective pedagogical strategies was developed. The associated process and the elicited information may offer a valuable reference for other nursing schools.

The Development of Evidence-Based Practice (EBP) Competencies in OT: A Modified Delphi Study

Abstract Date Presented 04/04/19 Practitioner understanding and use of evidence-based practice (EBP) is critical for quality, cost-effective OT services. This study used a modified Delphi method with two rounds of online questionnaires to develop a set of EBP competencies for OTs. The final list of competencies represented nine domains and encompassed a wide range of knowledge, skills, and behaviors related to OT practice. Primary Author and Speaker: Christine Myers Additional Authors and Speakers: Samantha DeMaria, Jamie Pomeranz

Exploring sociodemographic factors related to practice, attitude, knowledge, and skills concerning evidence-based practice in clinical nursing.

This study aimed to explore sociodemographic factors related to evidence-based practice (EBP) competency in Japanese nurses in university hospitals. In March 2016, a survey was distributed to 843 clinical nurses who directly provide nursing care at two university hospitals in Japan. Multiple regression analyses were conducted on data received from 472 nurses using the Evidence-Based Practice Questionnaire (Japanese version). Sociodemographic factors related to EBP competency were experience with conducting nursing research as a part of continuing education, education about EBP, advanced practice certification (certified nurse specialists/certified nurses), and years of experience in clinical nursing. These factors differed across the four subscales of the questionnaire: Practice, Attitude, Knowledge of Research and Practice, and Skills of Research and Practice. Specifically, experience with two or more nursing research activities was significantly positively associated with Attitude and Knowledge/Skills Concerning Research and Practice of EBP, but not related to the implementation of EBP itself. Advanced practice certification was significantly positively associated with Practice and Attitude of EBP. Our study quantitatively identified sociodemographic factors including experience with conducting nursing research and advanced practice certification status that were found to be related to EBP competency and these factors were differently associated with the four subscales of the Evidence-Based Practice Questionnaire (Japanese version). EBP education should depend on nurses' levels of EBP competency, and nursing educators and managers need to be cognizant of their nurses' sociodemographic factors when providing EBP education.

Endorsement and Validation of the Essential Evidence-Based Practice Competencies for Practicing Nurses in Finland: An Argument Delphi Study.

To explore nurses' views and establish consensus on the key content of the essential evidence-based practice (EBP) competencies developed by Melnyk etal. (2014, Worldviews on Evidence-Based Nursing, 11, 5) for practicing registered nurses (RNs) and advanced practice nurses (APNs) among Finnish nurse panelists. Broad-based integration of best evidence into daily practice is central to effectively improving care quality and patient outcomes. EBP competencies allow healthcare professionals and organizations to clarify performance expectations regarding EBP and succinctly outline the expected competencies for successful application of best evidence to daily care. A modified Policy Delphi study design. The Delphi panel was conducted in late 2017 among 14 Finnish nurse clinicians, educators, and leaders with a special interest in EBP. The data were collected using an eDelphi Internet application and the Argument Delphi method, highlighting the panelists' different perspectives. Standardized guidelines and descriptive statistics were used to translate the essential EBP competencies into Finnish and analyze the data. The Finnish Delphi panel endorsed and validated the essential EBP competencies for practicing RNs and APNs with a few minor modifications. Of the 13 essential EBP competencies for practicing RNs, consensus was established among the Delphi panelists over two rounds on all but one of the EBP competencies. Of the 11 additional essential EBP competencies for practicing APNs, consensus was established over two Delphi rounds on all the EBP competencies for APNs. As EBP is a shared competency and the key principles and steps of EBP implementation are universal, the international endorsement and validation of national consensus-based, clinical practice-oriented EBP competency sets establish an international quality standard for nurses to aspire to and attain on EBP and provide guidance for nurses in integrating best evidence into their daily practice, facilitating broad-based, consistent implementation of EBP worldwide.