Evidence-based Practice Knowledge Research Articles

Measuring evidence-based practice knowledge, skills, attitudes, and behavior in students of manual therapy education programs: A scoping review of instruments and their measurement properties.

The purpose of this review was to identify assessment instruments and their measurement properties for assessing evidence-based practice (EBP) knowledge, skills, attitudes, and behavior among students of manual therapy education programs. 7 electronic databases were systematically searched from inception to May 19, 2023. (MEDLINE, EMBASE, CINAHL, ERIC, EBSCO Discovery, LISA, Google Scholar.) Search terms were subject headings specific to each database (MeSH in MEDLINE) and relevant to evidence-based practice, assessment tools/instruments, and manual therapy healthcare professions. Eligible studies included students of manual therapy education programs (chiropractic, physiotherapy, occupational therapy, osteopathy) and provided evidence supporting instrument measurement properties (reliability, validity). Titles and abstracts were screened by 2 reviewers. Data on each instrument and its properties were extracted and tabulated by 2 reviewers. Instruments were compared using the Classification Rubric for EBP Assessment Tools in Education (CREATE) framework including the 5 steps in the EBP model. Joanna Briggs Institute methodology and Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews checklist were followed. 5 studies were identified, (3 physiotherapy, 2 chiropractic) Two studies used a physiotherapy-focused modification of the Fresno test. One study presented the Knowledge of Research Evidence Competencies instrument. Two studies presented original instruments. Instruments focused on the knowledge domain and did not assess all 5 EBP model steps. The current literature does not address all 5 steps of the EBP model. The identified instruments have the potential to ensure chiropractic institutions are graduating chiropractors who are highly skilled in evidence-based practice.

School Library Media SIG Session

A School Librarian Needs Assessment on Culturally Responsive and Impactful K-12 Online Teaching and Learning. There is a lack of research that examines school library education, professional development, or application of culturally responsive pedagogy in K-12 online settings. This research project investigates the characteristics of the school librarianship knowledge gap on culturally responsive online pedagogy through needs assessment research. Data was collected utilizing national online webinars as online discussion groups. The findings from the first phase of a national research grant project to examine, assess, and address the school librarianship knowledge gap on the design and delivery of targeted and culturally responsive online learning will be presented. Opening the Pipeline: Sustaining Recruitment for School Librarianship. Over the last decade, the number of school librarians (SLs) in US public schools declined. Among the reasons administrators shared regarding these unfilled (and potentially lost) positions were issues with “the pipeline” or the availability of qualified candidates to apply for posted positions. This was particularly true in states with no school librarian preparation programs (SLPPs) at their colleges and universities and resulted in areas (often rural) where school districts had openings for SLs but were unable to find candidates willing to relocate (Lance & Kachel, 2021). To understand this “pipeline problem” and the role that SLPPs play, we turn to the recruitment practices in SLPPs, and ask: what are the current practices for inviting, promoting, and/or recruiting candidates to SLPPs? Initial research findings and anecdotal academic experience reveal that barriers to entering SLPPs include rigid requirements for credentialing and the financial burdens of tuition and associated personal expenses. With new insights into the variety of strategies used (and not used) across programs, we hope to initiate professional conversations and create recommendations for opening and sustaining a national pipeline that ensures that well-qualified candidates are prepared to serve as school librarians. Share and Share Alike: School Librarians Sharing Their Truths about Evidence Based Practice. P12 educators are expected to utilize evidence to inform practices and decisions. Although most school librarians collect and use evidence, they struggle doing so systematically or in relation to teaching and learning. We conducted focus groups interviews with school librarians and their educators and supervisors to identify existing opportunities that prepare school librarians for evidence-based practice (EBP), challenges with those opportunities, and types and forms of professional learning that school librarians prefer as they continue to hone their application of EBP. Our findings indicate that additional tools and real-time learning opportunities would further support school librarians’ EBP knowledge and skills.

Evidence-Based Instructional Practices for Twice-Exceptional Students With Autism

Academically talented students with autism, also known as twice-exceptional students with autism (2eASD), are increasingly identified in school. These students present challenges to educators who attempt to plan and implement successful instructional opportunities, as teachers’ knowledge and use of evidence-based practices (EBPs) for students identified with 2eASD vary. The purpose of this qualitative study was to identify current practices used by 10 high-school content and special education teachers who teach these students, as well as their recommendations for postsecondary institutions for these students. The findings suggest high-school teachers support the use of differentiated, strength-based individualized instruction for college-bound students with 2eASD, but are generally unable to offer specific examples of how these practices are implemented in their special education or content classrooms. In addition, they seldom focus on the strengths and talents of this population in their classrooms and fail to recommend competitive colleges for their consideration.

Knowledge, attitudes, behavior, and self-efficacy related to evidence-based practice among healthcare professionals working in the municipal healthcare service in Norway: a cross-sectional survey

BackgroundPracticing the process of evidence-based practice (EBP) may be challenging for healthcare professionals and may be affected by their EBP knowledge, attitudes, self-efficacy, and behavior. We have some insight into how Norwegian healthcare professionals and students perceive EBP. However, research on the perception of EBP among primary healthcare professionals working in the Norwegian municipal health service is lacking. This study aimed to map EBP knowledge, attitudes, behavior, and self-efficacy among healthcare professionals working with older people in the municipal health service in Norway and to examine associations between how they score and their background characteristics.MethodsA cross-sectional web-based survey was conducted among healthcare professionals in the Norwegian municipal healthcare service. We used the revised Norwegian version of the Evidence-based practice profile questionnaire (EBP2-N) to measure the healthcare professionals’ EBP knowledge, attitudes, behavior, and self-efficacy, operationalized through the five domains of the EBP2-N. We calculated the mean scores for each EBP domain across the total sample and for each subgroup of healthcare professionals. We used a one-way between-groups analysis of variance (ANOVA) to analyze the differences in mean scores between the professions. We also calculated eta-squared values to determine effect size. We used linear regression analyses to examine associations with background variables.ResultsA total of 313 healthcare professionals, including nurses, assistant nurses, physical therapists, occupational therapists, and medical doctors, responded to the survey. The total sample scored the highest on the relevance domain, with a mean domain score of 58.9 (95% CI = 58.1–59.7) on a scale ranging from 14 to 70. The practice domain had the lowest score, with a mean domain score of 22.2 (95% CI = 20.8–21.6) on a scale ranging from 9 to 45. Statistically significant differences in mean scores were found between professions in all domains except the confidence domain. The most considerable differences between professions’ mean scores were found for the relevance and terminology domains, with eta-squared values of 0.13 and 0.19, respectively. The multivariate regression results showed that EBP training was significantly associated with the sum score of the relevance, terminology, and confidence domain. However, EBP training was not associated with the sum score of the practice and sympathy domains.ConclusionsPrimary healthcare professionals in the Norwegian municipal healthcare service hold positive attitudes toward EBP. However, they report a low understanding of research terms, low self-efficacy in performing EBP activities, a lack of perceived compatibility of EBP with professional work, and a low frequency of EBP behavior. Additionally, we observed differences among the included professions in four out of five domains, suggesting that various professions may be unequally prepared for EBP. Finally, our results indicate potential positive outcomes of EBP training. Those who received EBP training exhibited more positive attitudes, a better understanding of common research terms, and higher self-efficacy in performing EBP activities. However, EBP training was not associated with their self-reported EBP behavior.Trial registrationRetrospectively registered (prior to data analysis) in OSF Preregistration. Registration DOI: https://doi.org/10.17605/OSF.IO/428RP.

A Meta-analysis of E-learning Interventions in Teaching Evidence-based Practice for Health Science Students

Evidence-based practice (EBP) is currently considered as the golden standard for patient care. Many universities offer EBP courses to their healthcare professions students. However, no quantitative evidence synthesis has been conducted to compare EBP e-learning instructional methods to traditional methods, to better inform health education policymakers. Eight randomised studies reporting the effectiveness of e-learning methods compared to “no intervention” or to any other educational methods and including 1,243 learners met the inclusion criteria. The meta-analytical results revealed that e-learning was significantly better than “no intervention” [d = 1.4, 95% confidence interval (CI) = 1.060 to 1.776, I² = 99.5%, p < 0.0001] and as effective as other traditional methods such as lectures (d = 0.30, 95% CI = –0.348 to 0.952, I² = 90.5%, p = 0.3). The same conclusions were found when using the adjusted exam scores in relation to confounding variables such as the baseline characteristics and prior EBP knowledge of participants. The present meta-analysis demonstrates that teaching EBP via e-learning is an effective instructional method in times when lecture hours and face-to-face didactics are reduced or not possible such as during this COVID-19 pandemic and the likely-to-happen future outbreaks.

Training status in evidence-based practices among in-service special education teachers and its association with teaching in autism educational settings

The present study investigates the adequacy of training, perceived knowledge, and the frequency of use of evidence-based practices (EBPs) among in-service special education teachers and its association with their teaching practices in autism educational settings in Jordan. Additionally, it analyzes the influence of key variables, including gender, age, level of educational qualification, number of years teaching in special education, number of years teaching students with autism, number of students with autism in the classroom, and number of in-service professional development programs attended. Using an analytical descriptive approach utilizing survey-based research, a convenience sample of 121 teachers from seven specialized autism centers reported on their training adequacy, knowledge, and frequency of use of a set of 23 EBPs. The results showed that the adequacy of in-service training was higher than that of pre-service training. Moreover, there was a positive correlation between in-service training, teachers’ knowledge, and the use of EBPs. The number of in-service professional development training programs emerged as the only variable that significantly influenced the teachers’ responses regarding the adequacy of their in-service training. The multiple regression analysis revealed that in-service training programs and years of teaching students with autism were the only predictors of teachers’ knowledge and use of EBPs. The most reported EBPs were reinforcement, task analysis, and modeling, whereas the least reported were video modeling, social narratives, and functional communication. Further enhancements in teacher training in EBPs are needed to improve teacher training programs in Jordan.

Effectiveness of Training in Evidence-Based Practice on the Development of Communicative Skills in Nursing Students: A Quasi-Experimental Design.

Communication skills (CSs) and evidence-based practice (EBP) are key foundations for offering personalized and quality nursing care. CS that results in open communication is fundamental for applying EBP. The objective of the study was to assess the relationship between the acquisition of EBP competencies and learning CS after taking an EBP course in the nursing degree. Pre-test-post-test quasi-experimental study without a control group. The study population comprised fourth-year undergraduate nursing students. Before and after an EBP course, students completed a questionnaire on CS competence (HP-CSS) and EBP competence (EBP-COQ). The EBP course lasts for 15 weeks, with 150 h of work for the student. Out of these 150 h, 60 are conducted in person, while the remaining 90 h are for independent or group work, utilizing the flipped classroom methodology. Bivariate, correlational, pairwise Student's t-test, and linear regression multivariate analyses were performed. The sample was composed of 153 students. After completing the EBP course, there was a statistically significant improvement in informative communication (p = 0.046) and assertiveness (p = 0.018). However, there were no observed changes in empathy, respect, and the total score of the CS competence. The results from the multivariate analysis showed that the dimensions of attitude towards EBP and EBP knowledge had a positive relation to three of the four dimensions of the CS and overall competence. Regarding the students' variables and characteristics, admission through special programs for athletes and older students (p < 0.001) and being female (p = 0.004) were positively statistically associated with empathy. EBP training positively affects the development of CS in nursing students, as shown by significant improvements in the total scores of the CS and the dimensions of informative communication and assertiveness after the intervention. This study demonstrates the initial applicability and usefulness of an EBP training program for the development of CS in nursing students.

Evaluation of Evidence-Based Practice Competency among Greek Undergraduate Nursing Students.

For several years, the global scientific community has accepted and recognized the importance of evidence-based practice for nursing science. The main factor for the implementation of evidence-based practice is the competence of undergraduate nursing students towards evidence-based practice, so that they as active nurses are ready for its application in their clinical practice, in order to provide better care for their patients. The aim of the present study is to examine the level of evidence-based practice competency evaluated with the self-reported Evidence-Based Practice Competence Questionnaire. It is important to mention that such a study has not been conducted on nursing students in Greece, but only on registered nurses. A quantitative study based on cross-sectional design was conducted from February to June 2022 in a convenience sample of Greek undergraduate nursing students. The SPSS 26.0 program was used to perform descriptive, bivariate, and multivariate analyses. A total of 175 undergraduate students participated at the Hellenic Mediterranean University Department of Nursing (Greece), specifically from the 2nd and 3rd academic years. The mean score of the Evidence-Based Practice Competence Questionnaire for nursing undergraduate students was 3.03 ± 0.26, indicating moderate evidence-based practice. Among the Evidence-Based Practice Competence Questionnaire dimensions, mean scores of 3.03 ± 0.32 for attitude toward evidence-based practice, 3.01 ± 0.49 for skills in evidence-based practice, and 3.03 ± 0.49 for knowledge in evidence-based practice were obtained. Significant differences among participants' mean Evidence-Based Practice Competence Questionnaire scores regarding gender (p = 0.766), age (p = 0.400), academic year (p = 0.153), and training in the field of research methodology (p = 0.538) were not found. It appears that the level of readiness towards evidence-based practice is mediocre among undergraduate nursing students at a university in Greece. Therefore, it is necessary to carry out new studies in the future, so that there is a correct approach of all the elements that contribute to the readiness of nursing undergraduate students regarding evidence-based practice.

Advancing Nurse Practitioner proficiency and confidence: An evaluation of postgraduate training in rural and medically underserved communities.

Nurse practitioners (NPs) are critical in delivering primary health care, especially in underserved and rural areas. Transitioning from academic training to practical application poses challenges, highlighting the need for structured post-licensure training (PLT). To address the knowledge gap regarding the impact of PLT programs on the clinical development, confidence, and care delivery of NPs using an innovative evaluative approach. Using a mixed-methods approach, this study engaged 19 NP fellows in quantitative and qualitative evaluations. Assessments of clinical skills and feedback were collected using the REDCap platform, focusing on mentorship and the practical application of skills. Quantitative analysis showed improvements in several domains: patient-centered care (median score increase from 8 to 10, p = .005), knowledge of evidence-based practice (median score from 8 to 9, p = .028), and health systems (median score from 8 to 9, p = .014). Qualitative feedback underscored the benefits of the program's structured support and practical learning experiences while revealing the need for improvements in mentor preparedness. The PLT program effectively advanced NP proficiency across various domains, particularly in patient-centered care and evidence-based practice. However, it also highlighted a crucial need for focused mentorship in developing leadership skills. The study's limited scope, dependence on self-reported measures, and specific statistical methods constrain the broader applicability of its findings. Future research should aim to validate these results across diverse settings and explore long-term outcomes. This study provides new perspectives on NP workforce development, emphasizing the importance of structured mentorship and training, especially in medically underserved communities.

Knowledge levels of oncology nurses regarding evidence-based practices in the assessment and management of chemotherapy-induced peripheral neuropathy

ObjectiveThe study aimed to determine the level of oncology nurses' knowledge of evidence-based practice for assessing and managing chemotherapy-induced peripheral neuropathy (CIPN). MethodsThis study employed a descriptive and cross-sectional research design. It was carried out with oncology nurses who were working at a university hospital in the Western Region of Turkey and who were members of the Oncology Nursing Association. The sample of the study consisted of 96 nurses who met the inclusion criteria. ResultsThe study sample comprised 94.8% female oncology nurses, 57.3% of whom held an undergraduate degree, and over half (58.5%) of whom were employed as clinical nurses. A majority of nurses (76.0%) indicated that they had not received any training in peripheral neuropathy. 35.4% of the nurses assessed patients receiving neurotoxic chemotherapy for peripheral neuropathy at each visit/each chemotherapy cycle. A total of 43.8% of nurses indicated that they frequently assessed patients for peripheral neuropathy at the conclusion of the treatment protocol. The oncology nurses assessed the patient-reported symptoms of motor neuropathy (58.3%), sensory neuropathy (56.3%), autonomic neuropathy (51.0%), neuropathic pain (55.2%), and co-occurring symptoms (52.1%) on a frequent basis. The nurses reported that they assessed muscle strength (56.3%), gait and balance (58.3%), and quality of life (52.1%) “frequently”. In contrast, they assessed deep tendon reflex (41.7%), neurological tests (36.5%), and social activities (46.8%) “rarely”. ConclusionsThe study findings indicated that oncology nurses require further education and training in evidence-based practices for the assessment and management of CIPN.

Psychologists aspiring to leadership positions in public sector health care.

Psychologists are well-positioned to take on leadership roles in health care systems as a result of the broad-based skills included in doctoral level, professional training programs. These include knowledge of evidence-based practice, extensive training in applied research and clinical practice, emphasis on critical thinking in scientific methods and hypothesis testing, teaching, supervision, team consultation, and continuous learning (APA Presidential Task Force on Evidence-Based Practice, 2006; Korman, 1974; McFall, 2007). Formal opportunities to learn how to apply these skills in leadership and organizational management roles are, however, limited during graduate training. There have been recent efforts within the American Psychological Association to foster interest and readiness for leadership roles among psychologists. These efforts have included a leadership development fellowship, on-demand webinars, and online learning for continuing education (American Psychological Association, 2023). The content of these training opportunities is typically general in nature so that it can be applied to all types of organizational settings. Psychologists interested in leadership positions within public sector health care organizations are likely to benefit from information that aligns more specifically with the mission and organizational structures of such systems. This article presents a conceptual framework to prepare psychologists aspiring to leadership positions in public sector health care. Leadership theories and models from organizational management science are outlined which capture the context and organizational goals of such programs. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Experience matters in special educators' preparation in intervention planning for autistic students

AbstractEducators struggle to select evidence‐based practices (EBPs) for autistic students, which is an important skill to develop for special educators in training (SETs). To examine how these SETs learn and begin to make decisions about instructional practices for autistic students to attain their goals, we interviewed and surveyed 11 SETs before and after completing a university course on evidence‐based practices for autistic students. We used the Theoretical Domains Framework (TDF), a comprehensive compilation of research‐based factors that influence behaviour change, to guide qualitative and quantitative data collection and analysis to identify factors that influenced SETs' decision difficulty and intention to implement instructional plans. At the beginning of the course, most SETs described a lack of familiarity, weak intentions and surface understanding of factors. At the end of the course, SETs described and reported less difficulty in intervention planning and improved knowledge of EBP, but this was not statistically significant. We discuss important individual differences related to their difficulty, consideration of collaborative and environmental factors and intentions to implement their plans, which often corresponded with their reports of applied experience. Future directions for the pre‐service preparation of special educators service autistic students are shared.

Evidence-based practice knowledge, attitude, practice and barriers as predictors of stay intent among Jordanian registered nurses: a cross-sectional study

AimThis study aimed to identify factors influencing stay intent among Jordanian registered nurses, with a specific focus on the role of evidence-based practice (EBP) knowledge, attitudes, practices and barriers.MethodsA descriptive...

What is needed for nurses to work with evidence-based practice? A qualitative study

Background Transformation of healthcare is necessary to ensure patients receive high-quality care. Working with the evidence-based practice (EBP) principles enables nurses to make this shift. Although working according to these principles is becoming more common, nurses base their actions too much on traditions and intuition. Therefore, to promote EBP in nursing practice and improve related education, more insight into nurses’ needs is necessary to overcome existing EBP barriers. Objective To identify the current needs to work with EBP principles among hospital and community care nurses and student nurses. Design A qualitative, exploratory approach with focus group discussions Methods Data was collected between February and December 2020 through 5 focus group discussions with 25 nurses and student nurses from a hospital, a community care organisation, and nursing education schools (bachelor and vocational). Data were analysed using reflexive thematic analysis, and the main themes were synchronised to the seven domains from the Tailored Implementation for Chronic Diseases (TICD) checklist. Results Nurses and student nurses experience EBP as complex and require more EBP knowledge and reliable, ready-to-use evidence. They wanted to be facilitated in access to evidence, the opportunity to share insights with colleagues and more time to work on EBP. The fulfilment of these needs serves to enhance motivation to engage with evidence-based practice (EBP), facilitate personal development, and empower nurses and student nurses to take more leadership in working according to EBP principles and improve healthcare delivery. Conclusion Nurses experience difficulties applying EBP principles and need support with their implementation. Nurses’ and student nurses’ needs include obtaining more EBP knowledge and access to tailored and ready-to-use information. They also indicated the need for role models, autonomy, incentives, dedicated time, and incorporation of EBP in daily work practice.

Applying the extension for community healthcare outcomes (ECHO) model to promote collaborative and effective school mental health services.

School staff increasingly seek to implement evidence-based school mental health services to promote student mental health. However, barriers to accessing programming and support mean that implementing these programs is difficult. Popular strategies to address these challenges, like one time professional development, often fail to be effective or sustainable. This study used mixed methods to evaluate how a set of training activities-sequential online learning modules combined with interprofessional telementoring, following the extension for community healthcare outcomes (ECHO) model-influenced provision of school mental health services. School counselors, nurses, psychologists, and social workers (n = 46) participated in training activities, which included nine, cohort-based ECHO sessions and 12 modules. We used a concurrent mixed methods design in which quantitative (implementation data and pre-post surveys) and qualitative (posttraining focus groups with a subset of participants, n = 11) data were used to evaluate training. Quantitative results indicated statistically significant pre-post improvements in participants' clinical self-efficacy (d = .83) and knowledge of evidence-based practices (d = .37). Qualitative data corroborated quantitative results. Post training, focus groups described positive reactions, learning, and behavior change, particularly with respect to equitable service provision and interprofessional teaming. ECHO appeared to facilitate the application of evidence-based strategies to real-life practice and improved participants' understanding of effective coordination of services. Taken together, findings suggest that group-based telementoring may be a high-impact strategy for supporting the implementation of effective, culturally specific, and collaborative school mental health services. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Knowledge of Evidence-Based Practice and Associated Factors Among Nurses Working in Public Hospitals of Eastern Ethiopia

Background: Evidence-based practice is a technique based on the gathering, interpretation, appraisal, and integration of legitimate, clinically tremendous, and applicable studies. Objective: To assess the knowledge of evidence-based practice and associated factors among nurses working in public hospitals of eastern Ethiopia, 2022. Methods: Institutional-based cross-sectional study design was conducted from June 1-30, 2022. The total sample size was 419 and a simple random sampling technique was used. Data was entered in Epi-data 3.1 and analyzed using Stata version sixteen software. Binary logistic regression was done and all variables with a p-value &lt; 0.25 in bivariable analysis were shifted in multivariable logistic regression analysis. Statistical significance was declared at a p-value &lt; 0.05 in adjusted odds ratio with 95% CI. Result: The good knowledge of evidence-based practice was 59.7% [95%CI: 54.8-64.3]. Sex [AOR 3.26, 95%CI: 1.99-5.34], position [AOR 2.49, 95%CI: 1.23-5.05], administrative help &amp; inspire [AOR 2.04, 95%CI: 1.18-3.54], cooperative and supportive colleagues [AOR 2.38, 95%CI: 1.31-4.32], enhancing research understanding [AOR 2.12, 95%CI: 1.27-3.54], and training [AOR 2.27, 95%CI: 1.36-3.81] have been notably associated with evidence evidencebased practice. Conclusion: About six in 10 nurses had good knowledge of evidence-based practice among nurses working in public hospitals of eastern Ethiopia. Sex, position, administrative help and encouragement, cooperative and supportive colleagues, enhancing research understading, and training have been crucial factors of evidence-based practice among nurses. Consequently, having administrative support and encouragement, working cooperatively and supportive with colleagues, enhancing studies know-how, and gaining good enough schooling might grow the knowledge of evidence-based practice.

Knowledge, skills, and attitudes of nursing students on evidence - based practice

ABSTRACT Background: Evidence - based practice (EBP) has not only emerged as a trend but has also established itself as a standard in nursing professional practice. Consequently, it is imperative that undergraduate nursing students are proficient in EBP before graduation. This study aims to evaluate nursing students’ competencies (knowledge, skills, and attitudes) in EBP. Methods: 230 nursing students participated in the cross - sectional study. Data were collected using the “Evidence - Based Practice Competencies Questionnaire” (EBP - COQ), which was translated into Vietnamese. Results: The average score of nursing students on the EBP - COQ was 3.56 ± 0.39. Among the components, attitude had the highest score, with 3.77 ± 0.45, followed by knowledge with a score of 3.38 ± 0.53, and skills with the lowest score of 3.27 ± 0.52. Conclusions: The competency of nursing students regarding EBP was found to be good. The results of the study provide valuable insights that can assist nursing educators in guiding their teaching of EBP for nursing students.

Knowledge, skills, attitudes, beliefs, and implementation of evidence-based practice among nurses in low- and middle-income countries: A scoping review.

Over the past three decades, research studies on nurses' engagement in evidence-based practice (EBP) have been widely reported, particularly in high-income countries, with studies from these countries dominating literature reviews. As low- and middle-income countries (LMICs) continue to join the EBP movement, primary research has emerged over the past decade about nurses' engagement with EBP. The aim of this scoping review was to identify the types and extent of published research regarding nurses' knowledge, skills, attitudes, beliefs, and implementation of EBP in LMICs. The JBI scoping review methodology was used. Eight databases were searched up to November 2023. The review included primary studies (quantitative, qualitative, and mixed methods) that reported the knowledge, skills, attitudes, beliefs, or implementation of EBP among nurses in LMICs. Included studies focused on registered nurses in all healthcare settings within LMICs. Studies published in English were included with no limit on publication date. Two independent reviewers screened titles, abstracts, and full-text articles of published studies. Data were analyzed quantitatively using frequencies and counts. Textual data from qualitative studies were analyzed using descriptive content analysis. Fifty-three publications were included, involving 20 LMICs. Studies were published between 2007 and 2023, with over 60% published in the past 7 years. Studies that evaluated familiarity/awareness of EBP showed that in general, nurses had low familiarity with or awareness of EBP. Most studies (60%) described nurses' attitudes toward EBP as positive, favorable, or high, and 31% as moderate. However, over 60% of studies described nurses' EBP knowledge/skills as moderate, low, or insufficient. Approximately 84% of studies described EBP implementation in healthcare settings as moderate, low, poor, or suboptimal. Studies on nursing EBP have been increasing in LMICs for the past two decades, with findings highlighting opportunities for advancing EBP in nursing within LMICs. Health systems and healthcare organization leaders in LMICs should equip nurses with EBP knowledge and skills while providing the needed resources and support to ensure consistent implementation of EBP to improve health outcomes.

Nurses’ Perception on Evidence Based Practice in Tertiary Hospital of Nepal: A Quantitative Cross-sectional Study

Background: The evidence-based practice movement has spread globally, prompting calls for evidence-based policymaking and public health. Health care being the dynamic discipline with research, is, intended to improve practice through evidence-based novel approaches. As evidence based practice (EBP) among nurses is essential for improving the quality of care, fewer pieces of evidence are available in Nepal. This study aimed to assess the perception of evidence-based practice among nurses of a tertiary hospital in Nepal. Methods: We conducted a quantitative cross-sectional study among the 100 nurses of Bir Hospital in Kathmandu. The self-administered questionnaires were applied using the survey instrument by Upton and Upton. A purposive sampling technique was employed. We calculated the mean score to assess the nurses’ perceptions in the three sub-scales of knowledge, attitude, and use of evidence-based practice. Bivariate analysis was performed to examine the relationship between subscales. Results: The majority (89.0%) of nurses did not receive training on evidence-based practices. The mean score of knowledge on EBP was 4.47±1.11, the mean score of attitude on EBP was 4.45±1.06, and the mean score of EBP use was 4.18±1.42. EBP knowledge, attitude, and use were not significantly associated with the selected demographic variables (age, work experience, EBP training and marital status). Conclusion: Nurses’ perceptions of evidence-based practice were moderate. The implementation of EBP use needs to be strengthened among the nurses. Nurses need to be more involved in the implementation of EBP. To incorporate evidence in practice, nurses require training and support from high authorities.

Quality improvement initiative to reduce Medical Adhesive Related Skin injury (MARSI) in very preterm babies admitted to neonatal intensive care unit

IntroductionSick preterm neonates are most vulnerable to developing skin injuries. Despite sound knowledge and application of evidence-based practices for preventing medical adhesive-related skin injury (MARSI), the incidence of MARSI was...