Utilization Of Evidence-based Practice Research Articles

Implementation and Clinical Impact of a Guideline for Standardized, Evidence-Based Induction of Labor.

This study aimed to assess the impact of implementation of an induction of labor (IOL) guideline on IOL length and utilization of evidence-based practices. We conducted a quality improvement project to increase utilization of three evidence-based IOL practices: combined agent ripening, vaginal misoprostol, and early amniotomy. Singletons with intact membranes and cervical dilation ≤2 cm admitted for IOL were included. Primary outcome was IOL length. Secondary outcomes included cesarean delivery and practice utilization. We compared preimplementation (PRE; November 1, 2021 through January 31, 2022) to postimplementation (POST; March 1, 2022 through April 30, 2022) with sensitivity analyses by self-reported race and ethnicity. Cox proportional hazards models and logistic regression were used to test the association between period and outcomes. Among 495 birthing people (PRE, n = 293; POST, n = 202), IOL length was shorter POST (22.0 vs. 18.3 h, p = 0.003), with faster time to delivery (adjusted hazard ratio [aHR] 1.38, 95% CI 1.15-1.66), more birthing people delivered within 24 hours (57 vs. 68.8%, adjusted odds ratio [aOR] 1.90 [95% CI 1.25-2.89]), and no difference in cesarean. Utilization of combined agent ripening (31.1 vs. 42.6%, p = 0.009), vaginal misoprostol (34.5 vs. 68.3%, p < 0.001), and early amniotomy (19.1 vs. 31.7%, p = 0.001) increased POST. Implementation of an evidence-based IOL guideline is associated with shorter induction time. Additional implementation efforts to increase adoption of practices are needed to optimize outcomes after IOL. · Implementation of an IOL guideline is associated with faster time to delivery.. · Evidence-based induction practices were used more often after guideline implementation.. · Adoption of evidence-based induction practices is variable even with a guideline..

Chiropractic attitude and utilisation of evidence-based practice in South Africa: a secondary analysis

BackgroundEvidence-Based Practice (EBP) is a model utilised by the majority of healthcare professionals and is a clinical framework that assists with decision-making related to patient care, to improve outcomes and patient satisfaction. The study aimed to analyse the attitudes, skills, and utilization of evidence-based practice (EBP) among South African chiropractors, focusing on perceived skill levels, training, use and identifying facilitators and barriers to EBP application.MethodsA descriptive cross-sectional quantitative secondary analysis was conducted by inviting registered chiropractors in South Africa (n = 920) to participate in an anonymous online questionnaire using the Evidence-Based Practice Attitude and Utilisation Survey (EBASE).ResultsA total of 132 chiropractors completed the survey, yielding a response rate of 14.4%. Of the respondents, 59.9% were female, 52.3% were between 26 and 35 years old, and 63.3% had graduated from the University of Johannesburg. A third of respondents stated they have poor clinical research skills. Over half of the respondents (56.8%) indicated that EBP constituted a significant part of their education except for completing systematic reviews or meta-analyses. Published clinical evidence was ranked 6th as a source of information for clinical decisions. The obstacles indicated were time constraints and a lack of clinical research in complementary and alternative medicine. Access to the internet, databases and research tools were facilitators that were deemed to be “very useful” in promoting EBP.ConclusionThe majority of South African chiropractors are generally favourable towards EBP, and this practice therefore appears to be utilised and embraced, with the requisite skills.

Understanding Early Intervention and Early Childhood Special Education Professional Access to and Utilization of Evidence-Based Practices

ABSTRACT Federal legislation and regulations addressing educational practices have provided clear mandates that educators when designing educational intervention use systematic decision-making processes to identify instructional strategies and methods that are evidence based. This study employed a survey to examine how familiar early interventionist/early childhood educators, who serve young children aged birth to eight, seek information on evidenced -based practices (EBP) prior to implementing a practice. This study also explored methods that educators use and prefer to access information about EBPs. A total of 223 educators completed the survey that included four identified subgroups (teachers, related service providers, administrators, and faculty/researchers/trainers). We found that most respondents, across the groups, reported being familiar or somewhat familiar with research evidence for their practices and chose discussion with colleagues as the most frequently used strategy to learn and make decisions about a new practice. Implications for future research and professional development are discussed.

Perceptions of evidence-based practice among Vietnamese psychology students

Evidence-based practice in psychology (EBPP) improves public health and makes it easier for psychologists to do their jobs well by using case formulation, intervention, and therapeutic relationship principles that have been shown to work in the real world. The utilization of evidence-based practice in the field of psychology has been widely regarded as the most effective approach for researchers and practitioners to incorporate current data into their therapeutic practice and decision-making processes. The objective of this study was to investigate attitudes towards EBPP and assess the level of exposure to evidence-based practice and evidence-based therapies in the corresponding training program among students. A cohort of 250 undergraduate students pursuing a degree in psychology were enlisted to participate in the survey. The research employed quantitative methodologies, specifically one-way ANOVA, Pearson correlation, and regression analysis, to examine and interpret the collected data. The favorable influence of students' judgments of the sufficiency of training in different components of clinical expertise and exposure to evidence-based practice (EBP) and evidence-based treatments (EBTs) in their respective training program can be observed in students' experiences and attitudes towards EBP in psychology. The findings derived from the present study provide compelling evidence supporting the imperative of implementing educational interventions aimed at enhancing the research knowledge and skills of psychology students, as well as their ability to effectively utilize research in their academic pursuits.

Evidence-Based Practice Competency of Registered Nurses in the Greek National Health Service.

Nurses' competency toward evidence-based practice (EBP) has been extensively investigated by several studies worldwide. However, factors affecting the competence of Greek nurses working in the NHS have not been fully investigated in terms of EBP. Thus, this study aimed to explore the impact of the individual qualifications of nurses on their competence toward EBP. Data from 473 registered nurses working in 10 hospitals in the Greek National Health Service (NHS) were collected between October and December 2020 using a convenience sampling method in a cross-section design. The Greek version of the 35-item (five-point Likert scale) Evidence-Based Practice Competency Questionnaire for Professional Registered Nurses (EBP-COQ Prof) was used to assess the competence level of nurses, focusing on attitudes, skills, and knowledge, as well as the utilization of EBP in clinical practice. One-way ANOVA and Pearson coefficient tests were applied to compare the possible differences among variables (two or more groups) as appropriate. A multi-factorial regression model was applied to explore participants' qualifications, including demographics (MSc degree, gender, English language knowledge, etc.) as independent variables, and to control for potential confounding effects toward EBP competency. The p-values < 0.05 were considered statistically significant. The mean age of the 473 participants (402 women and 71 men) was 44.7 ± 9.2 years old. The mean value of competence subscales was found as follows: attitudes 3.9 ± 0.6, knowledge 3.7 ± 0.6, skills 3.1 ± 0.8, and utilization 3.4 ± 0.7. A multivariate regression analysis revealed that associates of "Master's degree" (t = 3.039, p = 0.003), "Writing an academic article" (3.409, p = 0.001), "Working in a University clinic" (2.203, p = 0.028), and "Computer Skills" (2.404, p = 0.017) positively affected "Attitudes", "Knowledge", "Skills", and "Utilization", respectively. The research data suggest that nurses working in the Greek NHS were limited in competence regarding EBP in comparison with other European countries. Therefore, vocational, educational, and training programs tailored to EBP enhancement are crucially important. This study was not registered.

Nurses’ attitudes, knowledge, and practices concerning evidence-based practice: a descriptive cross-sectional study

Background &amp; Aim: Evidence-based practice (EBP) is an essential approach to patient care that relies on the best available evidence to guide decision-making. However, there are several barriers to implementing EBP among nurses. This study aimed to investigate the attitudes, knowledge, and practices of nurses regarding EBP in patient care, as well as the obstacles they faced in its implementation. Methods and Materials: A cross-sectional study was conducted among 250 nurses from XXX Teaching Hospital in XXXX using a convenience sampling method. Two questionnaires were administered to collect data on nurses’ EBP practices, knowledge, attitudes, and perceived difficulties. Descriptive statistics, Pearson correlations, and multivariate analysis of variance were used to analyze the collected data. Results: The study found that nurses had a moderate level of EBP utilization, moderate knowledge of EBP, and positive attitudes toward evidence-based practice. Lack of time was the most commonly reported obstacle, followed by lack of support from management and lack of access to relevant research. Nurses with positive attitudes and more knowledge about EBP were more likely to use it in their daily work. The study also revealed that nurses who had worked for more than 10 years perceived more barriers to implementing EBP than those who had worked for 10 years or less. Conclusion: The study recommends addressing the perceived barriers and promoting facilitators to improve the uptake and implementation of evidence-based practice among nurses in XXXX. This can be achieved by providing nurses with access to relevant research, encouraging supportive management, and promoting positive attitudes toward EBP. Moreover, the study highlights the importance of continuous education and training for nurses, especially those with more than 10 years of experience, to overcome the perceived barriers to EBP implementation.

Unpacking evidence-based practice in social work education: a scoping review

ABSTRACT Social work practitioners play a significant role in society, supporting individuals, families, groups, and communities. To meet the goals of well-being and equity, social workers address life challenges, including substance addiction, maltreatment, mental health, and poverty, and are embedded in communities via hospitals, schools, and nonprofit and for-profit organizations. Thus, social work practice has a wide scope and requires comprehensive education. Given the complex nature of social work practice, it has the potential for bias and error resulting in poor user outcomes. Evidence-based Practice (EBP) has been widely identified as a framework to promote deliberate practice. However, the use of EBP in social work practice is lacking. This scoping review, therefore, explores the intersection of how EBP has been conceptualized and taught in social work education. A total of 49 manuscripts were included in the final qualitative content analysis. The results suggest an inconsistent and often conflicting conceptualization of EBP. Furthermore, teaching strategies are also inconsistent and may contribute to the lack of EBP utilization in practice. It is suggested that social work regulatory bodies consider addressing disparities in EBP conceptualization.

405 Integrating a Learning Health System Framework Into a Large Academic Medical Center

OBJECTIVES/GOALS: The Learning Health System (LHS) framework at Columbia University Irving Medical Center (CUIMC) aims to optimize health system performance through enhancing the patient and care team experience, reducing inequities, costs and improving population health outcomes, through a collaborative, interdisciplinary and data driven approach. METHODS/STUDY POPULATION: In alignment with the Quintuple Aim, the LHS program at CUIMC is composed of five critical components: data integration (particularly using Epic EHR and real-time informatics data), utilization of evidence-based practices, a methodology for continuous improvement, and leadership commitment. Our methodology incorporates an iterative process improvement project cycle into an integrated infrastructure and governance of an academic medical center and its hospital partners to fulfill rapid project design and implementation. The LHS at CUIMC aims to bring a cultural shift through stakeholder engagement, symposia, training, accelerated pilot award opportunities, and building external partnership engagement. RESULTS/ANTICIPATED RESULTS: At CUIMC, our definition of a successful integration of a LHS framework is a cultural shift in thinking, method, and continuous improvement. The LHS program has developed multidisciplinary teams that are involved in defining and sharing data, design, and project management resources. In 2021, the first annual symposium was launched and brought together over 200 stakeholders from across the organization to support continuous education, training, and scaling of the framework. As a result of this foundation, two pilot initiatives have been funded and launched, the innovation accelerator model developed and is supporting over ten unique innovative and transformative clinical and operational programs, and several research grant applications have been submitted citing learning health system methodologies. DISCUSSION/SIGNIFICANCE: Our LHS framework has broken down silos and institutional barriers, creating a network of stakeholder groups. Our interdisciplinary approach has enabled us to create sustainable processes, resources and training on rapid, rigorous design, evaluation and implementation of interventions using real-time informatics data and digital health tools.

An evaluation of implementation climate in inpatient maternity care: a cross-sectional survey study

Objective Researchers in obstetrics and gynecology are continuously generating new evidence to inform clinical care delivery. Yet, much of this newly emerging evidence fails to be rapidly and effectively integrated into routine clinical practice. Implementation climate refers to clinicians’ perceptions of to what degree organizations support and reward use of an evidence-based practice (EBP) and is an important construct in the science of implementation in healthcare. Little is known about implementation climate for EBPs in maternity care. Thus, we aimed to (a) determine the reliability of the Implementation Climate Scale (ICS) for use in inpatient maternity care, (b) describe implementation climate in inpatient maternity care overall, and (c) compare individual perceptions of implementation climate between physician and nursing clinicians on these units. Study design We performed a cross-sectional survey of clinicians in inpatient maternity units across 2 urban, academic hospitals in the northeastern United States in 2020. Clinicians completed the 18-question validated ICS [scored 0–4]. Scale reliability by role was evaluated using Cronbach’s α. Subscale and total scores were described overall and compared by physician versus nursing role using independent t-tests, as well as linear regression to control for confounders. Results 111 clinicians completed the survey (physicians = 65; nursing = 46). Physicians were less likely to identify as female (75.4% vs. 100.0%, p < .001), but were of similar age and years of experience as nursing clinicians. Reliability of the ICS was excellent, with Cronbach’s α of 0.91 and 0.86 among physicians and nursing clinicians, respectively. Scores were notably low for implementation climate in maternity care overall and for all subscales. ICS total scores were also higher among physicians as compared to nurses (2.18(±0.56) vs. 1.92(±0.50), p = .02), which remained significant in multivariable modeling (p = .02). Unadjusted subscale scores were higher among physicians in Recognition for EBP (2.68(±0.89) vs. 2.30(±0.86), p = .03) and Selection for EBP (2.24(±0.93) vs. 1.62(±1.04), p = .002). After adjustment for potential confounders, subscale scores for Focus on EBP (p = .04) and Selection for EBP (p = .002) were all higher among physicians. Conclusions This study supports the ICS as a reliable scale for measuring implementation climate in the inpatient maternity care setting. Notably lower implementation climate scores across subscales and roles compared to other settings may underlie the vast evidence to practice gap in obstetrics. In order to successfully implement practices that reduce maternal morbidity, we may need to focus on building educational support and rewarding EBP utilization on labor and delivery units, with an emphasis on nursing clinicians.

Evidence-based practice utilisation and its associated factors among nurses working at public hospitals in West Shoa zone, central Ethiopia: a cross-sectional study

ObjectiveThe aim of this study was to assess the utilisation of evidence-based practice (EBP) and its associated factors among nurses working in public hospitals of West Shoa zone, Oromia, central...

The Doctor of Nursing Practice help desk: An innovative approach to developing evidence-based practice competency and providing DNP project support.

The 2021 American Association for Colleges of Nursing (AACN) Essentials for Professional Nursing Education identifies evidence-based practice (EBP) as a core concept meant to be integrated across curricula. Integrating EBP in Doctor of Nursing Practice (DNP) programs is challenging because of barriers including persistent confusion between research, EBP, and quality improvement; low faculty confidence and competence in their EBP skills and mentoring; increased faculty workload with growing program enrollments; and limited opportunities for students and faculty to practice EBP skills. The aim of this initiative was to implement and evaluate an innovative education strategy to build DNP students' and faculty's EBP competency and confidence while mitigating barriers faced by DNP programs. A DNP Help Desk was created and implemented at a large, Midwestern college of nursing with participation and support from EBP experts. Student and faculty participation were tracked, and perceptions of the help desk were evaluated. Opportunities to evolve the help desk were identified and implemented. Outcomes included a self-reported increase in student and faculty confidence and EBP competency, increased integration, and utilization of EBP in project work, elevated DNP project quality, and decreased demands on DNP project advisors. Engaging in innovative strategies aimed at increasing EBP competency and confidence may lead to increased EBP engagement and positive outcomes for students, faculty, and DNP programs.

Certified registered nurse anesthetists´ attitude towards and utilization of evidence-based practice, and factors influencing such practice: A cross-sectional study

PurposeThe purpose of the study was to investigate certified registered nurse anesthetists’ attitude towards and utilization of evidence-based practice, and factors influencing such practice. DesignThe study had a descriptive, cross-sectional, and web-based survey design. MethodsThis study, conducted in September and October 2020, involved certified registered nurse anesthetists (n = 278) employed within 12 operation theater departments in southern Sweden. Data were collected by means of web-based questionnaires including a modified version of “Nurses’ attitudes towards research and development within nursing” (ATRAD-N, version II) with complementary questions. Descriptive statistics and manifest content analysis were used to analyze data. FindingsA high mean value in ATRAD-N, indicating positive attitudes towards research and improvement, was reported. However, there was a low level of applying research and working with improvement activities. Factors influencing the utilization were attitude and educational level and according to the qualitative data, certified registered nurse anesthetists were limited regarding their participation due to organizational factors, such as lack of time, hierarchical structures, or lack of support from leaders. ConclusionsCertified registered nurse anesthetists are expected to work in accordance with evidence-based practice to further develop nursing care. The main finding in the present study was that certified registered nurse anesthetists, although having a positive attitude towards research and improvement, are limited regarding their participation in evidence-based practice due to organizational factors. The findings clarify the value of continuous education for staff, and the importance of overcoming negative factors to better support certified registered nurse anesthetists in improving their ability to use evidence-based practice and increase their opportunities for integrating it into practice.

Preliminary effectiveness of the ACT SMART implementation toolkit: facilitating evidence-based practice implementation in community-based autism organizations

Background: Evidence-based practice (EBP) use is varied in autism spectrum disorder community-based organizations (ASD-CBOs) in the United States. Aim: The ACT SMART Implementation Toolkit—a multi-faceted implementation strategy guiding teams through implementation phases—was pilot tested to assess its preliminary effectiveness in increasing EBP use within ASD-CBOs. Method: Six ASD-CBOs participated, and five completed all Toolkit phases. Supervisors and direct providers completed an agency assessment pre- and post-pilot reporting their use of the selected EBP. Results: Effect sizes, examining meaningful changes in reported EBP utilization from pre- to post-pilot, found small effect sizes for supervisor-reported, supervisor-report of direct provider’s use, and for direct provider-reported EBP use. Conclusions: Results indicate an increase in reported EBP use post-pilot and signal potential effectiveness of the ACT SMART Toolkit to yield provider-reported behavioral changes. This is the first multi-faceted implementation strategy designed specifically for ASD-CBOs, and findings support its facilitation of EBP uptake to improve community care for autistic individuals.

Knowledge, attitude and utilization of evidence-based practice among nurses in Tertiary Hospitals

The increase demand for healthcare, technology advancement and knowledge explosion has necessitated a paradigm shift from nursing practice which was based on intuition and tradition to evidence-based practice in nursing. EBP is a concept that has not been widely utilized by most nurses working in clinical setting in Nigeria according to previous documentation. Therefore, this study aimed to explore and describe the perception and utilization of evidence-based practice among nurses working in Federal Teaching Hospital in Edo state. A cross sectional descriptive survey design was adopted to assess the perception and utilization of evidence-based practice among nurses working in tertiary hospitals in Nigeria; Irrua Specialist Teaching Hospital and University of Benin Teaching Hospital both in Edo State. A sample size of 334 nurses working in the two teaching hospitals in Edo state was obtained using a proportionate sampling technique. The instrument used for data collection was a standardized tool titled “evidence-based practice questionnaire. Data collected were coded and analyzed using both descriptive and inferential statistics of chi-square to summarize and describe the characteristics of the respondents and establish the relationships of the study variables and the respondents’ demographic characteristics. The findings of the study revealed that majority of the nurses are RN/RM (51.8%, n=158) while only (25.5%, n=87) are degree holder. The study further revealed that majority of the respondents has a good knowledge of evidence-based practice (90.2%, n=275). There was a significant association between the nurses’ years of working experience and their knowledge of EBP (p = .030). There was also a significant relationship between knowledge of EBP and it utilization (p=.001). Hence, there is need for the hospital managements and nursing leader’s to motivate nurse to continue to use evidence-based practice as a tool to provide nursing services that is safe, sound, high quality, cost effective. Furthermore, evidence-based practice culture and mentors should be created within the hospitals.

Knowledge, attitude and utilization of evidence-based practice among nurses in Tertiary Hospitals

Knowledge, attitude and utilization of evidence-based practice among nurses in Tertiary Hospitals

Evidence-Based Practice Utilization among Physiotherapists in Jakarta and the surrounding area Indonesia

Abstract Objective: This study aimed to explore the profile of evidence-practice implementation and its associated factors among Indonesian Physiotherapists in Jakarta and the surrounding area, Indonesia. Methods: This study was a cross-sectional design and a proportional sampling technique used to calculate the minimum sample as population representative. Twenty-one public and private hospitals and around 104 full-time registered Physiotherapists participated in this study. The study adopted the instruments which have been established to investigate the attitude of Physiotherapists towards Evidence-Based Practice which was developed by Jette (2013). Univariate analysis and logistic regression were employed to see if there are significant relationships between the predictors and outcome. Results: The participants in this study were less than 40 years (61.5%). Participants have been recognized as having worked in the field of physiotherapy with a duration of fewer than ten years (43.3%). For educational background, the participants who certified as Bachelor of Applied Science (B.Sc) was 21.2%. The results revealed the association between predictors and  EBP implementation. Physiotherapists who admit that they were doing self-learning in seeking information and other additional more likely to have a positive attitude towards EBP (OR=1.472). Similarly, working in physiotherapy for more than ten years was positively associated with EBP implementation (OR = 1.009). Conclusion: In general, self intention to develop their skill and their knowledge on  EBP and also the duration of working as physiotherapists were contributed to influencing the attitude of physiotherapists toward Evidence-Based Practice. In future studies, the understanding level of EBP terms should be distinguished. Hence, it could differentiate the physiotherapists from the low-level to the high-level according to their understanding of EBP.  

Identification of the Gap between Research and Practice in Surgical Care

Background: The process of applying Evidence-Based Practice (EBP) in the clinic has been slow in various departments and disciplines. In particular, according to studies, EBP use in the operating room is much less common than in medical wards.Aim: We aimed to evaluate the use of evidence-based practice in surgical care and identify barriers to its use among operating room and anesthesia nurses.Methods:We conducted a cross-sectional descriptive study using online survey tools on 251 operating room and anesthesia nurses from Mazandaran teaching hospitals who responded to the survey request (response rate 78%) on January 2021.  EBP Implementation Scale (EBPI-Scale) and EBP BARRIERS Scale were used to assess the extent of evidence-based performance and barriers, respectively. Information on sociological and occupational characteristics of respondents was also collected.Results: The average use of evidence-based performance was 27.73 ± 8.73 (range: 0-72). The results showed that about 50% of participants had never used EBP in the past eight weeks. The EBP application showed an inverse relationship with age (p<0.01, r=-0.30) and work experience (p<0.01, r =-0.20). Education has a significant effect on the process of evidence-based performance (p<0.01). There was a positive correlation between EBP barrier scale and EBP utilization scale (P<0.01, r=0.34). The major barrier for the use of EBP were lack of authority to change patient care procedures.Implications for Practice: The results of this study can be used along with evidence-based information to plan the organization's strategy to increase the use of EBP into daily practice.

Supervisão no indicador de prática clínica: a prática baseada na evidência no contexto do paciente cirúrgico

Introduction: Clinical supervision and evidence-based practice (EBP) must be understood as complementary and inseparable practices considering the positive results they produce in health quality. Objectives: To assess nurses’ predisposition to incorporate EBP in care and identify barriers to the implementation of EBP in their workplaces. Material and Methods: An exploratory-descriptive study, carried out in an outpatient surgery unit of a University Hospital in Porto, Portugal, was conducted. Data were collected using the Clinical Effectiveness and Evidence-Based Practice Questionnaire (QECPBE-20) applied to a non-probabilistic intentional sample of forty-nine nurses. Results: Nurses were in favour of EBP according to the dimension “Attitudes” (M=5.36), which had the highest average score, followed by “Knowledge, Skills and Competences” (M=5.08) and, finally, “Practices” (M=4.89). Participants with training in clinical supervision showed higher values in the dimension Knowledge, Skills and Competencies than those without training in clinical supervision. Moreover, nurses with a specialization scored higher values in the dimension Attitudes. The barriers identified by nurses are summarized in four categories: organizational, professional, leadership and evidence. Conclusions: Nurses revealed knowledge and a positive attitude towards EBP. However, they showed a low rate of EBP utilization in their daily practice. Lack of time, lack of effort by managers and difficulty in accessing scientific evidence are some of the challenges identified.

Competencia en Práctica Basada en la Evidencia y factores asociados en las enfermeras de Atención Primaria en España

ObjectiveTo describe the Evidence-Based Practice (EBP) competency level in Primary Care (PC) nurses in Spain and to determine the associated factors. DesignCross-sectional, national survey design, carried out between January and March 2020. SettingPC in Spain. ParticipantsSeven hundred eighty PC active nurses in the National Health Service with at least one year of professional experience. Main measurements(1) Sociodemographic, professional and access to scientific information variables; (2) outcome variable: EBP competency (attitude, knowledge, skills and utilization) assessed through the EBP-COQ Prof© questionnaire. Bivariate and multiple lineal regression analyses were carried out. ResultsThe mean score for the EBP competency of the PC nurses was 131.5 (standard deviation [SD] 17.0), according to dimensions: attitude 36.8 (SD 3.6); knowledge 38.2 (SD 8.9); skills 23.0 (SD 3.5); and utilization 33.3 (SD 6.1). The number of articles read in the last month has showed the most influence on all the EBP-COQ Prof© dimensions, followed by EBP training (more than 150h) and nursing students mentoring. The education level (master, specialist and doctorate) is associated with knowledge and skills dimensions, meanwhile belonging to a BPSO® center is associated with the EBP utilization. ConclusionsThese findings can guide PC service managers to plan strategies that improve the EBP competency level of the nurses, aimed mainly at achieving real application in clinical practice. However, it is necessary to consider the possible impact of selection bias on the results.

Utilization of Research Evidences among Nursing Students-A Multicentred Study in India

Background-Nursing services in present era thrives for quality patient care. To maintain the standardof professional practice and best quality care the student nurses need to be updated with recent researchevidences. Evidence Based Practice (EBP) in nursing education is inevitable to keep up the pace with thetechnological advancement and standard nursing practices.Objectives-The present study was designed with the objective to assess the level of utilization of researchevidences among nursing students, to find the association of selected variables with the S-EBPQ scores, tocompare the mean score of S-EBPQ among the different groups of nursing students and to analyse the lowresponse items(score1-2) of SEBPQ.Methodology-The present study is a multi-centred cross-sectional descriptive design conducted amongnursing students(n=276) of selected College of Nursing of India through an online survey. Data collectiontool was a standardised self-administered questionnaire of SEBPQ (Students Evidence Based PracticeQuestionnaire by P Upton, D R Upton &amp; S Evans,2015) consisting of 21 items in four subscales. Statisticalanalysis was done by SPSS-24 software in the form of mean, standard deviation, frequency, percentage andANOVA test.Result-Present study revealed that the total mean score of SEBPQ was 3.89±1.22, practice score was3.35±1.53,attitude score was 4.41±1.78, knowledge/skill score was 3.77±1.35 and communication ofresearch score was 4.06±1.48.The utilization of research evidences were high among 31.52% nursingstudents, moderate among 54.35% and low among 14.13% of nursing students. The negative responseanalysis for all items revealed that the student nurses had lower utilization of evidences related to lack ofcritically appraising the evidences (48.2%), tracking down the evidences (45.28%), integrating the evidenceswith practice (44.6%) and difficulty in formulating clearly answerable research question (41%). There wasa statistically significant association between the S-EBPQ score and the place of residence (p value of0.000018) however there was no association found for the age, education level, marital status, years ofexperience, speciality and designation of nursing students.Conclusion-The study concluded that the nursing students have moderately high utilization of EBP, positiveattitude towards research utilization and communication, however institutional support and revised nursingcurriculum with emphasis on EBP would be necessary to make nursing students more research oriented andupdated.