Leadership as a Facilitator of Evidence Implementation by Nurse Managers: A Metasynthesis

2021 ◽  
pp. 019394592110049
Author(s):  
María Zoraida Clavijo-Chamorro ◽  
Gema Romero-Zarallo ◽  
Adela Gómez-Luque ◽  
Fidel López-Espuela ◽  
Sebastián Sanz-Martos ◽  
...  

Evidence-based practice is often not implemented in nursing for reasons relating to leadership. This article aims to cast light on the factors that facilitate nursing evidence implementation perceived by nurse managers in their practical experiences of this implementation. It is a qualitative, narrative metasynthesis of primary studies on nurse managers’ leadership-related facilitation experiences, following the Joanna Briggs Institute meta-aggregative approach and the Promoting Action on Research Implementation in Health Services (PARiHS) model. Eleven primary studies were included and three general categories were identified as leadership-related factors facilitating evidence implementation: teamwork (communication between managers and staff nurses), organizational structures (strategic governance), and transformational leadership (influence on evidence application and readiness for change among leaders). Nurse managers act as facilitators of evidence-based practices by transforming contexts to motivate their staff and move toward a shared vision of change. Always providing support as managers and colleagues, sharing their experience in the clinic environment.

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1882369 ◽  
Author(s):  
Patrick R. Mullen ◽  
Helena Stevens ◽  
Nancy Chae

The use of evidence-based practices (EBPs) is growing among school counselors. However, little is known about school counselors’ attitudes toward EBPs and related factors. We investigated the relationships between school counselors’ grade level, years of experience, theoretical orientation, and attitude toward EBPs. Results indicated that the use of cognitive/behavioral theory and number of years of practice related to attitudes toward EBPs. We offer implications for school counseling practice and future research.


2019 ◽  
Vol 7 (4) ◽  
pp. 54
Author(s):  
Jude N. Ominyi ◽  
David A. Agom ◽  
Chukwuma N. Anyigor ◽  
Aaron B. Nwedu ◽  
Simon N. Onwe

Background: Evidence-based practice (EBP) is widely recognised as being relevant in improving nursing care. However, its implementation in nursing practice has been difficult for nurses, particularly in the developing countries. Existing evidence suggests that bureaucracy in organisational governance impacts implementation processes, however, the nature of this effect is not yet explored. Objective: The study examined experiences of nursing staff implementing EBP in a bureaucratic acute care setting in Nigeria.Methods: A qualitative exploratory design was adopted. A purposive sample of 11 ward managers and 12 staff nurses from a large acute care setting in Nigeria participated in the in-depth, face-to-face interviews. Data was analysed using the thematic analysis approach.Results: Four key themes emerged: (1) top down managerial approach; (2) nurse and nurse manager relations; (3) managerial prerogatives; (4) managerial autonomy.Conclusions and implications for practice: The Nigerian bureaucracy limits professional and managerial autonomy that nurses require in driving EBP implementation. Nurse Managers require greater leadership visibility and structural empowerment to create enabling environment for EBP implementation in nursing.


2009 ◽  
Vol 16 (1) ◽  
pp. 28-36 ◽  
Author(s):  
Gary A. Troia

Abstract This article first provides an overview of components of self-regulation in writing and specific examples of each component are given. The remainder of the article addresses common reasons why struggling learners experience trouble with revising, followed by evidence-based practices to help students revise their papers more effectively.


Sign in / Sign up

Export Citation Format

Share Document