scholarly journals Harmonising Nurses’ Roles to Clinical Environment: A Synergy to Theory-Based Nursing Practice

2021 ◽  
Vol 5 (1) ◽  
pp. 1-5
Author(s):  
Yahaya Jafaru
Keyword(s):  
Nursing Students ◽  
Research Evidence ◽  
Nursing Practice ◽  
Favourable Outcome ◽  
Position Paper ◽  
Scientific Development ◽  
Evidence Based ◽  
Clinical Environment ◽  
Nursing Theory ◽  
Body Of Knowledge

Introduction: Nursing theory constitutes a body of knowledge that supports nursing practice. It earns nursing a scientific development, help enhance the care nurses provide to clients and serves as basis for nursing practice.Purpose: The aim of this paper was to showcase the harmonisation of the nurses’ roles to clinical environment as a synergy to theory based nursing practice.Method: The position paper used theoretical and empirical evidences in drawing its stance through literature review. It addresses certain issues related to theory-based nursing practice.  Result: The issues addressed by the paper includes: theory-practice artificial gap, research, evidence based practice, and nursing students learning in the application of nursing theories respectively. The paper revealed harmonisation of nurse academicians and practitioners roles to clinical environment as a solution.Conclusion: Nurses need to harmonise the roles of academicians and clinicians as a synergy that can yield a favourable outcome to nursing profession. 

Perceptions of Competence About Evidence-Based Practice Among Saudi Baccalaureate Nursing Students: A Cross-Sectional Survey

2019 ◽  
Vol 32 (2) ◽  
pp. 101-105 ◽  
Author(s):  
Regie B. Tumala ◽  
Abdualrahman S. Alshehri
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Research Evidence ◽  
Nursing Practice ◽  
Evidence Based Practice ◽  
Research Utilization ◽  
Evidence Based ◽  
Cross Sectional Survey ◽  
Allied Health Professionals ◽  
Cross Sectional

For more than 30 years, research utilization has been described in the literature, which predated the heightened interest and demand for using best research evidence in nursing practice. Fernandez, Tran, Ramjan, Ho, and Gill identified evidence-based practice (EBP) as a methodical approach for using the best research evidence when making clinical judgments, together with patient preference and clinical experience. Furthermore, EBP was defined as the use of evidence-based knowledge in the clinical situations, and its usage should be one of the most important educational objectives in nursing education as well as one of the important skills for registered nurses worldwide. In nursing education, students must be taught to appreciate the importance of utilizing best evidence in their nursing practice, especially during their clinical time in the healthcare setting. It is hoped that if they appreciate EBP that when they become nurses, they will play an important role in the decision-making related to patient care, along with other medical and allied health professionals.

scholarly journals EBP e-Toolkit: Providing a Teaching and Learning Open and Innovative Toolkit for Evidence-Based Practice to Nursing European Curriculum – the second transnational project meeting in Warsaw

2019 ◽  
Vol 18 (3) ◽  
pp. 197-199
Author(s):  
Mariusz Panczyk ◽  
Joanna Gotlib
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Teaching And Learning ◽  
Research Evidence ◽  
European Federation ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Clinical Decisions ◽  
Learning Tools ◽  
Efficient Option

AbstractIntroduction. Although European healthcare systems differ from country to country, almost all are currently going through profound changes and are becoming increasingly complex. New tasks and growing social expectations towards healthcare build high expectations of medical professionals regarding their competences. Knowledge and skills allowing for choosing the safest and most efficient option for patient care are particularly welcome. The idea of Evidence-based Nursing Practice (EBP) combines the best available research evidence on the one hand and clinical expertise and patients’ expectations on the other, allowing for solving problems in making clinical decisions. EBP is a tool used for making clinical decisions in nursing care that helps to reduce the cost of healthcare by increasing efficiency and safety. Under the Directive 2013/55/EU European Federation of Nurses Associations developed qualifications framework that provides requirements for nursing training, with the ability to apply research evidence in clinical practice being one of its key elements. Despite the aforementioned recommendations, the actual implementation of EBP into clinical practice is hindered by various obstacles. In addition, the existing European resources enhancing EBP teaching for nursing students are very limited.Summary. The EBP e-Toolkit Project is a response to high needs of the academic world and nursing practitioners, involving six institutions whose cooperation and expertise aim to ensure the development and implementation of high-quality learning tools tailored to the educational needs of modern nursing personnel. The six higher education institutions that jointly implement the aforementioned project involve: the University of Murcia (coordinating institution, Spain), Technological Educational Institute of Crete (Greece), University of Modena e Reggio Emilia (Italy), University of Ostrava (Czech Republic), Medical University of Warsaw (Poland), and Angela Boskin Faculty of Health Care (Slovenia).

scholarly journals Features of recording practices and communication during nursing handover: a cluster analysis

2018 ◽  
Vol 52 (0) ◽  
Author(s):  
Nikos Rikos ◽  
Manolis Linardakis ◽  
Michael Rovithis ◽  
Anastas Philalithis
Keyword(s):  
Cluster Analysis ◽  
Nursing Practice ◽  
Clinical Skills ◽  
Clinical Status ◽  
Hierarchical Cluster ◽  
Evidence Based ◽  
Clinical Environment ◽  
Nursing Clinical Practice ◽  
Evidence Based Nursing

ABSTRACT Objective: To record and identify the characteristics of nursing handovers in a tertiary hospital. Method: Observational study. Twenty-two nurses participated in 11 nursing handovers in 2015/16, using a recorded audio system and an unstructured observation form. Hierarchical cluster analysis was performed. Results: Thirty characteristics were identified. The nursing handovers were based on the clinical status of patients, and all nurses obtained specialized scientific knowledge specific to the clinical environment. The information used was not based on nursing diagnoses and not in accordance with best nursing clinical practice. The following four clusters emerged among the 30 characteristics: 1) the use of evidence-based nursing practice, 2) the nonuse of evidence-based nursing practice and its correlation with strained psychological environment, 3) patient management and the clinical skills/knowledge of nurses, and 4) handover content, quality of information transferred and specialization. Conclusion: Multiple characteristics were observed. The majority of characteristics were grouped based on common features, and 4 main clusters emerged. The investigation and understanding of structural relations between these characteristics and their respective clusters may lead to an improvement in the quality of nursing health care services.

Aesthetics and Evidence-Based Practice in Nursing: An Oxymoron?

2004 ◽  
Vol 8 (2) ◽  
pp. 9-13 ◽  
Author(s):  
Dawn Freshwater
Keyword(s):  
Nursing Practice ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Healthcare Provision ◽  
Nursing Theory ◽  
Nursing Knowledge ◽  
Research Findings ◽  
Scientific Base

Nursing theory and differing sources of nursing knowledge have focused the argument that nursing theory and nursing practice must be founded on a scientific base. The phrase “evidence based” is increasingly entering the discourse around nursing effectiveness and has captured the attention of managers, because of its seeming potential to rationalize costs in healthcare provision, and researchers, because of its association with problems related to lack of adoption of research findings in nursing. A potential exists to broaden the chasm between the art and the science of nursing, when the art of nursing is gaining credibility. This paper challenges the current of evidence-based practice. It argues that the two concepts, when viewed through the postmodern lens, are not necessarily an oxymoron.

scholarly journals Putting the Evidence into Preceptor Preparation

2012 ◽  
Vol 2012 ◽  
pp. 1-7 ◽  
Author(s):  
Florence Myrick ◽  
Florence Luhanga ◽  
Diane Billay ◽  
Vicki Foley ◽  
Olive Yonge
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Comparative Analysis ◽  
Nursing Students ◽  
Qualitative Method ◽  
Nursing Practice ◽  
Evidence Based ◽  
Teaching Preparation ◽  
Semistructured Interviews ◽  
Constant Comparative Analysis

The term evidence-based practice refers to the utilization of knowledge derived from research. Nursing practice, however, is not limited to clinical practice but also encompasses nursing education. It is, therefore, equally important that teaching preparation is derived from evidence also. The purpose of this study was to examine whether an evidence-based approach to preceptor preparation influenced preceptors in a assuming that role. A qualitative method using semistructured interviews was used to collect data. A total of 29 preceptors were interviewed. Constant comparative analysis facilitated examination of the data. Findings indicate that preceptors were afforded an opportunity to participate in a preparatory process that was engaging, enriching, and critically reflective/reflexive. This study has generated empirical evidence that can (a) contribute substantively to effective preceptor preparation, (b) promote best teaching practices in the clinical setting, and (c) enhance the preceptorship experience for nursing students.

Integrating Research Into the Clinic

2002 ◽  
Vol 92 (2) ◽  
pp. 115-122 ◽  
Author(s):  
Anne-Maree Keenan ◽  
Anthony C. Redmond
Keyword(s):  
Decision Making ◽  
Clinical Practice ◽  
Research Evidence ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Research Process ◽  
Decision Making Process ◽  
Evidence Based ◽  
Clinical Environment ◽  
The Individual

This paper is the first in a series of three aimed at introducing clinicians to current concepts in research, and outlining how they may be able to apply these concepts to their own clinical practice. It has become evident in recent years that while many practitioners may not want to become actively involved in the research process, simply keeping abreast of the burgeoning publication base will create new demands on their time, and will often require the acquisition of new skills. This series introduces the philosophies of integrating what sometimes may appear to be abstract research into the realities of the clinical environment. It will provide practitioners with an accessible summary of the tools required in order to understand the research process. For some, it is hoped this series may provide some impetus for the contemplative practitioner to become a more active participant in the research process. This first paper addresses how the evidence based practice (EBP) revolution can be used to empower the individual practitioner and how good quality evidence can improve the overall clinical decision making process. It also suggests key strategies by which the clinician may try to enhance their clinical decision making process and make research evidence more applicable to their day to day clinical practice. (J Am Podiatr Med Assoc 92(2): 115-122, 2002)

scholarly journals Preceptees' Experiences of Nursing Students in the Clinical Practice with Preceptorship: “Being refined while taking a firm stand with lack”

2018 ◽  
Vol 24 (2) ◽  
pp. 168-180 ◽  
Author(s):  
Jeong Sook Park ◽  
Young Suk Park
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Nursing Practice ◽  
Clinical Environment ◽  
Clinical Nursing ◽  
Interactive Field ◽  
Core Category ◽  
Depth Interview ◽  
Field Notes ◽  
Constant Comparative Analysis

Purpose: The purpose of this study was to explore preceptees' experience among nursing students in the Clinical Nursing Practice program as integral practice. Specific aims were to identify problems students face as preceptees at a clinical practice and how they interact with preceptors and others. Methods: Grounded theory methodology was utilized. Data were collected from interactive field notes and transcribed notes with individual in-depth interview from 12 senior nursing students who had experiences as a preceptee in the Clinical Nursing Practice. Results: Through constant comparative analysis, a core category emerged as "Being refined while taking a firm stand with lack." The process of "Being refined while taking a firm stand with lack" consisted of four phases: sailing phase, adaptation phase, achievement phase and wistful returning phase. Conclusion: The findings of the study indicate that there is a need for nursing students to understand the limitations and strengths to learning experiences in preceptorship. In addition, the Clinical Nursing Practice as an integral practice program is needed to improve nursing capacity and for proper adaptation to real clinical environment among graduating students.

scholarly journals A Proposal for Certification in Nursing Theory

Aquichan ◽  
2016 ◽  
Vol 16 (1) ◽  
pp. 7-14 ◽  
Author(s):  
Debra R. Hanna
Keyword(s):  
Health Care ◽  
Health Care System ◽  
Formal Education ◽  
Nursing Practice ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Nursing Theory ◽  
The Relationship ◽  
Different Levels ◽  
Contemporary Health Care

The author proposes the development of different levels of certification in the knowledge of nursing theory that would be based on the level of formal education attained. At present, nurses are being required to obtain higher levels of formal education in order to serve patients safely in a technologically complex health care system. Although evidence-based practice is strongly desired in contemporary health care, less consideration has been given to the value of theory-based nursing practice or the relationship between theory and research. The author explains multiple background issues and then highlights several questions that are important for disciplinary discussion at this point in time.

scholarly journals Knowledge and attitudes of nursing students towards evidence-based medicine and evidence-based nursing practice

2015 ◽  
Vol 125 (4) ◽  
pp. 201-204 ◽  
Author(s):  
Jarosława Belowska ◽  
Mariusz Panczyk ◽  
Aleksander Zarzeka ◽  
Joanna Gotlib
Keyword(s):  
Nursing Students ◽  
Professional Practice ◽  
Evidence Based Medicine ◽  
Nursing Practice ◽  
Scientific Literature ◽  
Scientific Evidence ◽  
Evidence Based ◽  
Study Results ◽  
Based Medicine ◽  
Evidence Based Nursing

Abstract Introduction. Modern nursing practice requires Nursing students to expand their knowledge both in the field of specialized nursing and learning the basics of medicine, as based on scientific evidence. The dissemination of research activities in nursing and the development of the profession, knowledge and practice based on Evidence-based Nursing may contribute to the increase of the effectiveness and improving the quality of healthcare services. Nursing teaching curricula should include subjects related to Evidence-based Medicine, such as scientific research methodology or critical analysis of scientific literature. Aim. The aim of the study was to analyze the knowledge and attitudes of nursing students towards Evidence-based Medicine (EBM) and Evidence-based Nursing Practice (EBNP). Material and methods. Out of 127 Master’s degree students in Nursing at the Medical University of Warsaw (4 men), 72% work as a nurse. Mean age of the study group was 26.55 years (min. 22, max. 51, SD=7.52) with 63% of the students attending full-time studies, with 90% being students of the first year. Some 53% earned their bachelor’s degree in Nursing in 2013. A standardized Evidence – Based Practice Profile Questionnaire from University of South Australia, quantitative analysis of the study results. Results. Nearly 30% of the respondents have never encountered EBM or EBNP during their time at the University (n=41). Most students intend to use relevant scientific literature in order to update their knowledge (n=68) and to upgrade their skills, so as to integrate EBNP into their everyday professional practice (n=67). Some 60% of the respondents deem scientific reports useful for their work (n=76) but nearly half of them regards clinical experience as more important than the results of scientific studies, when it comes to making the right decisions in their professional practice (n=56). Nearly a half of the studied group (n=66) have never heard about the term minimum clinically worthwhile effect and only one person declared the correct explanation systematic review (n=1). 42% declare reading published scientific studies once a month but nearly 30% have never referred scientific findings to their own diagnosis (n=41) and 40% have never assessed its methodological correctness (n=51). Conclusions. 1. The educational programs in the framework of Nursing studies should be supplemented with subjects of EBM and EBNP, so as to expand the nursing students’ knowledge and let them reap the benefits of using the latest study results in their future professional practice. 2. The level of knowledge about the principles of assessment of reliability of scientific evidence was strongly insufficient and requires urgent supplementation of knowledge and skills of students in this area. 3. It is necessary for students to update their knowledge, particularly when it comes to using the latest scientific literature in everyday clinical practice and skills connected with critical analysis of scientific evidence.

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