scholarly journals Factors Affecting the Application and Implementation of Evidence-based Practice in Nursing

2021 ◽  
Vol 29 (4) ◽  
pp. 281
Author(s):  
Maria Pitsillidou ◽  
Zoe Roupa ◽  
Antonis Farmakas ◽  
Maria Noula
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Factors Affecting

scholarly journals Factors Affecting the Implementation and Barriers to Evidence-Based Practice among Nurse Practitioners in Hail Region, Saudi Arabia

2021 ◽  
Vol 11 (2) ◽  
pp. 187-196
Author(s):  
Majed Shafi Alshammari ◽  
Raad Alshurtan ◽  
Gadah Alsuliman ◽  
Marzoogha Alshammari ◽  
Housam Alhamazani ◽  
...  
Keyword(s):  
Saudi Arabia ◽  
Positive Attitude ◽  
Evidence Based Practice ◽  
Good Knowledge ◽  
Evidence Based ◽  
Years Of Experience ◽  
Factors Affecting ◽  
Causative Factors ◽  
Civil Status ◽  
Job Title

Background: While previous studies explored the implementation and barriers to evidence-based practice (EBP), there is a dearth of literature on the causative factors such as demographics that affect the implementation and barriers to EBP.Purpose: This study aimed to investigate the factors affecting the implementation of EBP and determine its barriers as perceived by nurse practitioners.Methods: This study employed a quantitative correlational design. A total of 228 staff nurses from the hospitals in the Hail region, Saudi Arabia, participated in this study through purposive sampling. The evidence-based practice questionnaire (EBPQ) and the barriers scale questionnaire were used to collect the data between June and July 2020. The descriptive statistics, t-test, and analysis of variance (ANOVA) were used to analyze the collected data.Results: The nurses showed a positive attitude (x=15.25±5.07), good knowledge (x=63.44±19.81), as well as good application of EBP (x=28.02±6.68) with an outstanding EBP score of 106.73 out of 168. Nurses’ civil status (p<0.02), nationality (p<0.05), highest degree (p<0.01), job title (p<0.001), and years of experience (p<0.001) significantly affected the implementation of EBP. Also, the biggest barriers to EBP were: “No time to read research” (94.3%), “Research is not readily available” (97.8%), “Not capable to evaluate the quality of research” (90.4 %), and “Uncertain whether to believe results” (68.4%).Conclusion: Nurses have a positive attitude, good knowledge, and good application of EBP. Civil status, nationality, highest degree, job title, and years of experience were causative factors to EBP. Nurses in hospitals should undergo training continuously to be able to use EBP effectively.

scholarly journals Factors affecting implementation of an evidence-based practice in the Veterans Health Administration: Illness management and recovery.

2015 ◽  
Vol 38 (4) ◽  
pp. 300-305 ◽  
Author(s):  
Alan B. McGuire ◽  
Michelle P. Salyers ◽  
Dominique A. White ◽  
Daniel J. Gilbride ◽  
Laura M. White ◽  
...  
Keyword(s):  
Evidence Based Practice ◽  
Veterans Health Administration ◽  
Evidence Based ◽  
Illness Management ◽  
Veterans Health ◽  
Health Administration ◽  
Illness Management And Recovery ◽  
Factors Affecting

scholarly journals Factors Affecting Implementation of Evidence Based Practice as Perceived by Nurses'

2017 ◽  
Vol 06 (04) ◽  
pp. 53-57
Author(s):  
Najla Akmal Sindi ◽  
Ghada Mahmed Hamouda ◽  
Maram Bankhar
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Factors Affecting

scholarly journals Translating research into prosthetic and orthotic practice

2012 ◽  
Vol 37 (2) ◽  
pp. 108-112 ◽  
Author(s):  
Nerrolyn Ramstrand
Keyword(s):  
Evidence Based Practice ◽  
Working Environment ◽  
Successful Implementation ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Implementation Phase ◽  
Factors Affecting ◽  
Specific Factors ◽  
Context Specific ◽  
Relevant Factors

Background: Evidence-based practice is commonly accepted as a means of improving patient outcomes; however, there is little understanding of the processes required to successfully implement it into prosthetic and orthotic practice. Objectives: To discuss factors affecting adoption of evidence-based practice and present a theoretical framework for its implementation into prosthetic and orthotic practice. Discussion: Numerous factors that affect adoption of evidence-based practice are discussed, ranging from individual factors to those that can be attributed to administrative and environmental issues. Specific factors are likely to be context specific and are influenced by the manner in which evidence-based practice is introduced into the working environment. It is argued that successful implementation of evidence-based practice requires consideration of numerous interrelated factors. A formal translating research into practice model is presented as a means of developing a strategic plan that considers all relevant factors and maximizes acceptance of evidence-based practice into prosthetics and orthotics clinical practice. Conclusions: The use of a theoretical model for implementation of evidence-based practice is likely to improve its adoption by prosthetic and orthotic clinicians. Clinical relevance The demand for prosthetists/orthotists to utilize evidence-based practice is increasing. Lack of strategic planning throughout the implementation phase is likely to compromise adoption of evidence-based practices by clinicians.

scholarly journals Factors affecting paramedicine students’ learning about evidence‐based practice: a phenomenographic study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Anna Wilson ◽  
Susan Howitt ◽  
Adele Holloway ◽  
Anne-Marie Williams ◽  
Denise Higgins
Keyword(s):  
Medical Research ◽  
Professional Learning ◽  
Evidence Based Practice ◽  
Peer Interactions ◽  
Evidence Based ◽  
Clear Understanding ◽  
Factors Affecting ◽  
Self Reflection ◽  
Phenomenographic Study ◽  
Collaborative Learning Opportunities

Abstract Background Evidence-based practice is an important component of pre-service professional learning in medicine and allied health degrees, including new programmes in paramedicine. Despite substantial interest in this area, there is still a lack of clear understanding of how the skills and understandings needed to develop the capacity to apply evidence-based practice can best be learned. Evidence-based practice is often described as consisting of five steps: ask, acquire, appraise, apply and assess. This study focuses on paramedicine students’ learning about the first three steps in a final year unit which explicitly aims to develop their skills in relation to these. Methods We conducted a qualitative study of learning journals recorded by 101 of 121 students in a final year unit of a paramedicine degree (20 students either withheld consent for their journals to be used in the research or did not complete their journal entries). We used phenomenographic approaches to the data analysis in order to identify both variation in students’ learning and the factors affecting this variation. Results We observed variation in students’ understanding of the purpose of literature analysis, the nature of medical research and its relationship to practice. In all three, we identify two main factors contributing to the variation in student learning outcomes: epistemological stance, and opportunities for metacognitive learning generated through peer interactions and self-reflection. We also found that as students begin to grapple with the complexity of medical research, this sometimes produced negative attitudes towards its value; such unintended outcomes need to be recognised and addressed. Conclusions We suggest key factors that should be considered in developing coursework intended to enhance students’ understandings about the processes and application of evidence-based practice. Providing collaborative learning opportunities that address the architecture of variation we observed may be useful in overcoming epistemological and metacognitive barriers experienced by students.

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