Draft Defini
Evidence-Based Practice: How can the use of EBP by nurses be increased?
Sitoshna Rai
2023SP RNSG-1360-55027
Prof. Heather Fulson
March 19, 2023
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Evidence-Based Practice: How can the use of EBP by nurses be increased?
Evidence-based practice (EBP) is critical in nursing and healthcare because it ensures that clients obtain the most effective care based on the best evidence. EBP refers to the process of using the best current evidence to make appropriate decisions about patients’ care. The practice entails incorporating individual clinical expertise with the best accessible recent external clinical evidence from systematic research to make the best decisions about a client’s care. This paper explores three articles related to EBP, addressing how to improve the use of EBP in nursing.
Lam, C. K., & Schubert, C. (2019). Evidence‐based practice competence in nursing students: An exploratory study with important implications for educators.
The title of the article, "Evidence-based practice competence in nursing students: An exploratory study with important implications for educators," suggests that it is a descriptive study that examines EBP in nursing education. Descriptive studies typically analyze the "how" and "why" questions about subject phenomena. The authors of the study are James Madison University Director of Research and Education Services Carolyn Schubert and Obstetrician-Gynecologist Christina K. Lam of Mountain View, California. The aim was to contrast Melnyk's (Worldviews on Evidence-Based Nursing, 11, 2014 and 5) evidence-based practice proficiencies for registered nurses with baccalaureate students' perspectives of evidence-based practice education and competency. The authors used a sequential, mixed-methods design in which they conducted surveys to assess the information's sources and usage patterns and semi-structured interviews to look into the factors influencing students' comprehension of evidence-based practice and information-seeking behaviors in the clinical setting. The significance of thorough education and training in evidence-based practice was underlined by Abu-Baker (2021). Their most crucial lesson was to advance nursing as a profession and improve care standards and procedures for aspiring nurses. Nursing students should learn the value of evidence-based knowledge as well as how to get it, evaluate it, and apply it appropriately as needed. The study's key finding is that clinical learning environments are essential for the implementation of EBP. Yet nurse educators shouldn't make the assumption that students are prepared to use their EBP knowledge and abilities in the real world. They should evaluate pupils' suitability for various settings using specific techniques.
Abu-Baker, N. N., AbuAlrub, S., Obeidat, R. F., & Assmairan, K. (2021). Evidence-based practice beliefs and implementations: A cross-sectional study among undergraduate nursing students.
The article presents the results of a cross-sectional investigation into undergraduate nursing students' attitudes about and uses of evidence-based practice. The authors are all professors and teachers in the nursing departments of several Jordanian universities. The goal was to examine how nursing students perceive and use evidence-based practice, to examine differences in these students' perceptions and applications due to prior EBP training, and to evaluate the relationship between the two. Participants from two public institutions were examined by Abu-Baker et al., who administered instruments measuring EBP belief and implementation. The results demonstrate that participants who received EBP training had much higher overall belief and implementation scores than their counterparts who did not, yet there was no discernible relationship between belief and implementation ratings. The main takeaway from this study was the importance of teaching nursing students the relevance of evidence-based knowledge in promoting nursing as a profession and enhancing care practices for future nurses. Also, they should learn how to get knowledge and information, evaluate it, and properly apply it.
Rahmayanti, E. I., Kadar, K. S., & Saleh, A. (2020). Readiness, Barriers and Potential Strenght of Nursing in Implementing Evidence-Based Practice.
The article examines through correctional research the readiness, obstacles, and possible strengths of nursing in implementing EBP, as the title suggests. The authors are Indonesians from Palu, Elifa Ihda Rahmayanti. Kusrini S. Kadar and Ariyanti Saleh are both professors and lecturers in the nursing program at the Widya Nusantara Institute of Health Science. They also hold doctoral degrees from the faculties of nursing at Hasanuddin University in Makassar, Indonesia, and the Department of Mental Health Nursing at the same institution. The study sought to determine the interest, challenges, and potential strengths of nurses in implementing evidence-based practice. To conduct the EBP readiness survey instruments (EBPR) survey, EBP barrier, and facilitating elements of EBP implementation, the researchers used a cross-sectional study technique and recruited 186 participants in Dr. Wahidin Sudirohusodo Makassar's inpatient room. According to the findings, the participants achieved high scores on the EBP readiness scale, demonstrating a very high level of preparedness for evidence-based practice. Also, they noted strong evidence-based practice knowledge and abilities, encouraging attitudes and beliefs, and an environment at work that supports such practices. Contrarily, although believing in the importance of evidence-based procedures, almost half of the participants requested confirmation regarding their abilities to use them. As a result, one of the study's most important findings is that nurses' preparedness to adopt evidence-based practice can hasten its growth and aid in the creation of the strategies and interventions needed before doing so.
Conclusion
These studies often reveal three topics for enhancing evidence-based practice: education and training, strategy, and assessment. To be competent, one must get education and training in evidence-based practice. The significance of thorough education and training in evidence-based practice was underlined by Abu-Baker (2021). The most significant takeaway from the study was that to improve and advance nursing as a profession, nursing students must learn the importance of evidence-based information and the proper methods for accessing, evaluating, and applying it. Such information will help future nurses provide better treatment and follow better procedures. Although recognizing the value of learning in advancing evidence-based practice, Lam and Schubert (2019) also emphasized the function of assessment. Although clinical learning environments are important for EBP, they said, nurse educators shouldn't assume that students are prepared to use EBP in the real world. Instead, they should use specialized techniques to evaluate students' competencies to assure their applicability in varied contexts.
Last but not least, Rahmayanti, Kada, and Saleh (2020) made the case that strategy is essential for improving evidence-based practice and that nurses' preparedness to do so can hasten its growth and aid in the creation of the strategies and interventions needed before adopting the practice.
References
Abu-Baker, N. N., AbuAlrub, S., Obeidat, R. F., & Assmairan, K. (2021). Evidence-based practice beliefs and implementations: A cross-sectional study among undergraduate nursing students.
Lam, C. K., & Schubert, C. (2019). Evidence‐based practice competence in nursing students: An exploratory study with important implications for educators.
Rahmayanti, E. I., Kadar, K. S., & Saleh, A. (2020). Readiness, Barriers and Potential Strenght of Nursing in Implementing Evidence-Based Practice.