Practice Nurse Use of Evidence in Clinical Practice

Practice Nurse Use of Evidence in Clinical Practice

The purpose of this research is to explain the nurses’ perception using evidence-based practice, identify their attitudes, use, and understanding of their skills and knowledge associated with the evidence-based practice. The study also intends to find out the application of learned skills, attitudes, and knowledge of evidence-based practice. The research questions are:

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What are the practice nurses’ perceptions of their use of EBP? What are the practice nurses’ attitudes towards EBP? What are practice nurses’ perceptions of their knowledge/skills associated with EBP?

Approximately a hundred and ten samples were obtained from practicing nursing at West Auckland. Every nurse in practice was given a questionnaire pack consisting of an information sheet; an evidence-based practice questionnaire a demographic data sheet and a post-paid return envelope. Out of the one hundred and ten questionnaires given out, only 55/50% were taken back. The data received was screened to determine its accuracy, determine missing values, and determine errors in the responses given. Complete data sets were found to be only 54 data sets for analysis.

Methods

A quantitative survey method was used. The survey tool relied on the clinical efficiency and evidence-based practice questionnaire as per the authors. The evidence-based practice questionnaire comprises 24 items. They are organized into the practice of individual components of evidence-based practice, attitudes toward the evidence-based practice, and knowledge of the evidence-based practice (Melnyk, 2011).

Findings

The learned skills had a resemblance to evidence-based practice. It had a high relationship with the individual practice components of EBP and attitudes towards EBP. Statistically, there was a significant resemblance to the practical components of EBP. The results of this research show that knowledge and skills relevant to the implementation of EBP were vital factors facilitating the practice of individual components of EBP. The findings show that the skill learned, affects the nurses’ comprehension of EBP. The practice nurses’ attitudes towards EBP were associated with the practice of individual components of EBP (Holland & Rees, 2010).

Credibility

The practice nurse’s use of evidence in clinical practice survey reports is published in peer-reviewed journals. I brushed through the peer-reviewed journal and found the descriptive survey report of the practice nurse’s use of evidence in clinical practice. The most observed methodological limitation in the study design was the use of a self-completed postal questionnaire. This method is disadvantageous because there is a potential for a low response rate (Ellis, 2010).

They should have used random sampling instead of nurses from a single hospital so that the findings of the study can be generalized to the greater population of the practice. Data collected and analyzed was very instrumental in answering the research questions stated above and coming up with the findings. The sampling methods always used influence the results of a study. Random sampling affects the representation of all people in the target group rather than just using one panel in a population as the sample (Hall & Roussel, 2012).

The measuring instrument; the evidence-based practice questionnaire, was valid and reliable to be used in the study. According to ESBQ, I found out how it works, and based on the findings obtained; the instrument proved to be adequately reliable and valid (Hall & Roussel, 2012). The extraneous variables were properly controlled to minimize their influence on the findings of the study. Better sampling methods such as random sampling would have changed the outcomes of the study hence obtaining different results. The results of the study were consistent with the previous studies hence the conclusion that positive attitudes on the part of nursing staff towards evidence-based practice are essential for efficient utilization and application of evidence in nursing practice (Ellis, 2010).

Conclusion

I agree with the discussions of the findings. The use of EBP components by practicing nurses changes their attitudes towards EBP. Positive attitudes towards the use of EBPs, increase efficient utilization and use of evidence in nursing practice, hence improving patient and promoting health. Despite the level of education, most nurses seemed to have increased their knowledge and skills relevant to the implementation of evidence-based practice. There is a need to build the capacity of the practice nurses on the importance of research finds and how to use them. Capacity building will increase their knowledge on EBP and help further change their attitudes and become more confident about the implementation of evidence-based practice. Each of the findings of the study was credible based on the methods used to analyze the data and the fact that the current results supported the past studies.

Study scholarships can be given to the practice nurses as a way of motivating them to implement the EBP. The best performing and those showing great efforts in utilizing the evidence-based practice to be rewarded with the scholarships and study fellowships. It will also help in creating a competitive environment to succeed, hence improving health and patient care. The study findings would be a little different if the study was conducted elsewhere and different sampling methods were used. The difference in results would be attributed to the different kinds of exposure to civilization and innovations among the study populations.

References

Ellis, P. (2010). Evidence-based practice in nursing. Exeter, England: Learning Matters.

Hall, H. R., & Roussel, L. (2012). Evidence-based Practice: An Integrative Approach to Research, Administration, and Practice. New York: Jones & Bartlett Publishers.

Holland, K., & Rees, C. (2010). Nursing Evidence-Based Practice Skills. Cambridge: OUP Oxford.

Melnyk, B. M. (2011). Evidence-based Practice in Nursing & Healthcare: A Guide to Best Practice. Arizona: Ellen Fineout-Overholt.

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