EBP: Training Program, Implementation, Nursing Student Stressors

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Article 1: Li et al. (2019)

The research study provides a summary of the position of knowledge, attitudes, and application of Evidence-Based Practice (EBP) among community nurses (CNs). It involves showing a clear connection of how the factors enable the facilitation or block the application of EBP. It asks the following questions: “What is the position of attitude, knowledge, and application of Evidence-Based Practice (EBP) among CNs globally? What facilitates or blocks EBP application of CNs?” The authors attempt to accomplish their goal through a quantitative literature review of articles, written in English or Chinese, on the topic that were published between 2004 and 2018. A total of twenty articles were selected, covering a population of 8.277 community nurses. As the study was a literature review that discussed publicly available data, few to no ethical issues were present, which removed the need to seek ethical approval.

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Data was collected by searching several keywords on three Chinese databases and three English databases. The authors extracted the “author, year, study design, sampling, outcome methods, and main results,” which consisted of “extracted knowledge, attitude, implementation, facilitator, and barrier” (Li et al., 2019). They found that, in general, the EBP knowledge of CNs was not satisfied, though there were satisfactory attitudes regarding EBP. There were 14 distinct facilitators and 21 barriers of CNs’ to the application of EBP that the authors took into consideration. They have concluded that, though there was substantial interest in the concept of EBP among CNs and the concept contributed to the quality of care, its application was limited by the lack of knowledge and requisite skills alongside other barriers. The authors referenced 61 papers in total, the majority of which were journal articles.

Article 2: Agnes et al. (2016)

The article presents a qualitative study whose purpose is to identify innovative ways through which effective implementation of EBP can be realized. It posits that, though EBP is an effective way of improving healthcare quality, there are substantial barriers to its implementation that need to be overcome through innovation. The purpose of the research is to assess the impact of a research training program on clinicians’ awareness, attitudes, and practices linked to research and evidence-based practice (EBP). First, the authors conduct a literature review and identify several of the most significant facilitators and barriers to the implementation of EBP in the workplace. Then, they conduct mixed-design research, combining both qualitative and quantitative analysis to satisfy the study’s objective. The participants were recruited in teams, amounting to 27 groups that consisted of 153 clinicians, 78 of whom were RNs.

The researchers followed ethical guidelines satisfactorily in their study and obtained approval from the pertinent organizational ethics board. For data collection, they conducted three surveys for the quantitative portion and focus group meetings as well as interviews for the qualitative. For analysis, they used descriptive statistics on demographics and linear mixed regression on the other quantitative data. For the qualitative portion, the researchers coded the transcripts of the focus group meetings and interviews and employed qualitative management software to identify key themes and relationships. They find that, though the workshops improved knowledge, they did not improve capacity or willingness to do research. The authors conclude that, though it is challenging, the training program is still able to address many barriers to EBP. The study references 37 different papers, all of which are scholarly journal articles.

Article 3: Nodine et al. (2021)

The article presents a qualitative study whose purpose is to identify the effect of the COVID-19 pandemic on graduate nursing students. The pandemic may result in stress that has an impact on their capacity to study and remain focused. It may also interrupt their ability to continue studying in graduate school. As such, the authors seek to ascertain the stressors of graduate nursing students throughout the plague. The literature review highlighted the fact that no significant body of work existed relating to the effects of the COVID-19 pandemic on student stress, specifically, and focused on general stress studies instead. To answer the question set out in the paper, the researchers employ a “prospective, descriptive, online survey design” (Nodine et al., 2021). A total of 738 students were contacted for the purpose of the study, 222 of whom completed and returned the survey.

The authors followed suitable ethical guidelines for their research, which resulted in approval from the Colorado Multiple Institutional Review Board (COMIRB #20–1069). The study was quantitative, employing an original questionnaire instrument that also incorporated two verified scales to measure depression and distress. For analysis, they used both descriptive and inferential statistics, employing Benjamini-Hochberg multiple testing adjusted p-values due to the number of computed data points. The authors find substantial growth in the levels of stress between pre-pandemic times and those of the article’s writing. They do not differ depending on the individual’s specialization and represent increases along each subscale. The researchers recommend increased support for graduate nursing programs, including but not limited to higher funding. The article cites a total of 25 references, most of which are scholarly journal articles.

References

Agnes T.B., Balneaves, G., Garossino, C., Puyat, J.H., and Qian, H. (2016). Promoting evidence-based practice through a research training program for point-of-care clinicians. JONA: The Journal of Nursing Administration 45(1), 14-20. Web.

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Li, S., Cao, M., and Zhu, X. (2019). Evidence-based practice: Knowledge, attitudes, implementation, facilitators, and barriers among community nurses-systematic review. Medicine, 98 (39), e17209. Web.

Nodine, P.M., Arbet, J., Jenkins, P.A., Rosenthal, L., Carrington, S., Purcell, S.K., Lee, S., & Hoon, S. (2021). Graduate nursing student stressors during the COVID-19 pandemic. Journal of Professional Nursing, 37(4), 721-728, Web.

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NursingBird. (2022, September 30). EBP: Training Program, Implementation, Nursing Student Stressors. Retrieved from https://nursingbird.com/ebp-training-program-implementation-nursing-student-stressors/

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NursingBird. (2022, September 30). EBP: Training Program, Implementation, Nursing Student Stressors. https://nursingbird.com/ebp-training-program-implementation-nursing-student-stressors/

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"EBP: Training Program, Implementation, Nursing Student Stressors." NursingBird, 30 Sept. 2022, nursingbird.com/ebp-training-program-implementation-nursing-student-stressors/.

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NursingBird. (2022) 'EBP: Training Program, Implementation, Nursing Student Stressors'. 30 September.

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NursingBird. 2022. "EBP: Training Program, Implementation, Nursing Student Stressors." September 30, 2022. https://nursingbird.com/ebp-training-program-implementation-nursing-student-stressors/.

1. NursingBird. "EBP: Training Program, Implementation, Nursing Student Stressors." September 30, 2022. https://nursingbird.com/ebp-training-program-implementation-nursing-student-stressors/.


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NursingBird. "EBP: Training Program, Implementation, Nursing Student Stressors." September 30, 2022. https://nursingbird.com/ebp-training-program-implementation-nursing-student-stressors/.