Self-Efficacy: Changing the Tide of Evidence-Based Practice.
evidence-based practice
knowledge and skills
nurses
organizational culture
self-efficacy
Journal
Worldviews on evidence-based nursing
ISSN: 1741-6787
Titre abrégé: Worldviews Evid Based Nurs
Pays: United States
ID NLM: 101185267
Informations de publication
Date de publication:
Apr 2020
Apr 2020
Historique:
accepted:
22
12
2019
pubmed:
4
4
2020
medline:
2
3
2021
entrez:
4
4
2020
Statut:
ppublish
Résumé
The specific aim for this study was to describe differences in evidence-based practice (EBP) and self-efficacy in frontline RNs. This project utilized a national study with a convenience selection of acute care agencies to examine the relationship between organizational and unit culture, EBP, and self-efficacy in frontline nurses. This national study used descriptive correlational methodology to describe differences in EBP and self-efficacy among RNs. The sample included 245 frontline RNs employed in acute care settings. To measure the study variables, the Nursing Evidence-Based Practice Survey (Titler, Hill, Matthews, & Reed, 1999) and the Evidence-Based Nursing Practice Self-Efficacy Scale were used (Tucker, Olson, & Frusti, 2009). Each instrument was delivered via the Qualtrics online platform. The correlation of bivariate interval level variables was analyzed using Pearson's r. The correlation between EBP and self-efficacy was strongly correlated: r(170) = .537, p = .01. Sections within the Nursing Evidence-Based Practice Survey were calculated and found to be significant (unit culture r = .241, p = .01; organizational culture r = .570, p = .01; knowledge, skills, attitude r = .538, p = .01). Several implications exist for education, staff development, and nursing management. Nursing school programs incorporate EBP into the curriculum so that nurses have a foundation for EBP. However, staff development professionals in clinical settings must continue to build on the nurses' knowledge and skill, thus increasing self-confidence for EBP. Nursing management can provide the resources for staffing models and policies to reinforce the value of EBP and positive patient outcomes. This combination provides frontline staff with EBP participation and increased self-efficacy in its usage.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
129-135Subventions
Organisme : Sigma Theta Tau International Small grant
Informations de copyright
© 2020 Sigma Theta Tau International.
Références
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior, Vol. 4 (pp. 71-81). New York, NY: Academic Press.
Blackman, I. R., & Giles, T. M. (2017). Can nursing students practice what is preached? Factors impacting graduating nurses’ abilities and achievement to apply evidence-based practices. Worldviews on Evidence-Based Nursing, 14(2), 108-117.
Cherry, K. (2019). How social learning theory works. Retrieved from http://psychology.about.com/od/developmentalpsychology/a/sociallearning.htm
Franckowiak, B. A., & Glick, D. F. (2015). The effect of self-efficacy on treatment. Journal of Addiction Nursing, 26(2), 62-70. https://doi.org/10.1097/JAN.0000000000000073.
Gandhi, S., Poreddi, V., Nikhil, R. S., Palaniappan, M., & Math, S. B. (2018). Indian novice nurses' perceptions of their role in caring for women who have experienced intimate partner violence. British Journal of Nursing, 27(10), 559-564.
Hannele, S., & Vehviläinen-Julkunen, K. (2016). The state of readiness for evidence-based practice among nurses: An integrative review. The International Journal of Nursing Studies, 56, 128-140.
Howell, B. M., & Paris, J. W. (2011). Introducing cultural anthropology: A Christian perspective. Grand Rapids, MI: Baker Academics.
Institute of Medicine (2009). Leadership commitments to improve value in healthcare: Finding common ground: Workshop summary. Washington, DC: National Academies Press.
Jnah, A. J., & Robinson, C. B. (2015). Mentoring and self-efficacy: Implications for the neonatal nurse practitioner workforce. Advances in Neonatal Care, 15(5), E3-E11. https://doi.org/10.1097/ANC.0000000000000227.
McCabe, E. M., McDonald, C., Connolly, C., & Lipman, T. (2019). A review of school nurses’ self-efficacy in asthma care. The Journal of School Nursing, 35(1), 15-26.
McLeod, S. A. (2016). Bandura - social learning theory. Retrieved from www.simplypsychology.org/bandura.html
Melnyk, B. M. (2011). Achieving a high-reliability organization through implementation of the ARCC model for systemwide sustainability of evidence-based practice. Nurse Administration Quarterly, 36(2), 127-135.
National Council of State Boards of Nursing (2019). National nursing workforce study. Retrieved from https://www.ncsbn.org/workforce.htm
Savage, C. L., Kub, J. E., & Groves, S. L. (2016). Public health science and nursing practice: Caring for populations. Philadelphia, PA: F.A. Davis Company.
Thiel, L. M., Ko, A., & Turner, J. A. (2019). Home healthcare nurses’ attitudes, confidence, and engagement in evidence-based practice. Home Healthcare Now, 37(2), 79-87.
Titler, M. G., Hill, J., Matthews, G., & Reed, D., (1999). Development and validation of an instrument to measure barriers to research utilization. Poster presented at 16th Annual AHSR Meeting, Chicago, IL.
Tucker, S. (2019). Implementation: The linchpin of evidence-based practice changes. American Nurse Today, 14(3), 8-13.
Tucker, S. J., Olson, M. E., & Frusti, D. K., (2009). Evidence-based practice self-efficacy scale: Preliminary reliability and validity. Clinical Nurse Specialist, 23(4), 207-215. https://doi.org/10.1097/NUR.0b013e3181aae8c6
Vardaman, J. M., Rogers, B. L., & Marler, L. E. (2020). Retaining nurses in a changing health care environment: The role of job embeddedness and self-efficacy. Health Care Management Review, 45(1), 52-59. https://doi.org/10.1097/HMR.0000000000000202.
Williamson, K. M., Almaskari, M., Lester, Z., & Maguire, D. (2015). Utilization of evidence-based practice knowledge, attitudes, and skill of clinical nurses in the planning of professional development programming. Journal of Professional Development, 31(2), 73-80. https://doi.org/10.1097/NND.0000000000000140.