Mixed Method Research Investigating Evidence-Based Practice Self-efficacy, Course Needs, Barriers, and Facilitators: From the Academic Faculty and Clinical Nurse Preceptors.
10.4040/jkan.2016.46.4.501
- Author:
Eui Geum OH
1
;
You Lee YANG
;
Jae Yong YOO
;
Ji Yun LIM
;
Ji Hyun SUNG
Author Information
1. College of Nursing, Mo-Im Kim Nursing Research Institute, Yonsei University, Seoul, Korea. joyrnsjh@gmail.com
- Publication Type:Original Article
- Keywords:
Evidence based practice;
Nursing faculties;
Self-efficacy;
Curiculum
- MeSH:
Cooperative Behavior;
Curriculum;
Education;
Education, Continuing;
Education, Nursing;
Evidence-Based Practice*;
Faculty, Nursing;
Humans;
Investments;
Methods*;
Nursing;
Statistics as Topic
- From:Journal of Korean Academy of Nursing
2016;46(4):501-513
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: The current challenges faced by nurses in providing high quality and evidence-based practice (EBP) supported care require profound changes in nursing education. To understand the changes needed to strengthen EBP education, the researchers examined EBP self-efficacy, course needs, barriers, and facilitators for academic faculty and clinical nurse preceptors to teach EBP in undergraduate nursing curricula. METHODS: For this study, mixed-method approach was used with survey data collected from 73 academic faculty members from 54 universities. Further, 17 clinical nurse preceptors in three academic hospitals provided qualitative data for exploration of barriers and facilitators to teaching EBP. Data analysis used SPSS/WIN 21.0 and content analysis. RESULTS: Quantitative data showed that although the overall level of self-efficacy among faculty was moderate, the implementation levels were relatively low. Most faculty members agreed with the need to integrate EBP courses into undergraduate nursing curricula. The qualitative data showed that the barriers to teaching EBP were lack of knowledge, skill, and initial investment for teaching EBP; hierarchical, rules-oriented nursing culture; potential learner overloads in processing EBP; limited research dissemination and application. Facilitators were identified as the importance of EBP to the profession of nursing; collaboration in schools and hospitals; and continuing education in teaching/utilizing EBP. CONCLUSION: The findings indicate that for successful integration of EBP ni nursing education there is a need for faculty training and integrated EBP courses.
