The Adoption and Implementation of Evidence-Based Practice amongst Academic and Clinical Faculty: A Cross Sectional Survey of USA and UK Faculty

2.50
Hdl Handle:
http://hdl.handle.net/10755/308545
Category:
Abstract
Type:
Presentation
Title:
The Adoption and Implementation of Evidence-Based Practice amongst Academic and Clinical Faculty: A Cross Sectional Survey of USA and UK Faculty
Author(s):
Williamson, Kathleen
Lead Author STTI Affiliation:
Eta Beta
Author Details:
Kathleen Williamson, PhD, RN, kmwilliamson@widener.edu
Abstract:

Session presented on: Monday, November 18, 2013

This project was an international collaborative descriptive comparative cross-cultural self report survey with two independent samples of clinical/academic faculty from the USA and UK school’s of nursing. The purpose of the project was to identify barriers and successes that educators face when teaching and fostering students in evidence based practice (EBP) competencies. Competency in EBP, therefore, requires nurses to be able to frame an answerable question from the clinical environment (i.e. representing a gap in knowledge), effectively search relevant literature and resources, evaluate and appraise research evidence and incorporate findings effectively and appropriately into practice. It is therefore crucial that nurses are provided with the strongest foundation possible in EBP through their educational experience and to prepare them for entering the workplace as qualified practitioners. The study aimed to provide insight into nurse educators’ patterns of adoption and implementation of EBP, barriers and facilitators of teaching and fostering students’ EBP competency, and cohesion in EBP approach between academic and clinical contexts. The use of the Evidence-based Practice Questionnaire (EBPQ) provided data on the practice of, attitudes toward, and knowledge/skills in EBP. The patterns of adoption and implementation of EBP while highlighting how faculty can best be supported in their teaching roles will be explored. Examining the cohesion between academic and clinical contexts in adopting and implementing EBP will be discussed. In combination, this presentation will highlight how clinical/academic faculty can best be supported in their teaching roles, and will help to identify areas that need a particular focus to ensure students’ learning needs are met by educational provisions.
Keywords:
Teaching EBP; EBP Implementation; Evidence based Practice
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleThe Adoption and Implementation of Evidence-Based Practice amongst Academic and Clinical Faculty: A Cross Sectional Survey of USA and UK Facultyen_GB
dc.contributor.authorWilliamson, Kathleenen_GB
dc.contributor.departmentEta Betaen_GB
dc.author.detailsKathleen Williamson, PhD, RN, kmwilliamson@widener.eduen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308545-
dc.description.abstract<p>Session presented on: Monday, November 18, 2013</p>This project was an international collaborative descriptive comparative cross-cultural self report survey with two independent samples of clinical/academic faculty from the USA and UK school’s of nursing. The purpose of the project was to identify barriers and successes that educators face when teaching and fostering students in evidence based practice (EBP) competencies. Competency in EBP, therefore, requires nurses to be able to frame an answerable question from the clinical environment (i.e. representing a gap in knowledge), effectively search relevant literature and resources, evaluate and appraise research evidence and incorporate findings effectively and appropriately into practice. It is therefore crucial that nurses are provided with the strongest foundation possible in EBP through their educational experience and to prepare them for entering the workplace as qualified practitioners. The study aimed to provide insight into nurse educators’ patterns of adoption and implementation of EBP, barriers and facilitators of teaching and fostering students’ EBP competency, and cohesion in EBP approach between academic and clinical contexts. The use of the Evidence-based Practice Questionnaire (EBPQ) provided data on the practice of, attitudes toward, and knowledge/skills in EBP. The patterns of adoption and implementation of EBP while highlighting how faculty can best be supported in their teaching roles will be explored. Examining the cohesion between academic and clinical contexts in adopting and implementing EBP will be discussed. In combination, this presentation will highlight how clinical/academic faculty can best be supported in their teaching roles, and will help to identify areas that need a particular focus to ensure students’ learning needs are met by educational provisions.en_GB
dc.subjectTeaching EBPen_GB
dc.subjectEBP Implementationen_GB
dc.subjectEvidence based Practiceen_GB
dc.date.available2013-12-19T17:32:44Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:32:44Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
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