2.50
Hdl Handle:
http://hdl.handle.net/10755/616170
Category:
Full-text
Type:
Presentation
Title:
Intentional Consciousness: Empowering Nurses Through Evidence-Based Practice
Other Titles:
Developing Nurse Leaders in the Clinical and Faculty Arena
Author(s):
Mgbokwere, Maria Sochima N.
Lead Author STTI Affiliation:
Lambda Chi
Author Details:
Maria Sochima N. Mgbokwere, RN, CCRN, emmaadaobi@yahoo.com
Abstract:
Session presented on Saturday, July 23, 2016: Abstract Background: Nurses are being called upon to fill the ever-increasing demands and expanding roles in several different facets in the healthcare system.' Without the knowledge of evidence-based practice (EBP), this task is difficult to achieve.' Nursing faculty must incorporate and focus their teaching on EBP to enhance nursing students? knowledge, understanding, and embracing the concept of EBP.' Although attitude regarding EBP is high among nursing faculty, their knowledge is lacking (Stichler et al 2011). To achieve a tangible knowledge of EBP for greater effectiveness and continuity, the involvement of all nurse educators who prepare these nurses is imperative. This involvement is initiated by first knowing the critical factors that influence nursing faculty?s perceptions, attitudes, and knowledge of EBP. Purpose: The purpose of this qualitative grounded theory study was to explore the critical factors that influence nurse educators? perceptions, attitudes, and knowledge of EBP. Philosophical Underpinnings: This study was be guided by two philosophical underpinnings, symbolic interactionism and pragmatism. Method: The researcher used a classical grounded theory approach (Glaser 1978, 1992).' Eighteen nurse faculty with at least two years? academic experience and currently working in the academic setting were interviewed with informed consent.' Data were collected through individual and focus group interviews with field notes. The researcher transcribed and analyzed the data. Rigor was ensured through credibility, dependability, confirmability and transferability. Results: The core category and basic social process of intentional consciousness emerged from this study.' Four concepts were associated with intentional consciousness including, raising awareness through educating, communicating, collaborating, and practicing; being self-driven refers to the ability to independently take initiative in order to achieve an objective. It means seeing the big picture and a goal, connecting the dots, and intentionally making every possible effort to reach that goal; organizational effects includes supporting, leading, and mandating: these effects influence how employees act towards an organization which may positively or negatively impact the knowledge of EBP; and positive outcomes which mean improving practice, personal growth and knowledge, and positive effects on patients, students, and families while using EBP. Discussion:' Intentional consciousness, a behavior and a process, is the theoretical framework that emerged from this study. It is the center of a series of processes involved in the knowledge of EBP.' The data revealed that though raising awareness, being self-driven, organizational effects, and positive outcomes are all necessary components of improving the knowledge of EBP, each cannot work alone.' All the components are interwoven and must be present.' One without the other cannot succeed in improving EBP knowledge and moving the concept forward.' Conclusion: Intentional consciousness is the root that supports all the four components necessary to strengthen the knowledge of EBP.' This theoretical framework explains the reasons for a deficiency of knowledge of EBP as well as actions that will improve and sustain the implementation and integration of EBP.' The results from this study will expand understanding and knowledge of EBP among clinical nurses, nurse educators, and health care organizations.'
Keywords:
intentional consciousness; evidence-based practice; knowledge
Repository Posting Date:
13-Jul-2016
Date of Publication:
13-Jul-2016 ; 13-Jul-2016
Other Identifiers:
INRC16G10; INRC16G10
Conference Date:
2016
Conference Name:
27th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Cape Town, South Africa
Description:
Theme: Leading Global Research: Advancing Practice, Advocacy, and Policy

Full metadata record

DC FieldValue Language
dc.language.isoenen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleIntentional Consciousness: Empowering Nurses Through Evidence-Based Practiceen
dc.title.alternativeDeveloping Nurse Leaders in the Clinical and Faculty Arenaen
dc.contributor.authorMgbokwere, Maria Sochima N.en
dc.contributor.departmentLambda Chien
dc.author.detailsMaria Sochima N. Mgbokwere, RN, CCRN, emmaadaobi@yahoo.comen
dc.identifier.urihttp://hdl.handle.net/10755/616170-
dc.description.abstractSession presented on Saturday, July 23, 2016: Abstract Background: Nurses are being called upon to fill the ever-increasing demands and expanding roles in several different facets in the healthcare system.' Without the knowledge of evidence-based practice (EBP), this task is difficult to achieve.' Nursing faculty must incorporate and focus their teaching on EBP to enhance nursing students? knowledge, understanding, and embracing the concept of EBP.' Although attitude regarding EBP is high among nursing faculty, their knowledge is lacking (Stichler et al 2011). To achieve a tangible knowledge of EBP for greater effectiveness and continuity, the involvement of all nurse educators who prepare these nurses is imperative. This involvement is initiated by first knowing the critical factors that influence nursing faculty?s perceptions, attitudes, and knowledge of EBP. Purpose: The purpose of this qualitative grounded theory study was to explore the critical factors that influence nurse educators? perceptions, attitudes, and knowledge of EBP. Philosophical Underpinnings: This study was be guided by two philosophical underpinnings, symbolic interactionism and pragmatism. Method: The researcher used a classical grounded theory approach (Glaser 1978, 1992).' Eighteen nurse faculty with at least two years? academic experience and currently working in the academic setting were interviewed with informed consent.' Data were collected through individual and focus group interviews with field notes. The researcher transcribed and analyzed the data. Rigor was ensured through credibility, dependability, confirmability and transferability. Results: The core category and basic social process of intentional consciousness emerged from this study.' Four concepts were associated with intentional consciousness including, raising awareness through educating, communicating, collaborating, and practicing; being self-driven refers to the ability to independently take initiative in order to achieve an objective. It means seeing the big picture and a goal, connecting the dots, and intentionally making every possible effort to reach that goal; organizational effects includes supporting, leading, and mandating: these effects influence how employees act towards an organization which may positively or negatively impact the knowledge of EBP; and positive outcomes which mean improving practice, personal growth and knowledge, and positive effects on patients, students, and families while using EBP. Discussion:' Intentional consciousness, a behavior and a process, is the theoretical framework that emerged from this study. It is the center of a series of processes involved in the knowledge of EBP.' The data revealed that though raising awareness, being self-driven, organizational effects, and positive outcomes are all necessary components of improving the knowledge of EBP, each cannot work alone.' All the components are interwoven and must be present.' One without the other cannot succeed in improving EBP knowledge and moving the concept forward.' Conclusion: Intentional consciousness is the root that supports all the four components necessary to strengthen the knowledge of EBP.' This theoretical framework explains the reasons for a deficiency of knowledge of EBP as well as actions that will improve and sustain the implementation and integration of EBP.' The results from this study will expand understanding and knowledge of EBP among clinical nurses, nurse educators, and health care organizations.'en
dc.subjectintentional consciousnessen
dc.subjectevidence-based practiceen
dc.subjectknowledgeen
dc.date.available2016-07-13T11:06:07Z-
dc.date.issued2016-07-13-
dc.date.issued2016-07-13en
dc.date.accessioned2016-07-13T11:06:07Z-
dc.conference.date2016en
dc.conference.name27th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationCape Town, South Africaen
dc.descriptionTheme: Leading Global Research: Advancing Practice, Advocacy, and Policyen
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