Annette M Bourgault, Daleen Penoyer, Norma E Conner
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Teaching Evidence-Based Practice Competencies to Meet Professional Practice Needs.
Background: Evidence-based practice (EBP) is a major concept threaded throughout nursing education, yet competencies are not clearly identified in The Essentials.
Purpose: Nurse leaders'EBP competency expectations for professional practice were explored to inform competency-based education for students and practicing nurses. A secondary aim explored potential effects of misinformation on EBP.
Methods: Descriptive qualitative inquiry was performed with a focus group of 6 clinical nurse leaders.
Results: EBP expectations were identified, discriminating between novice entry level and advanced-level nurses. Participants emphasized asking questions, linking evidence to practice, and acknowledging that evidence changes over time. All advanced-level nurses were expected to apply, lead, and teach EBP. Post pandemic, nurses need to reclaim evidence-based practices, critically appraise evidence, and educate patients and families to address misinformation.
Conclusions: Information learned will inform competency-based EBP education for students and nurses in academic and clinical settings.
期刊介绍：
Journal of Nursing Care Quality (JNCQ) is a peer-reviewed journal that provides practicing nurses as well as nurses who have leadership roles in nursing care quality programs with useful information regarding the application of quality principles and concepts in the practice setting. The journal offers a forum for the scholarly discussion of “real world” implementation of quality activities.
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