Browsing by Subject "Evidence based practice"
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- PublicationOpen AccessCore evidence-based practice competencies and learning outcomes for European nurses: consensus statements.(Wiley, 2020-09-09) Dolezel, Jakub; Zelenikova, Renata; Finotto, Stefano; Mecugni, Daniela; Patelarou, Athina; Panczyk, Mariusz; Ruzafa Martínez, María; Ramos Morcillo, Antonio Jesús; Skela Savič, Brigita; Gotlib, Joanna; Patelarou, Evridiki; Smodiš, Marta; Jarosova, Darja; EnfermeríaBackground: Consensus on evidence-based practice (EBP) competencies and associated learning outcomes for registered nurses has not yet been achieved in the European context. Aims: To establish a set of core EBP competencies for nurses and the most important EBP learning outcomes encompassing attitudes, knowledge, and skills dimensions for implementation into nursing education in European countries. Methods: A multi-phase modified Delphi survey was conducted: Phase 1, a literature review; Phase 2, a two-round consensus of experts; and Phase 3, a Delphi survey. Experts from six European countries participated. Results: In Phase 1, 88 records were selected and 835 statements extracted, which were grouped according to the seven steps of EBP. After removing 157 duplicates, the remaining competencies (n = 678) were evaluated in Phase 2. Then, a two-round expert consensus was reached, with 24 competencies and 120 learning outcomes identified and divided into affective, cognitive, and skills domains. In Phase 3, based on a Delphi survey expert consensus, all evaluated statements were included in a final set of competencies and learning outcomes. Only two learning outcomes were recommended for allocation to a different domain, and four were reformulated as suggested, with no further changes to the others. Linking Evidence to Action: The set of EBP competencies and learning outcomes can guide nurse educators, managers, and EBP stakeholders in the development of content that incorporates EBP knowledge, skills, and attitudes into educational programs. Prioritizing the EBP competencies and learning outcomes that are most necessary and adapting them to every context will provide healthcare organizations with guidelines for enhancing the continuing education of nurses. These results could facilitate the development of effective tools for assessing nursing students’ and nurses’ perception of competencies required for EBP processes.
- PublicationOpen AccessDel objeto de estudio para la intervención en Trabajo Social(Universidad de Murcia. Servicio de Publicaciones, 2014) Raya Diez, Esther; Caparrós Civera, NeusEl trabajo trata sobre el objeto de investigación en Trabajo Social. La investigación es un elemento clave del proceso de intervención. Se han analizado 106 fichas de tesis seleccionadas de la base de datos TESEO. Se han utilizado estadística descriptiva para seleccionar la muestra de tesis y las principales características analizadas. Una de las principales conclusiones de nuestro trabajo muestra que a pesar del incremento en el número de tesis vinculadas al trabajo social experimentado en el último decenio, existe un fuerte riesgo de indefinición del objeto de estudio del trabajo social frente al objeto de otras ciencias sociales afines, tales como Sociología, Antropología o Psicología.
- PublicationOpen AccessDeterminants of evidence implementation by nurses. #Evidencer model for the use of Evidence-Based Practice (#EvidencerMUSEBP): A structural equation model.(2024-03) Ruzafa-Martinez, Maria; Fernández-Salazar, Serafin; Leal-Costa, César; Ramos-Morcillo, Antonio Jesús; EnfermeríaExisting studies have identified specific factors influencing some dimensions of Evidence based Practice (EBP) competence and use. However, the way these factors interact still needs to be clarified. The purpose of the study was to test a model based on the Determinant Frameworks that explain the relationships and the direct pathways between the characteristics of the nurses, the context, and the implementation strategies, and the dimensions of EBP competence, attitude, knowledge, skills, and use of EBP. A cross-sectional study was carried out in Spain during January and February 2020, involving 2,370 nurses employed in public health centers across all autonomous communities within the National Health System. An online survey was administered to gather data, addressing various topics related to the nurses' characteristics, the context in which they worked, the implementation strategy, and their competence in evidence-based practice (EBP). As depicted in the conceptual framework, a structural equation model was constructed to test the hypothesized relationships among key study variables. The model obtained showed a good fit (χ2/df = 3.20, p < 0.001; RMSEA = 0.030 [90% CI 0.025, 0.036]; CFI = 0.989; GFI = 0.990; TLI = 0.983). The context, more specifically, the dimensions of nurse participation in the center´s affairs, nursing foundations for quality of care, nurse manager ability leadership and support of nurses, and implementation strategy have a direct and positive effect on EBP use. Training in EBP, reading scientific articles, and having a doctorate are associated with higher competence and knowledge in EBP. The final fit shows the #Evidencer model for the use of EBP (#EvidencerMUSEBP) with two main components: the contextual and strategic factors that influence the implementation of EBP and the characteristics of the professionals, such as their training and reading of articles, which have an impact on EBP competence. This model could guide healthcare organizations in proposing comprehensive interventions to improve EBP use and the competency of nurses.
PublicationRestrictedDoes Clinical Simulation Learning Enhance Evidence-Based Practice? A Quasi-Experimental Study Involving Nursing Students(Elsevier, 2023-12-27) Leal Costa, César; Carrasco Guirao, José Jorge; Adánez Martínez, María Gracia; Ramos Morcillo, Antonio Jesús; Ruzafa Martínez, María; Suárez Cortés, María; Jiménez Ruiz, Ismael; Molina Rodríguez, Alonso; Díaz Agea, José Luis; EnfermeríaBackground: Clinical simulation provides a safe learning environment and enhances the clinical and non-technical skills of students in Nursing. Meanwhile, evidence-based practice is crucial as it involves utilizing the best available research to deliver high-quality care. This study aimed to evaluate the impact of high-fidelity simulation (HFS) on nursing students’ acquisition of evidence-based practice (EBP) competencies. Methods: A quasi-experimental study was conducted with third-year undergraduate nursing students using a non-randomized intervention group. Questionnaires were used to collect socio-demographic and academic data and assess students’ EBP competence. EBP competence was compared before and after implementing an HFS training program. Results: The results showed a significant improvement in EBP competence after HFS training. Students showed a statistically significant increase in EBP-related knowledge and skills after the HFS training program. Conclusions: HFS enables the improvement of evidence-based practice competency in nursing students. Clinical simulation-based training improves the evidence-based practice of student nurses as it can promote evidence-based practice and thus improve the quality of patient care.- PublicationOpen AccessEffectiveness of training in evidence based practice on the development of communicative skills in nursing students: a quasi experimental design(MDPI, 2024-09-21) Ruzafa Martínez, María; Pérez Muñoz, Verónica; Conesa Ferrer, María Belén; Ramos Morcillo, Antonio Jesús; Molina Rodríguez, Alonso; EnfermeríaBackground: Communication skills (CSs) and evidence-based practice (EBP) are key foundations for offering personalized and quality nursing care. CS that results in open communication is fundamental for applying EBP. Objectives: The objective of the study was to assess the relationship between the acquisition of EBP competencies and learning CS after taking an EBP course in the nursing degree. Methods: Pre-test-post-test quasi-experimental study without a control group. The study population comprised fourth-year undergraduate nursing students. Before and after an EBP course, students completed a questionnaire on CS competence (HP-CSS) and EBP competence (EBPCOQ). The EBP course lasts for 15 weeks, with 150 h of work for the student. Out of these 150 h, 60 are conducted in person, while the remaining 90 h are for independent or group work, utilizing the flipped classroom methodology. Bivariate, correlational, pairwise Student’s t-test, and linear regression multivariate analyses were performed. Results: The sample was composed of 153 students. After completing the EBP course, there was a statistically significant improvement in informative communication (p = 0.046) and assertiveness (p = 0.018). However, there were no observed changes in empathy, respect, and the total score of the CS competence. The results from the multivariate analysis showed that the dimensions of attitude towards EBP and EBP knowledge had a positive relation to three of the four dimensions of the CS and overall competence. Regarding the students’ variables and characteristics, admission through special programs for athletes and older students (p < 0.001) and being female (p = 0.004) were positively statistically associated with empathy. Conclusions: EBP training positively affects the development of CS in nursing students, as shown by significant improvements in the total scores of the CS and the dimensions of informative communication and assertiveness after the intervention. This study demonstrates the initial applicability and usefulness of an EBP training program for the development of CS in nursing students.
- PublicationOpen AccessExploring how evidence-based practice, communication, and clinical simulation outcomes interact in nursing education: a cross-sectional study(MDPI, 2024-03-13) Carrasco Guirao, José Jorge; Leal Costa, César; Castaño Molina, María de los Ángeles; Conesa Ferrer, María Belén; Molina Rodríguez, Alonso; Díaz Agea, José Luis; Adánez Martínez, María Gracia; EnfermeríaBackground: Clinical simulation is an educational approach that aims to replicate real-life scenarios. Its primary goal is to help nursing students acquire the necessary knowledge and skills to perform effectively in clinical settings. This study focuses on the relationship between communication skills, evidence-based practice (EBP), and clinical simulation. We aimed to assess how communication skills and EBP competencies affect nursing students’ performance in simulated clinical scenarios. (2) Methods: We conducted an observational, cross-sectional study with 180 thirdyear nursing students at the University of Murcia. We used validated instruments to evaluate the students’ EBP competencies, communication skills, non-technical skills, and nursing interventions in simulated scenarios. (3) Results: The results showed that the students had varying competencies in EBP and communication skills. However, there was a positive and statistically significant correlation (p < 0.001) between these variables, non-technical skills, and the simulated clinical scenario nursing interventions. Our regression models revealed that communication skills and EBP competence significantly influenced the performance of the student nurses regarding their clinical and non-technical skills in the simulated scenarios. (4) Conclusions: Communication skills and EBP competencies predict performance in simulated scenarios for nursing students.
- PublicationOpen AccessLa práctica basada en la evidencia en la logopedia española: actitudes, usos y barreras(Universidad de Murcia. Servicio de Publicaciones, 2012-01-01) Fresneda López, María Dolores; Mendoza lara, Elvira; Muñoz López, Juana; Carballo García, GloriaIn this study we analysed the attitudes of Spanish speech-language therapists towards Evidence-Based Practice (EBP), the use of various resources in clinical decision process and the barrier perception towards EBP. A questionnaire was filled in by 217 therapists all over the country. We carried out several multiple regression analyses to investigate the predictive power of a number of variables on attitudes, uses and resources towards EBP. We found that the knowledge of scientific literature during the years of academic education and, above all, professional practice, are the most important factors in keeping positive attitudes towards EBP, in using a larger number of resources, and in perceiving fewer potential barriers towards EBP. Moreover, we did not detect a decrease of interest in EBP and in scientific updating as participants gain professional experience, since the working age was not considered to be a predictive element in the regression analyses carried out.