Brooke Joanne, Hvalič-Touzery Simona, Skela-Savič Brigita
Faculty of Education and Health, University of Greenwich, Avery Hill Road, Eltham, London SE9 2UG United Kingdom.
Faculty of Health Care Jesenice, Spodnji Plavž 3, 4270 Jesenice, Slovenia.
Nurse Educ Today. 2015 Jul;35(7):e6-e11. doi: 10.1016/j.nedt.2015.02.026. Epub 2015 Mar 24.
The importance of evidence-based practice (EBP) and research within nursing has been acknowledged since the 1970s. Research proficiencies for nurses include the abilities to search for and evaluate evidence, disseminate findings and apply findings to practice within the context of caring. However, there is a lack of information on how new undergraduate nursing curriculums have impacted on student nurses' perceptions on and importance of EBP and research.
The study aimed to explore student nurses' perceptions on and importance of EBP and research.
Data were collected via focus groups in 2013 with undergraduate student nurses from the University of Greenwich, England (n=7) and the Faculty of Health Care Jesenice, Slovenia (n=3). Cross-sectional sampling included focus groups with 1st year nursing students (4, n=22), 2nd year (4, n=38) and 3rd year (2, n=10). Data were analysed using Interpretative Phenomenological Analysis (IPA).
Four emergent themes regarding students' perceptions of EBP and research were 'provided confidence, knowledge and empowerment in clinical practice', 'vital for improvements in patient care and safety', students' 'responsibility to develop nursing as a profession' and 'realities of research in clinical practice'.
Student nurses found EBP and research daunting and difficult to understand, although perceived EBP and research as necessary for their current and future practice. However, student nurses highlighted the lack of clinical nurses' involvement in research and therefore struggled to conceptualise how they could maintain their EBP and research skills on leaving the academic setting.
The importance of EBP and research was realised by student nurses across the two institutions. However, further development and involvement of clinical nurses with EBP and research is required to enable students to develop a clear understanding of how to take these skills forward in their future careers.
自20世纪70年代以来，循证实践（EBP）及护理领域研究的重要性已得到认可。护士的研究能力包括搜索和评估证据、传播研究结果以及在护理背景下将研究结果应用于实践的能力。然而，关于新的本科护理课程如何影响学生护士对EBP及研究的认知和重视程度，目前缺乏相关信息。
本研究旨在探讨学生护士对EBP及研究的认知和重视程度。
2013年，通过焦点小组收集了来自英国格林威治大学（n = 7）和斯洛文尼亚耶塞尼采医疗保健学院（n = 3）的本科学生护士的数据。横断面抽样包括与一年级护理学生（4组，n = 22）、二年级（4组，n = 38）和三年级（2组，n = 10）进行焦点小组讨论。采用解释现象学分析（IPA）对数据进行分析。
关于学生对EBP及研究的认知，出现了四个新主题：“在临床实践中提供信心、知识和赋权”、“对改善患者护理和安全至关重要”、学生“发展护理专业的责任”以及“临床实践中的研究现实”。
学生护士发现EBP及研究令人生畏且难以理解，尽管他们认为EBP及研究对其当前和未来的实践是必要的。然而，学生护士强调临床护士缺乏对研究的参与，因此难以构想在离开学术环境后如何保持其EBP及研究技能。
两所院校的学生护士都认识到了EBP及研究的重要性。然而，需要临床护士进一步参与EBP及研究的发展，以使学生能够清楚地了解如何在未来的职业生涯中运用这些技能。
