James A. "Buddy" Davidson Charitable Foundation Endowed Chair for Evidence-Based Practice, Odessa, TX, USA.
Center of Excellence in Evidence-Based Practice, School of Nursing, Texas Tech University Health Sciences Center, Odessa, TX, USA.
Worldviews Evid Based Nurs. 2020 Apr;17(2):129-135. doi: 10.1111/wvn.12434. Epub 2020 Apr 3.
The specific aim for this study was to describe differences in evidence-based practice (EBP) and self-efficacy in frontline RNs. This project utilized a national study with a convenience selection of acute care agencies to examine the relationship between organizational and unit culture, EBP, and self-efficacy in frontline nurses.
This national study used descriptive correlational methodology to describe differences in EBP and self-efficacy among RNs. The sample included 245 frontline RNs employed in acute care settings. To measure the study variables, the Nursing Evidence-Based Practice Survey (Titler, Hill, Matthews, & Reed, 1999) and the Evidence-Based Nursing Practice Self-Efficacy Scale were used (Tucker, Olson, & Frusti, 2009). Each instrument was delivered via the Qualtrics online platform.
The correlation of bivariate interval level variables was analyzed using Pearson's r. The correlation between EBP and self-efficacy was strongly correlated: r(170) = .537, p = .01. Sections within the Nursing Evidence-Based Practice Survey were calculated and found to be significant (unit culture r = .241, p = .01; organizational culture r = .570, p = .01; knowledge, skills, attitude r = .538, p = .01).
Several implications exist for education, staff development, and nursing management. Nursing school programs incorporate EBP into the curriculum so that nurses have a foundation for EBP. However, staff development professionals in clinical settings must continue to build on the nurses' knowledge and skill, thus increasing self-confidence for EBP. Nursing management can provide the resources for staffing models and policies to reinforce the value of EBP and positive patient outcomes. This combination provides frontline staff with EBP participation and increased self-efficacy in its usage.
本研究的具体目的是描述一线注册护士（RN）在循证实践（EBP）和自我效能方面的差异。本项目利用一项全国性研究，采用便利抽样选择急性护理机构，以检查组织和单位文化、EBP 以及一线护士自我效能之间的关系。
本项全国性研究采用描述性相关方法来描述急性护理环境中 RN 之间 EBP 和自我效能的差异。样本包括 245 名在急性护理环境中工作的一线 RN。为了测量研究变量，使用了《护理循证实践调查》（Titler、Hill、Matthews 和 Reed，1999）和《循证护理实践自我效能量表》（Tucker、Olson 和 Frusti，2009）。每个工具都通过 Qualtrics 在线平台提供。
使用 Pearson r 分析了双变量间隔水平变量的相关性。EBP 和自我效能之间的相关性很强：r(170) =.537，p =.01。《护理循证实践调查》的各个部分被计算出来并被发现具有显著意义（单位文化 r =.241，p =.01；组织文化 r =.570，p =.01；知识、技能、态度 r =.538，p =.01）。
这对教育、员工发展和护理管理有几个启示。护理学校课程将 EBP 纳入课程，以便护士有 EBP 的基础。然而，临床环境中的员工发展专业人员必须继续建立在护士的知识和技能基础上，从而增加对 EBP 的信心。护理管理可以为人员配备模式和政策提供资源，以加强 EBP 的价值和积极的患者结果。这种组合为一线员工提供了 EBP 参与度，并提高了其使用 EBP 的自我效能。
