欧洲护士的核心循证实践能力和学习成果：共识声明。
Core Evidence-Based Practice Competencies and Learning Outcomes for European Nurses: Consensus Statements.
机构信息
Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Ostrava, Czech Republic.
University of Modena e Reggio Emilia, Modena, Italy.
出版信息
Worldviews Evid Based Nurs. 2021 Jun;18(3):226-233. doi: 10.1111/wvn.12506. Epub 2021 May 24.
BACKGROUND
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.
背景
在欧洲背景下，对于注册护士的循证实践（EBP）能力和相关学习成果，尚未达成共识。
目的
为护士确定一套核心 EBP 能力，以及最重要的 EBP 学习成果，涵盖态度、知识和技能维度，以纳入欧洲国家的护理教育。
方法
采用多阶段改良 Delphi 调查法进行：第 1 阶段，文献回顾；第 2 阶段，两轮专家共识；第 3 阶段，Delphi 调查。来自六个欧洲国家的专家参与了研究。
结果
在第 1 阶段，共选择了 88 条记录，提取了 835 条陈述，根据 EBP 的七个步骤进行了分组。在删除 157 个重复项后，对其余的能力（n=678）进行了第 2 阶段的评估。然后，通过两轮专家共识，确定了 24 项能力和 120 项学习成果，并分为情感、认知和技能领域。在第 3 阶段，基于 Delphi 调查专家共识，所有评估的陈述都被纳入最终的能力和学习成果集。只有两项学习成果被建议分配到不同的领域，四项被重新制定为建议，其余的没有进一步的改变。
将证据付诸行动
EBP 能力和学习成果集可以为护士教育者、管理者和 EBP 利益相关者提供指导，将 EBP 知识、技能和态度纳入教育计划。优先考虑最必要的 EBP 能力和学习成果，并将其适应每个环境，将为医疗保健组织提供提高护士继续教育的指南。这些结果可以促进开发有效的工具，评估护理学生和护士对 EBP 过程所需能力的感知。
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