School of Nursing, Psychotherapy and Community Health, Dublin City University, Dublin, Ireland.
Ascension Health, St. Louis, MO, USA.
Worldviews Evid Based Nurs. 2022 Oct;19(5):396-404. doi: 10.1111/wvn.12593. Epub 2022 Jun 16.
Evidence-based practice (EBP) has garnered increasing exposure in professional healthcare discourse over three decades. While the term is used frequently, its interpretation varies widely. An accurate, shared understanding of what EBP means is essential to the achievement of EBP implementation in clinical practice. As part of a national study in the Republic of Ireland, nurses, midwives, educators, and students shared their personal understanding of what EBP was to them.
To establish nurses', midwives', educators', and students' knowledge and understanding of the concept of EBP in the Republic of Ireland.
In a national study exploring EBP beliefs, implementation, and organizational readiness for EBP among nurses, midwives, educators, and students, an open-ended question invited participants to explain what EBP is, in their own words. Content analysis was used to interpret participants' responses.
Five themes emerged from the data from the single open-ended question: (1) varying definitions of EBP, (2) best practice, (3) nurses' and midwives' role in EBP, (4) knowledge, and (5) barriers and facilitators of EBP. The dominant finding centered on the substantial conflation of EBP with research utilization and other concepts such as quality improvement.
Poor knowledge and understanding of EBP is a fundamental challenge to EBP implementation. Conflation of EBP with research utilization and other healthcare concepts is not uncommon among nurses and midwives globally and has persisted for some time. This has the potential to hinder the advancement of EBP in nursing and midwifery and, therefore, measures to enhance EBP knowledge and promote EBP implementation are key. Professional regulating bodies, educators, and clinical and educational organizations all have a role to play. The findings from this aspect of this national study offer a realistic, context-specific starting point for tailored educational interventions for clinicians, educators, and students and identify professional and organizational strategies that promote EBP as the expectation and "the way things are done here."
循证实践（EBP）在过去三十年中在专业医疗保健话语中越来越受到关注。虽然这个术语经常被使用，但它的解释却大相径庭。准确、共同理解 EBP 的含义对于在临床实践中实现 EBP 的实施至关重要。作为爱尔兰共和国一项全国性研究的一部分，护士、助产士、教育工作者和学生分享了他们对 EBP 的个人理解。
确定爱尔兰共和国护士、助产士、教育工作者和学生对 EBP 概念的了解和理解。
在一项全国性研究中，探讨了护士、助产士、教育工作者和学生对 EBP 的信念、实施和组织准备情况，一个开放式问题邀请参与者用自己的话解释 EBP 是什么。内容分析用于解释参与者的反应。
从单一开放式问题的数据中出现了五个主题：（1）EBP 的不同定义，（2）最佳实践，（3）护士和助产士在 EBP 中的角色，（4）知识，（5）EBP 的障碍和促进因素。主要发现集中在 EBP 与研究利用和其他概念（如质量改进）的大量混淆上。
对 EBP 的知识和理解不足是 EBP 实施的根本挑战。EBP 与研究利用和其他医疗保健概念的混淆在全球范围内的护士和助产士中并不罕见，并且已经存在了一段时间。这有可能阻碍护理和助产领域的 EBP 的发展，因此，提高 EBP 知识和促进 EBP 实施的措施是关键。专业监管机构、教育工作者以及临床和教育组织都可以发挥作用。这项全国性研究的这一方面的结果为针对临床医生、教育工作者和学生的量身定制的教育干预措施提供了现实的、具体背景的起点，并确定了促进 EBP 的专业和组织策略，将其作为期望和“这里的做事方式”。
