Xiangya School of Nursing, Central South University, Hunan, China.
Ingram School of Nursing, McGill University, Montreal, Quebec, Canada.
J Clin Nurs. 2023 Jul;32(13-14):3695-3706. doi: 10.1111/jocn.16488. Epub 2022 Aug 21.
To explore the evidence-based nursing practice (EBNP) competencies of clinical and academic nurses and their collaboration needs for supporting EBNP.
Academic-practice partnerships have strong potential to overcome the key barriers to EBNP. However, there is little known about the collaboration needs of clinical and academic nurses for EBNP.
A cross-sectional study.
We recruited clinical and academic nurses online during November 2021 to January 2022. Using a reliable and validated scale and adapted questionnaires, data were collected relating to demographic information, EBNP-related resources availability, EBNP competencies and EBNP collaboration needs. These data were described using descriptive statistical methods. The t test, χ test and Mann-Whitney U test were used to evaluate if the different responses between clinical and academic nurses were statistically significant. This study was reported following the STROBET checklist.
Two 240 clinical nurses and 232 academic nurses submitted questionnaires. There was no difference in overall EBNP competence between clinical and academic nurses. However, clinical nurses reported lower levels of competence and stronger intentions to collaborate with academic nurses when searching for, appraising, and synthesising evidence. Academic nurses reported lower levels of competence and stronger intentions to collaborate with clinical nurses for disseminating and implementing evidence.
Clinical and academic nurses both reported high needs for collaborating to overcome their perceived role limitations. Clinical and academic nurses have different strengths and limitations in EBNP. These role differences and intentions to collaborate for different dimensions of EBNP competence suggest that clinical and academic nursing roles could be complementary to each other, offering opportunities for synergistic collaborations to better support overall EBNP.
Healthcare and academic institutions should promote academic-practice partnerships as opportunities to gain complementary expertise on different dimensions of EBNP, and to improve nurses' competencies and confidence in EBNP overall.
探索临床和学术护士的循证护理实践（EBNP）能力及其支持 EBNP 的合作需求。
学术-实践伙伴关系具有克服 EBNP 关键障碍的强大潜力。然而，对于临床和学术护士在 EBNP 方面的合作需求知之甚少。
一项横断面研究。
我们于 2021 年 11 月至 2022 年 1 月期间在线招募临床和学术护士。使用可靠和经过验证的量表和改编的问卷，收集与人口统计学信息、EBNP 相关资源可用性、EBNP 能力和 EBNP 合作需求相关的数据。使用描述性统计方法描述这些数据。使用 t 检验、χ 检验和 Mann-Whitney U 检验评估临床和学术护士之间的不同反应是否具有统计学意义。本研究按照 STROBET 清单进行报告。
240 名临床护士和 232 名学术护士提交了问卷。临床和学术护士的总体 EBNP 能力没有差异。然而，在搜索、评估和综合证据方面，临床护士报告的能力较低，与学术护士合作的意愿较强。在传播和实施证据方面，学术护士报告的能力较低，与临床护士合作的意愿较强。
临床和学术护士都报告了合作以克服其感知角色限制的强烈需求。临床和学术护士在 EBNP 方面具有不同的优势和局限性。这些角色差异和对不同维度的 EBNP 能力进行合作的意愿表明，临床和学术护理角色可以相互补充，为更好地支持整体 EBNP 提供协同合作的机会。
医疗保健和学术机构应促进学术-实践伙伴关系，作为获得不同维度 EBNP 互补专业知识的机会，并提高护士在 EBNP 方面的能力和信心。
