Defining evidence-based nursing practice: An interpretative phenomenological study
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F65269705%3A_____%2F25%3A00080418" target="_blank" >RIV/65269705:_____/25:00080418 - isvavai.cz</a>
Nalezeny alternativní kódy
RIV/00216224:14110/25:00140349
Výsledek na webu
<a href="https://www.sciencedirect.com/science/article/pii/S0260691724003101?pes=vor" target="_blank" >https://www.sciencedirect.com/science/article/pii/S0260691724003101?pes=vor</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1016/j.nedt.2024.106400" target="_blank" >10.1016/j.nedt.2024.106400</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Defining evidence-based nursing practice: An interpretative phenomenological study
Popis výsledku v původním jazyce
Background: Evidence-based nursing practice (EBNP) has been regarded core competencies in nursing practice and education. Defining evidence-based nursing practice and translating evidence into nursing practice by nursing students who are green to clinical practice in their education journey remain unclear. Aim: To explore how pre-registered nursing students define and characterize evidence-based nursing practice as they participate in their clinical practicum. Design: This study used an interpretive phenomenological qualitative study design. Settings and participants: Twenty nursing students were interviewed for their clinical practicum experience from four universities, one nursing college and one hospital-based nursing school in Hong Kong. Methods: Data was generated through semi-structured in-depth interview and analyzed following interpretative phenomenological analysis guidelines, using a cyclical coding process. Results: Four themes emerged regarding nursing students' definition of EBNP, highlighting that EBNP is 'identifying a reliable learning source', by which they can 'rationalize their nursing practice', and enabling them to 'establish care standard through critical thinking', and eventual 'fostering their professionalism' to improve health outcomes and reduce potential harms. Conclusion: Nursing students defined and characterized evidence-based nursing practice as core competencies in accompany their practicum that enables them to learn and grow professionally with a universal desire to be qualified, cope with doubt, and improve patient outcome. They recognized the challenges in identifying evidence and emphasized conservative approach to validate the evidence to avoid patient harm. Students expressed doubt towards their instructors EBNP when observing procedures untaught at school, which requires the curriculum model to foster students' skills in applying and appraising evidence and instructors' capacity to rationalize and role model EBNP. (C) 2024 Elsevier Ltd
Název v anglickém jazyce
Defining evidence-based nursing practice: An interpretative phenomenological study
Popis výsledku anglicky
Background: Evidence-based nursing practice (EBNP) has been regarded core competencies in nursing practice and education. Defining evidence-based nursing practice and translating evidence into nursing practice by nursing students who are green to clinical practice in their education journey remain unclear. Aim: To explore how pre-registered nursing students define and characterize evidence-based nursing practice as they participate in their clinical practicum. Design: This study used an interpretive phenomenological qualitative study design. Settings and participants: Twenty nursing students were interviewed for their clinical practicum experience from four universities, one nursing college and one hospital-based nursing school in Hong Kong. Methods: Data was generated through semi-structured in-depth interview and analyzed following interpretative phenomenological analysis guidelines, using a cyclical coding process. Results: Four themes emerged regarding nursing students' definition of EBNP, highlighting that EBNP is 'identifying a reliable learning source', by which they can 'rationalize their nursing practice', and enabling them to 'establish care standard through critical thinking', and eventual 'fostering their professionalism' to improve health outcomes and reduce potential harms. Conclusion: Nursing students defined and characterized evidence-based nursing practice as core competencies in accompany their practicum that enables them to learn and grow professionally with a universal desire to be qualified, cope with doubt, and improve patient outcome. They recognized the challenges in identifying evidence and emphasized conservative approach to validate the evidence to avoid patient harm. Students expressed doubt towards their instructors EBNP when observing procedures untaught at school, which requires the curriculum model to foster students' skills in applying and appraising evidence and instructors' capacity to rationalize and role model EBNP. (C) 2024 Elsevier Ltd
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
—
OECD FORD obor
30300 - Health sciences
Návaznosti výsledku
Projekt
—
Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2025
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Nurse Education Today
ISSN
0260-6917
e-ISSN
1532-2793
Svazek periodika
144
Číslo periodika v rámci svazku
JAN 2025
Stát vydavatele periodika
GB - Spojené království Velké Británie a Severního Irska
Počet stran výsledku
7
Strana od-do
106400
Kód UT WoS článku
001321193700001
EID výsledku v databázi Scopus
2-s2.0-85204353099