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Published on: June 21, 2010
Nursing faculty mentors as facilitators for evidence-based nursing practice.
Brenda Recchia Jeffers1, Sherry Robinson, Karla Luxner
1Graduate Programs, Research and Scholarly Activities, Mennonite College of Nursing, Illinois State University, Normal, Illinois 61790, USA. brjeffe@ilstu.edu
Summary
Academic nursing faculty successfully mentored clinical nurses in evidence-based practice (EBP) within a large hospital. This initiative fostered the adoption of new practice patterns, highlighting the crucial role of faculty mentors in healthcare settings.
Area of Science:
- Healthcare Management
- Nursing Education
- Evidence-Based Practice
Background:
- Complex healthcare organizations need facilitators for adopting new practices.
- Evidence-based practice (EBP) is increasingly crucial in healthcare.
- Identifying key individuals to support EBP implementation is essential.
Purpose of the Study:
- To describe the context, challenges, and successes of faculty mentors.
- To highlight the role of academic nursing faculty in developing clinical nurses' EBP skills.
- To evaluate the early success of a faculty mentorship program for EBP.
Main Methods:
- A mentorship program was implemented in a large Midwestern hospital.
- Academic nursing faculty served as mentors to clinical nurses.
- The program focused on developing nurses' skills in the use of EBP.
Main Results:
- Early success was demonstrated by the faculty mentorship program.
- The program facilitated nurses' involvement in and use of EBP.
- Faculty mentors played a key role in supporting new practice patterns.
Conclusions:
- Faculty mentors are effective in developing nurses' EBP skills.
- Mentorship programs can successfully drive EBP adoption in hospitals.
- This model shows promise for enhancing EBP implementation in complex healthcare settings.
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