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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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There are several characteristics related to delivering nursing care. One vital characteristic of the nursing process is that it can be used to protect nurses and justify the provided care. Productive use of the nursing process requires the knowledge and skills of nurses to assess and solve issues. Nurses should develop and strengthen their critical thinking skills and evidence-based nursing interventions to improve their skills in formulating nursing care plans. A well-defined approach to...
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Professional accountability in nursing is a multifaceted concept that encompasses professional ethics, legal standards, and employment expectations. This framework ensures that nurses maintain and elevate the quality of care while upholding the values of their profession. It compels them to treat patients, families, and colleagues with respect, compassion, and integrity.
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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Effectiveness of an Evidence-Based Practice Nurse Mentor Training Program.

LeeAnna Spiva1, Patricia L Hart2, Sara Patrick3

  • 1Executive Director, WellStar Health System, Center for Nursing Excellence, Atlanta, GA, USA.

Worldviews on Evidence-Based Nursing
|March 24, 2017
PubMed
Summary

A mentor training program and formalized structure significantly improved nurses

Keywords:
evidence-based practicementorsnurses

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Area of Science:

  • Nursing
  • Healthcare Management
  • Evidence-Based Practice

Background:

  • Nurses face barriers to incorporating evidence into practice, such as lack of knowledge, skills, training, time, and organizational support.
  • Addressing these barriers is crucial for advancing clinical practice and improving patient outcomes.

Purpose of the Study:

  • To evaluate a mentor training program's impact on mentors' perceptions of evidence-based practice (EBP) and research utilization.
  • To assess the effectiveness of a formalized structure in preparing nurses to integrate EBP into their clinical practice.

Main Methods:

  • A quasi-experimental, pretest-posttest design was employed with 66 mentors and 367 nurses.
  • Data were collected from a five-hospital integrated healthcare system in the Southeastern United States.

Main Results:

  • Mentor training significantly enhanced mentors' knowledge, attitude, skill, confidence, and organizational readiness for EBP.
  • The formalized structure improved nurses' knowledge, attitude, skill levels, and perceptions of EBP barriers, work environment, and leadership.

Conclusions:

  • Evidence-based practice (EBP) mentors are effective in educating and supporting nurses in evidence-based care.
  • A multifaceted approach, including developing EBP mentors, is recommended for leaders to build and sustain EBP within healthcare systems.