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Teaching evidence-based nursing practice: A systematic review and convergent qualitative synthesis
Samson Wakibi1, Linda Ferguson1, Lois Berry1
1University of Saskatchewan, Saskatoon, SK, Canada.
Background:
The benefits that ensue evidence-based nursing practice (EBNP) in health care settings have been globally communicated to the nurses. However, the current clinical activities surrounding EBNP demand the involvement of nursing schools to accelerate this practice.
Objectives:
The purpose of this study was to synthesize, describe, and explore the evidence available to teach EBNP to undergraduate student nurses, so the students can continue to integrate EBNP in clinical settings upon becoming professional nurses.
Design:
Systematic review with convergent qualitative synthesis.
Data Sources:
Five electronic databases were searched; CINAHL, MEDLINE, EMBASE, ERIC, and Web of Science Core Collection.
Review Methods:
This study followed the guidelines for writing systematic reviews by the Joanna Briggs Institute.
Results:
Two themes were generated; educational strategies, and EBNP knowledge and implementation. The latter theme had six sub-themes of timing, duration, content, delivery method, context, and prerequisites while the former theme had four sub-themes of knowledge acquisition, EBNP use and research utilization, collaborative teaching, and barriers and facilitators.
Conclusion:
Well-designed educational strategies have a positive impact on students' EBNP knowledge and skills. These strategies are well suited for promoting EBNP implementation in clinical settings when students qualify as nurses.
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