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Defining evidence-based nursing practice: An interpretative phenomenological study.

Kartian Ka Chun Cheung1, Jing Jing Su2, Ladislav Batalik3

  • 1School of Nursing, The Hong Kong Polytechnic University, Hong Kong.

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PubMed
Summary
This summary is machine-generated.

Nursing students define evidence-based nursing practice (EBNP) as a learning tool to rationalize care and foster professionalism. They recognize challenges in evidence appraisal, advocating for cautious application to ensure patient safety.

Keywords:
Clinical practicumEvidence-based practiceInterpretative phenomenological studyNursing studentsQualitative research

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Area of Science:

  • Nursing Education
  • Evidence-Based Practice
  • Qualitative Research

Background:

  • Evidence-based nursing practice (EBNP) is a core competency in nursing.
  • Understanding how nursing students define and implement EBNP during clinical training is unclear.

Purpose of the Study:

  • To explore pre-registered nursing students' definitions and characterizations of EBNP.
  • To understand EBNP as experienced during clinical practicum.

Main Methods:

  • Interpretive phenomenological qualitative study design.
  • Semi-structured in-depth interviews with 20 nursing students in Hong Kong.
  • Data analyzed using interpretative phenomenological analysis with cyclical coding.

Main Results:

  • EBNP is defined as identifying reliable sources to rationalize nursing practice.
  • Students see EBNP as a means to establish care standards through critical thinking and foster professionalism.
  • Themes include rationalizing practice, establishing care standards, and fostering professionalism.

Conclusions:

  • Nursing students view EBNP as essential for professional growth and improving patient outcomes.
  • Challenges exist in evidence identification and validation, necessitating a conservative approach to prevent harm.
  • Curriculum and instructor EBNP role-modeling require enhancement to better equip students.