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Assessing Clinical Nurse Educators' Perceptions of Factors Influencing Evidence-Based Nursing Policy Implementation
Hannah Lecesne1, Laura Kimble1, Margaret Gettis2
1Emory University Nell Hodgson Woodruff School of Nursing, Atlanta, Georgia, USA.
Aim:
To identify barriers and facilitators to implementation of new evidence-based nursing policies among nurse educators.
Background:
Evidence-based practice promotes safe patient care through the combination of the best available research, clinical expertise and patient preferences. Policies are utilised by nursing to drive patient care and thus should be evidence-based. Nurse educators are identified as champions of evidence-based practice and policy dissemination. Therefore, understanding nurse educators' perceptions surrounding barriers and facilitators to nursing policy implementation and attitudes regarding evidence-based practice can help drive successful policy implementation and foster evidence-based practice in patient care.
Design:
Descriptive, cross-sectional.
Methods:
A 7-item survey was electronically distributed to all nurse educators within a large pediatric healthcare system to assess barriers and facilitators to policy implementation as well as attitudes surrounding evidence-based practice and policies.
Findings:
The most significant barriers were lack of time and poor understanding of policy development. The most significant facilitators were a standardised policy dissemination process and leadership support of policy implementation efforts. Most nurse educators agreed that evidence-based practice is valuable to patient care. However, nurse educators report that they have a neutral to poor understanding of evidence-based practice.
Conclusion:
Findings were consistent with the literature, thus adding to the body of literature that supports the need for further development around policy dissemination and evidence-based practice education for nurse educators.
Implications For The Profession And/Or Patient Care:
This paper supports the need for professional development for nurse educators, standardisation of policy dissemination and leadership support of policy dissemination and promotion of evidence-based practice.
Patient Or Public Contribution:
No patient or public contribution.
Reporting Method:
This paper adheres to the SQUIRE 2.0 guidelines.
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