A Descriptive Evaluation of Evidence-Based Rounds in Critical Care Using Mixed Data Types

Area of Science:

• Critical Care Medicine
• Nursing Education
• Evidence-Based Practice

Background:

• Critical care settings face challenges with expanding curricula and staff retention.
• Effective continuing professional development is crucial for maintaining high standards of patient care.
• Bedside education models offer a practical approach to integrate learning into routine clinical work.

Purpose of the Study:

• To pilot and evaluate a structured Evidence-Based Rounds (EBR) education model in a critical care setting.
• To assess the feasibility and perceived effectiveness of EBR as a professional development strategy.
• To identify specific benefits of EBR for clinical staff.

Main Methods:

• A mixed-methods design was employed, combining structured observational data and open-ended survey responses.
• Content analysis and descriptive statistics were used to analyze qualitative and quantitative data from evaluations.
• Seventeen rounds were conducted, with 55 out of 83 clinical staff members submitting evaluation surveys.

Main Results:

• Evidence-Based Rounds were positively perceived by staff as a useful education strategy, with high willingness to attend future sessions.
• Nurses across all banding levels, including senior nurses, support workers, and student nurses, were the most frequent attendees.
• Rounds facilitated the application of evidence into practice, enhanced staff confidence in presenting clinical information, and supported the identification of local patient care improvements.

Conclusions:

• Evidence-Based Rounds represent an adaptable and effective bedside education model for critical care.
• The model empowers nurses to apply evidence in practice and boosts confidence, contributing to local improvements in patient care.
• EBR offers a sustainable, low-cost approach to continuing professional development, potentially adoptable in other clinical areas.