Reframing evidence-based practice competence in nursing: insights from a concept analysis using Walker and Avant's...

Area of Science:

• Nursing Science
• Healthcare Education
• Evidence-Based Practice

Background:

• Evidence-based practice (EBP) is crucial in nursing, but its competence definition requires updating for current contexts.
• Contemporary educational and clinical settings necessitate a refined understanding of EBP competence.

Purpose of the Study:

• To refine the concept of evidence-based practice (EBP) competence in nursing.
• To develop an updated operational definition of EBP competence grounded in current practice and education.

Main Methods:

• A comprehensive literature review (2013-2023) was conducted across major databases.
• Walker and Avant's concept analysis method was employed to identify key attributes, antecedents, and consequences.
• 39 publications were included, supplemented by grey literature and regulatory documents.

Main Results:

• Key defining attributes of EBP competence include a spirit of inquiry, question formulation, evidence appraisal and integration, outcome evaluation, and dissemination.
• Antecedents identified were research literacy, professional experience, and organizational support.
• Consequences included improved decision-making, professional development, and enhanced team communication.

Conclusions:

• The refined operational definition conceptualizes EBP competence as the attitudes, knowledge, and skills enabling nurses to question practice, acquire and critically appraise evidence, integrate it with clinical expertise and patient preferences, evaluate outcomes, and disseminate learning.
• This conceptual foundation can inform the development of assessment tools for EBP competence.
• The findings support aligning nursing curricula with core EBP competencies to strengthen implementation across healthcare settings.