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教育对护士领导人基于证据的实践实施的影响:混合方法系统审查
Dawn M Horsom1,2, Natasha Keogh1,3, Geraldine Lee1
1Catherine McAuley School of Nursing and Midwifery, University College Cork, Cork, Ireland.
International nursing review
|February 23, 2026
概括
教育提高了护士领导者基于证据的实践 (EBP) 能力. 然而,持续的EBP实施需要支持性的组织环境,而不仅仅是教育.
科学领域:
- 护理科学 护理科学
- 医疗保健管理的管理
- 基于证据的实践.
背景情况:
- 教育是影响护士领导者实施基于证据的实践 (EBP) 的关键因素.
- 有效的EBP实施需要多方面的策略,包括组织支持和领导层参与.
- 解决持续存在的挑战对于将证据转化为高质量,以人为中心的护理至关重要.
研究的目的:
- 在护士领导者中系统地审查教育对基于证据的实践 (EBP) 实施的影响.
- 探索教育干预措施在提高护士领导者EBP能力方面的作用.
主要方法:
- 一个混合方法的系统审查,遵循乔安娜·布里格斯研究所 (JBI) 的指导和PRISMA检查清单.
- 在CINAHL,PubMed,Cochrane,Web of Science,ClinicalTrials.gov和Google Scholar中进行全面的文献搜索.
- 研究进行了双重选,使用混合方法评估工具进行评估,并使用融合并行合成进行合成.
主要成果:
- 来自3,646份记录的9项研究表明,教育对护士领导的EBP知识,态度,技能和行为产生了积极的影响.
- 干预改善了对领导力支持的看法,但长期可持续性证据有限.
- 组织文化,资源,沟通和协作呈现为障碍物和促进者.
结论:
- 教育加强了护士领导者对EBP的能力,但其有效性在支持性的组织环境中得到最大化.
- 持续的EBP影响需要组织的准备,持续的支持,以及与文化,资源和领导结构的协调.
- 有针对性的教育与组织支持相结合,可以提高护理质量和患者的结果,需要对结构化的EBP教育和基础设施进行政策投资.
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