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Nevada Nurses’ Knowledge, Attitude and Application of EBP

Principal Investigator: Mary D. Bondmass, RN, PhD
Co-Principal Investigator/Collaborator: Sheri Stucke
Organization: University of Nevada Las Vegas

Abstract

Problem

The question has been raised as to whether nurses in the United States (U.S.) are prepared for evidence-based practice (EBP). The purpose of this study was to describe Nevada nurses’ knowledge, attitude and application of EBP.

Evidence

Available U.S. data generally demonstrate that nurses lack the knowledge and application of EBP needed to improve healthcare outcomes. Data from one of the largest nursing studies, prior to this investigation, indicated that nurses in the U.S. are not ready for EBP.

Strategy

A review of the literature was performed to explore existing evidence related to U.S. nurses’ knowledge, attitude and application of EBP. Only primary research was available; no systematic reviews were found.

Practice Change

A cross-sectional, descriptive/exploratory, self-survey design was used. A survey was developed based on the ACEStar Model© and the adaptation of a previous research utilization survey. Postal service, in-hospital hand-delivery and online survey completion strategies were used to collect data.

Evaluation

Descriptive statistics were used to analyze results.

Results

785 usable surveys were analyzed. Respondents were 86.1% female, mean age 45.5 ±11.07 years, 45.5% BSN, 13.8% MSN, 74%, Caucasian, 59.2% staff nurses, 80.4% worked in hospital settings. Knowledge was found to be very limited related to the definition of EBP, the Cochrane Library, AHRQ, quality indicators, evidence rating schemes and clinical practice guidelines. Application of EBP was also very limited; however attitudes toward nursing and medical research were positive.

Recommendations

These data suggest that while Nevada nurses are positive about research, they lack knowledge and application of EBP. A major recommendation is the establishment of an intra-state EBP Academy with a curriculum based on the ACEStar Model© using EBP competencies© as outcomes. Online and in-person delivery methods for the Academy may allow for greater attendance. Funding opportunities are being explored to this end.

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