Student Nurse Perceptions on Evidence-Based Practice and Research
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This article explores the perception of student nurses regarding evidence-based practice (EBP) and research. It discusses the relevance of EBP in nursing curriculum, literature review, methodology, ethics consideration, significant results, discussions, and recommendations.
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ARTICLE CRITIQUE2 ARTICLE CRITIQUE Selected article: Brooke, J., Hvalič-Touzery, S., & Skela-Savič, B. (2015). Student nurse perceptions on evidence-based practice and research: An exploratory research study involving students from the University of Greenwich, England and the Faculty of Health Care Jesenice, Slovenia.Nurse Education Today,35(7), e6-e11. Introduction Evidence based practice and research can be traced as back as 1972 when it was first used in nursing facilities (LoBiondo-Wood, & Haber, 2017). Its importance and practice has always been recommended and appreciated by the professionals. In most countries especially the UK the plan is introduced immediately the student is admitted to nursing school. With nursing, the profession has been effectively developed into a degree entries level qualification alongside delivered in higher educational institutions. The concept of EBP is, however, not introduced at the level of entry for nurses but introduced later when one is in the first year of study. It is later developed into further complex situations when the student moves more into the later years. Almost all curriculums have adopted the EBP training system (Murdaugh, Parsons, & Pender, 2018). Subsequently, this article focuses on the perception of the student nurses regarding EBP. Reports have recently developed that most nurses don’t have the perception of research and so they don’t apply in practice. The training system that includes EBP into the nursing training does so the students can use it for the future(Dang, & Dearholt, 2017). The study, therefore, needed a
ARTICLE CRITIQUE3 determination of perception on the significance of EBP alongside research in relations to student nurses and already practicing nurses. Literature review The evidence from the literature used wanted to prove that EBP is relevant and practicing nurses have appreciated the efforts of making it part of the nursing curriculum. Gerrish & Lacey, (2006) acknowledge that the current curriculum encompassing EBP helps the nurses acquire ethical, professional and anti-discriminatory issues knowledge. Knowledge on all these three practices helps these nursing students define clinical practice and therefore relevance in the nursing curriculum. The literature article further acknowledges that involving the delivery of the modules in the first year of learning is similarly important. It is during the first year that students learn about qualitative and quantitative methods which are significant modules in the research process (Townsend, & Morgan, 2017). It is also at the same point that they learn about reviewing all the literatures before putting it to professional practice. It is all these that lead to the relevant conclusion to the current clinical practice. With that knowledge of literature review learnt from EBP the nursing student will be able to appraise the relevant conclusion to most clinical practice (Zaccagnini, & Pechacek, 2019). The study needed to find out if there other perspectives from EBP that the students learn but they preferably ignore. Forseman et al., (2012), introduces the perspective that most practicing nurses do not use their knowledge of EBP on research that continues developing the world of medicine and health, but in ensuring ethical practice. They use the knowledge from the EBP curriculum to recognize, develop and incorporate professionalism in their place of work (Grove, Gray, & Faan, 2019).
ARTICLE CRITIQUE4 The study, needed to develop the logic behind practicing nurses applying the EBP knowledge only partially but not for medical research reasons. Methodology The research design chosen by the authors is more of qualitative. The design in research is informed by the analysis of interpretative phenomenological (Ellis, 2019). It engages three specialties,theexperienceofexperience,hermeneutics(interpretationtheory)alongside idiographic. Idiographic will involve the nurses making sense from their previous experiences. Their experience is limited to EBP and research learning experiences (Harvey & Kitson, 2015). The student nurses would then shed light on how they think the knowledge is relevant to the future healthcare professional. The experiences of these student nurses would then be converted to themes which would be relevant in analysis of the case. The interpretative technique applied is relevantintoanalyzingtheseexperiencesintodifferentunderstandingsespeciallyinthe perspectives of the students (McCormack, & McCance, 2016). A total of 70 participants were used for the study with the author conducting the set interviews to gain the students experiences. The participants were picked in relation to the three years of the study program with all the ten foucs groups. The method of data collection was an opened ended interview with a question route from the first to the second author. It is important to understand that the respondent validation about the research was mentioned to avoid bias. To avoid further bias, the study was critiqued by the two authors under independent analysis. Independent analysis and approach help create methodology validation (Brooke, Hvalič-Touzery, & Skela-Savič, 2015).The research methods described in the study is in details so that other researchers are able to replicate. Ethics consideration
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ARTICLE CRITIQUE5 A proper description of ethical consideration has been provided by the author. A clearance certificate was obtained from University of Greenwich and Faculty of Health care before the engagement of subjects. Since nurse educators are involved in the study a clearance certificate had to be given. The study had to develop a participation information sheet for the student nurses and their trainers in order to acquire a clearance certificate. Through the sheet and the recruitment process it was clear that the confidentiality of the participant was protected. Significant results The findings from the participant had to be presented using a thematic approach. From theresultcollectedfourthemesemerged.ThethemethatEBPprovidesconfidence, empowerment alongside knowledge during clinical practice was first theme, secondly, the theme that EBP is essential in providing vitals for improvement in safety and care for patient. Thirdly, EBP gives the student the responsibilities of developing nursing as a profession and lastly it gives the students with the research skills needed in clinical practice. The study reported that these four themes were the ones that emerged during the engagements with the students. From the authors’ analysis, it was clear that first years had a shallow analysis of EBP alongside research compared to their second year alongside third year counterparts. The in depth analysis of the second year and third year made the author develop sub themes from the existing four themes. The first theme emerged from lack of student awareness of EBP alongside research. The knowledge provided is therefore empowering and provides confidence in practice. Most students commence training without knowledge of any of the recommended analysis. The second theme emerged from the sub-theme that student require best practice and exploration from poor health care. The author recognizes that research provisions always incorporate best practices in all the
ARTICLE CRITIQUE6 medical fields. The third theme emerged from the subtheme that nursing has to be recognized as an important profession. With research nursing is regarded as a profession on its own. The second subtheme from the theme is that nursing needs research so that as a profession it is developed. The fourth theme was developed by the authors from the sub-themes that nurses’ in practice lack a lot of involvement in research, student nurses lack relevant skills to apply and maintain research skills during practice. Nurses’ involvement in research by other medical professions is very limited; this was also a subtheme from the fourth theme. From the themes developed, it is clear that the results show consistency with the aims of the study (Forsman, Wallin, Gustavsson & Rudman, 2012). Discussions The study and the author present a comprehensive discussion of the findings. The author developed the sense that students from both the learning institutions understood the benefits of EBP and research in the careers though in different perspectives. Most students from Greenwich recognized that EBP and research was helpful to their current clinical practice and even in the future. However, more of what they emphasized wasn’t patient based but professional of career based. They required the EBP confidence and knowledge to develop them professionally (Brooke, Hvalič-Touzery, & Skela-Savič, 2015). They also required the training on EBP and research more so that they are professionally empowered. The students from Greenwich also recommended such training to develop their academic qualification to advance levels. Faculty of Health Care Jesenice students recognized the importance of EBP and research but they focused mostly on it as a practice to better the nursing profession and maintain patient care and safety (Ličen, S., & Plazar, 2015). The emphasis they placed on EBP and research is that it trains ethics
ARTICLE CRITIQUE7 and professionalism. The author discussed the two differences on the students emerged from the countries emphasis. UK places a lot of efforts on student development while Slovenia places a lot of emphasis on patient satisfaction and care (Brooke, Hvalič-Touzery, & Skela-Savič, 2015). In Slovenia, unlike the UK, the EBP and a research is not taught by nurses (Ličen, S., & Plazar, 2015). The lecturers have to place more emphasis on patient care. Both students acknowledged that nurses aren’t involved in research due to lack of journals and materials that are accessible (Ličen, S., & Plazar, 2015). It makes it difficult for them to engage in research. From the study it is clear that results have been interpreted in relations to the aims of the literature. Recommendations The paper suggests that students understand EBP and research without being involved in the research. The author recommends that there is need to involve student nurses as well as practicing nurses actively in research. The vision of all the nurses can only be fulfilled when they have been mentored to operate through the program and are given the necessary support needed. The students need more demonstrations on how they can achieve through the knowledge of EBP and research which has not adequately been provided.
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ARTICLE CRITIQUE8 References Brooke,J.,Hvalič-Touzery,S.,&Skela-Savič,B.(2015).Studentnurseperceptionson evidence-based practice and research: An exploratory research study involving students from the University of Greenwich, England and the Faculty of Health Care Jesenice, Slovenia.Nurse Education Today,35(7), e6-e11. Dang, D., & Dearholt, S. L. (2017).Johns Hopkins nursing evidence-based practice: Model and guidelines. Sigma Theta Tau.(33-46) Ellis, P. (2019).Evidence-based practice in nursing. Learning Matters.(112-117) Forsman, H., Wallin, L., Gustavsson, P., & Rudman, A. (2012). Nursing students’ intentions to useresearchasapredictorofuseoneyearpostgraduation:Aprospective study.International Journal of Nursing Studies,49(9), 1155-1164. Gerrish, K., & Lacey, A. (2006). The research process in nursing. 5. painos.Great Britain: TJ. (136-156) Grove, S. K., Gray, J. R., & Faan, P. R. (2019).Understanding Nursing Research: First South Asia Edition, E-Book: Building an Evidence-Based Practice. Elsevier India.(112-117) Harvey, G., & Kitson, A. (2015).Implementing evidence-based practice in healthcare: a facilitation guide. Routledge.(233-235) Ličen, S., & Plazar, N. (2015). Identification of nursing competency assessment tools as possibilityoftheiruseinnursingeducationinSlovenia—asystematicliterature review.Nurse Education Today,35(4), 602-608. LoBiondo-Wood, G., & Haber, J. (2017).Nursing research-E-book: methods and critical appraisal for evidence-based practice. Elsevier Health Sciences (11-22)
ARTICLE CRITIQUE9 McCormack, B., & McCance, T. (Eds.). (2016).Person-centred practice in nursing and health care: theory and practice. John Wiley & Sons.(354-357) Murdaugh, C. L., Parsons, M. A., & Pender, N. J. (2018).Health promotion in nursing practice. Pearson Education Canada.(22-43) Townsend, M. C., & Morgan, K. I. (2017).Psychiatric mental health nursing: Concepts of care in evidence-based practice. FA Davis.(41-44) Zaccagnini, M., & Pechacek, J. M. (2019).The doctor of nursing practice essentials: A new model for advanced practice nursing. Jones & Bartlett Publishers.(40-44)