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- Bostrom, Anne-Marie, et al.
(författare)
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Factors associated with evidence-based practice among registered nurses in Sweden : a national cross-sectional study
- 2013
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Ingår i: BMC Health Services Research. - : BioMed Central. - 1472-6963. ; 13
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Tidskriftsartikel (refereegranskat)abstract
- Background: Evidence-based practice (EBP) is emphasized to increase the quality of care and patient safety. EBP is often described as a process consisting of distinct activities including, formulating questions, searching for information, compiling the appraised information, implementing evidence, and evaluating the resulting practice. To increase registered nurses' (RNs') practice of EBP, variables associated with such activities need to be explored. The aim of the study was to examine individual and organizational factors associated with EBP activities among RNs 2 years post graduation.Methods: A cross-sectional design based on a national sample of RNs was used. Data were collected in 2007 from a cohort of RNs, included in the Swedish Longitudinal Analyses of Nursing Education/Employment study. The sample consisted of 1256 RNs (response rate 76%). Of these 987 RNs worked in healthcare at the time of the data collection. Data was self-reported and collected through annual postal surveys. EBP activities were measured using six single items along with instruments measuring individual and work-related variables. Data were analyzed using logistic regression models.Results: Associated factors were identified for all six EBP activities. Capability beliefs regarding EBP was a significant factor for all six activities (OR = 2.6 - 7.3). Working in the care of older people was associated with a high extent of practicing four activities (OR = 1.7 - 2.2). Supportive leadership and high collective efficacy were associated with practicing three activities (OR = 1.4 - 2.0).Conclusions: To be successful in enhancing EBP among newly graduated RNs, strategies need to incorporate both individually and organizationally directed factors.
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| 2. |
- Ehrenberg, Anna, et al.
(författare)
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New graduate nurses' developmental trajectories for capability beliefs concerning core competencies for healthcare professionals : A national cohort study on patient-centered care, teamwork and evidence-based practice.
- 2016
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Ingår i: Worldviews on Evidence-Based Nursing. - : Wiley. - 1545-102X .- 1741-6787. ; 13:6, s. 454-462
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Tidskriftsartikel (refereegranskat)abstract
- Background:This study aimed to describe the developmental trajectories of registered nurses' capability beliefs during their first 3 years of practice. The focus was on three core competencies for health professionals-patient-centered care, teamwork, and evidence-based practice.Methods:A national cohort of registered nurses (n = 1,205) was recruited during their nursing education and subsequently surveyed yearly during the first 3 years of working life. The survey included 16 items on capability beliefs divided into three subscales for the assessment of patient-centered care, teamwork, and evidence-based practice, and the data were analyzed with linear latent growth modeling.Results:The nurses' capability beliefs for patient-centered care increased over the three first years of working life, their capability beliefs for evidence-based practice were stable over the 3 years, and their capability beliefs for teamwork showed a downward trend.Linking evidence to action:Through collaboration between nursing education and clinical practice, the transition to work life could be supported and competence development in newly graduated nurses could be enhanced to help them master the core competencies. Future research should focus on determining which factors impact the development of capability beliefs in new nurses and how these factors can be developed by testing interventions.
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| 5. |
- Forsman, Henrietta, et al.
(författare)
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Low research use among newly graduated nurses : a threat to patient safety?
- 2011
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Ingår i: Medicinska Riksstämman 2011. - Stockholm.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Background: The application of research-based knowledge in clinical practice has the potential to improve quality of care, effectiveness and safety. However, the gap between research and practice is well-known and has been addressed globally. Among the educational goals of nursing education are abilities of critical reflection and implementation of new knowledge into practice. Knowledge about the extent of newly graduated nurses’ research use (RU) in clinical practice and factors that can hinder or facilitate their RU is however scarce. Aim: The overall aim of the thesis presented here was to study nurses’ self-reported RU the first three years postgraduation, change in RU over time and associated factors. Further, the aim was to study nursing students’ RU intentions and whether intention and educational factors could predict RU behavior. Methods: Data derive from the LANE study, a national and longitudinal survey study comprising three cohorts of nursing students, subsequently nurses, graduating in 2002, 2004 and 2006. Outcome measures were instrumental, conceptual and persuasive RU (IRU, CRU and PRU) at one, two and three years postgraduation (Y1, Y2, Y3), as well as IRU intention in last term of undergraduate studies. Results: At all time points, IRU was reported as most prevalent, followed by CRU and finally PRU. About one third of the respondents reported IRU on half or more than half of the working shifts. Seven different RU profiles across the three kinds of RU were identifed. The two clusters representing overall low RU were predominating, representing about half or more of the samples. Low users tended to become even lower over time between Y1 and Y2. A number of individual, organizational and educational factors were found as significantly related to overall low RU at Y2. IRU intention in last term of undergraduate studies showed that 34% of the sample intended to use research to a larger extent and IRU intention predicted IRU behavior at Y1. In addition, intention acted as a mediating factor for the effects from a number of other educational factors on IRU behavior. Implications: The results constitute unique knowledge. Considering today’s demand for evidence-based nursing practice, the relatively low extent of RU is worrying and may impact patient safety. Multiple factors were associated with the extent of RU the first years postgraduation and results have implications both for undergraduate nursing education and the healthcare organization.
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| 7. |
- Forsman, Henrietta, et al.
(författare)
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Nurses' research utilization two years after graduation : a national survey ofassociated individual, organizational, and educational factors
- 2012
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Ingår i: Implementation Science. - London : BioMed Central. - 1748-5908. ; 7
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Tidskriftsartikel (refereegranskat)abstract
- Background. Nurses' research utilization (RU) as part of evidence-based practice is strongly emphasized in today's nursing education and clinical practice. The primary aim of RU is to provide high-quality nursing care to patients. Data on newly graduated nurses' RU are scarce, but a predominance of low use has been reported in recent studies. Factors associated with nurses' RU have previously been identified among individual and organizational/contextual factors, but there is a lack of knowledge about how these factors, including educational ones, interact with each other and with RU, particularly in nurses during the first years after graduation. The purpose of this study was therefore to identify factors that predict the probability for low RU among registered nurses two years after graduation.Methods. Data were collected as part of the LANE study (Longitudinal Analysis of Nursing Education), a Swedish national survey of nursing students and registered nurses. Data on nurses' instrumental, conceptual, and persuasive RU were collected two years after graduation (2007, n = 845), together with data on work contextual factors. Data on individual and educational factors were collected in the first year (2002) and last term of education (2004). Guided by an analytic schedule, bivariate analyses, followed by logistic regression modeling, were applied.Results. Of the variables associated with RU in the bivariate analyses, six were found to be significantly related to low RU in the final logistic regression model: work in the psychiatric setting, role ambiguity, sufficient staffing, low work challenge, being male, and low student activity.Conclusions. A number of factors associated with nurses' low extent of RU two years postgraduation were found, most of them potentially modifiable. These findings illustrate the multitude of factors related to low RU extent and take their interrelationships into account. This knowledge might serve as useful input in planning future studies aiming to improve nurses', specifically newly graduated nurses', RU.
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| 9. |
- Forsman, Henrietta, et al.
(författare)
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Nursing students’ intentions to use research as a predictor of use one year post graduation : a prospective study
- 2012
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Ingår i: International Journal of Nursing Studies. - : Elsevier BV. - 0020-7489 .- 1873-491X. ; 49:9, s. 1155-1164
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Tidskriftsartikel (refereegranskat)abstract
- Background. Graduating nursing students are expected to have acquired the necessary skills to provide research-based care to patients. However, recent studies have shown that new graduate nurses report their extent of research use as relatively low. Because behavior intention is a well-known predictor of subsequent behavior, this gives reasons to further investigate graduating nursing students’ intentions to use research in clinical practice after undergraduate study.Objectives. To investigate graduating nursing students’ intentions to use research in clinical practice and, furthermore, to investigate whether intention in itself and as a mediating variable can predict subsequent research use behavior in clinical practice one year post graduation.Design. A follow-up study was performed of graduating nursing students in their final semester of undergraduate study (2006) and at one year post graduation (2008). Data were collected within the larger national survey LANE (Longitudinal Analysis of Nursing Education).Participants. A sample of 1319 respondents was prospectively followed.Methods. Graduating nursing students’ intentions to use research instrumentally were studied as a predictor of their subsequent instrumental research use one year post graduation. A statistical full mediation model was tested to evaluate the effects of intention and factors from undergraduate study on subsequent research use in daily care.Results. Thirty-four percent of the nursing students intended to use research on more than half or almost every working shift in their future clinical practice. Intention showed a direct effect on research use behavior. In addition, significant indirect effects on research use were shown for capability beliefs (regarding practicing the principles of evidence-based practice) and perceived support for research use (from campus and clinical education), where intention acted as a mediating factor for those effects.Conclusions. Students rated a modest level of intention to use research evidence. Intentions close to graduation acted as an essential predictor of subsequent research use behavior, both through a direct effect and as a mediating variable. These findings give support for designing future interventions aiming at influencing students’ intention to use research to improve subsequent behavior. Focusing on strengthening students’ capability beliefs and providing support for research use appear as promising target activities.
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| 10. |
- Forsman, Henrietta, et al.
(författare)
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Research use in clinical practice : extent and patterns among nurses one and three years postgraduation
- 2009
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Ingår i: Journal of Advanced Nursing. - : Wiley. - 0309-2402 .- 1365-2648. ; 65:6, s. 1195-1206
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Tidskriftsartikel (refereegranskat)abstract
- Aim. This paper is a report of a study of nurses’ research use in clinical practice one and three years postgraduation in Sweden.Background. Internationally, learning to critically appraise and use research is an educational objective within nursing training, with the aim of promoting research use in nursing practice. The extent to which these skills is acquired and used among relatively newly graduated nurses is largely unexplored, however.Method. A descriptive study was conducted in 2006 using a national longitudinal survey of two nursing cohorts one (n = 1,365) and three (n = 933) years postgraduation. The self-reported extent of instrumental, conceptual and persuasive research use was measured. Data were analysed using both variable- and pattern-oriented approaches based on cluster analysis.Results. Research use was reported to occur in about half or fewer of the working shifts. In both samples, seven clusters of nurses with different research use profiles were identified. Clusters representing overall low and very low users in all three types of research use were predominant both at one (45·6%) and three (51·6%) years postgraduation, whereas clusters of nurses reporting overall high research use were uncommon. The proportion of very low users was larger 3 years after graduation than 1 year after graduation.Conclusions. The low extent of reported research use, raises the question of whether scientific perspectives included in nursing education are translated into clinical application. The pattern-oriented approach illustrates the complexity of research use and identification of typical research use profiles in specific contexts may have potential to guide interventions aimed at supporting evidence-based practice.
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