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Effectiveness of educational interventions to increase skills in evidence-based practice among nurses: the EDITcare systematic review

2022-11-02Journal article Open access
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dc.contributor.authorSantos, Omar Portela dos
dc.contributor.authorMelly, Pauline
dc.contributor.authorHilfiker, Roger
dc.contributor.authorGiacomino, Katia
dc.contributor.authorPerruchoud, Elodie
dc.contributor.authorVerloo, Henk
dc.contributor.authorPereira, Filipa
dc.date.accessioned2022-12-28T10:44:59Z
dc.date.available2022-12-28T10:44:59Z
dc.date.issued2022-11-02
dc.description.abstractBackground: Using evidence-based practice (EBP) improves the implementation of safe, high-quality healthcare for patients, reduces avoidable costs, and plays a crucial role in bridging knowledge–action gaps and reducing health inequities. EBP combines the best available evidence in the relevant literature with patient preferences and values and healthcare professionals’ (HCPs) expertise. Methods: Systematic searches of ten bibliographic databases, unpublished works, and the Grey Literature Report sought studies published up to 30 September 2022. Results: The 15 studies retained involved 2712 nurses. Three types of effective educational interventions were identified: (1) multifaceted educational strategies incorporating mentoring and tutoring; (2) single educational strategies, often delivered online; and (3) multifaceted educational strategies using the five steps of EBP. Eleven primary outcomes (EBP beliefs, EBP self-efficacy, perceived EBP implementation, EBP competencies, EBP knowledge, EBP skills, EBP attitudes, EBP behaviors, EBP desire, EBP practice, and perceptions of organizational culture and readiness) were assessed using 13 qualitative and quantitative instruments. Conclusions: Ensuring the successful implementation of EBP requires effective educational strategies. Computer-based learning seems the most cost-effective and efficient strategy, when considering caregivers’ characteristics, the clinical field, and educational interventions across the pre-, peri-, and post-implementation processes.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.doi10.3390/healthcare10112204pt_PT
dc.identifier.eid85149448686
dc.identifier.issn2213-0764
dc.identifier.pmcPMC9691114
dc.identifier.pmid36360544
dc.identifier.urihttp://hdl.handle.net/10400.14/39669
dc.identifier.wos000895126000001
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectBeliefspt_PT
dc.subjectEducationpt_PT
dc.subjectEvidence-based practicept_PT
dc.subjectImplementationpt_PT
dc.subjectInterventionspt_PT
dc.subjectKnowledgept_PT
dc.subjectNursespt_PT
dc.subjectPrimary healthcarept_PT
dc.titleEffectiveness of educational interventions to increase skills in evidence-based practice among nurses: the EDITcare systematic reviewpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.issue11pt_PT
oaire.citation.titleHealthcarept_PT
oaire.citation.volume10pt_PT
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT

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