How do nurses and ward managers perceive that evidence-based sources are obtained to inform relevant nursing interventions? - An exploratory study

Abstract

Aims and objectives: To explore how nurses and managers perceive that evidence-based sources are obtained to inform relevant nursing interventions. Background: Implementation of evidence-based practice requires a systematic search and evaluation of research, clinical expertise and consideration of the patients' preferences and values. Much has been written over the past decade about how this should be done and nurses' mandatory education has provided them with the necessary tools to work in this way. In spite of this, nurses do not provide evidence-based practice on a regular basis. Many of the barriers against evidence-based practice are dependent on contextual factors. Therefore, it can be of interest to study both managers and nurses. Design: This qualitative study has an explorative and retrospective design. Method: Interviews were conducted with 15 participants, including eight nurses, four ward managers, two operation managers and one care developer. Directed content analysis was used. Result: Nurses and managers had different approaches towards the use of scientific knowledge. Nurses' use of clinical experience and learning from each other was common. Nurses' work as facilitators was structured by managers. Not involving the patient in the care was common among the nurses. Conclusion: The parts of evidence-based practice that are supported by the managers are also used by the nurses. When use of research is not controlled by the managers, the nurses do not search for scientific research. Neither is the patients' involvement in decision-making obvious. Relevance to clinical practice: A change in nurses' attitudes to scientific knowledge and perception of patient participation is needed. For this to happen, nurses need managers with a strong interest in evidence-based practice that support successful implementation of research in everyday clinical practise.