Educational Programming in Undergraduate and Graduate Academic Curricula: Friend or Foe to Accelerating Evidence-Based Practice?

摘要

Barriers to evidence-based practice (EBP) have long been identified in the literature and include: time, organizational culture and environment or context, outdated policies and procedures, inadequate EBP knowledge and skills, resistance from nurse leaders or managers and colleagues, lack of access to EBP mentors, and negative attitudes toward research by clinicians (Melnyk & Fineout-Overholt, 2011; Melnyk, Fineout-Overholt, Gallagher-Ford, & Kaplan, 2012a; Rycroft-Malone, 2008). Conversely, facilitators that speed the translation of evidence into clinical practice include: research-practice partnerships, perceived potential to improve care, strength of the evidence to support a change in practice, beliefs about the value of EBP and ability to implement it, access to EBP mentors, knowledge brokers or change agents, organizational cultures and contexts or environments that support EBP, administrative support and access to EBP resources, and knowledge and skills in EBP (Harrison & Graham, 2012; McCormick et al., 2013; Melnyk, 2007; Melnyk et al., 2012a, b; Robins et al., 2013).