Poster Presentation

Thursday, July 12, 2007
9:30 AM - 10:15 AM

Thursday, July 12, 2007
3:15 PM - 4:00 PM
This presentation is part of : Poster Presentation II
Using Education to Develop a Culture of World Class Evidence Based Practice at an Acute Care Community Hospital
Ryan C. Rohman, BSN, RN1, Janet E. Craighead, MS, RN2, Karen R. Dawson, MSN, RN3, and Kathie Hopkins, MSN, RN2. (1) Surgical Services, Poudre Valley Hospital, Fort Collins, CO, USA, (2) Medical Services, Poudre Valley Hospital, Fort Collins, CO, USA, (3) Medical Specialty Services, Poudre Valley Hospital, Fort Collins, CO, USA
Learning Objective #1: The learner will be able to discuss necessary resources to promote increased participation in systematic review and the EBP process.
Learning Objective #2: The learner will be able to discuss the effectiveness of an intervention in producing cognitive and behavioral skills needed to support an EBP culture.

Evidence based practice (EBP) as a foundation of world class care requires that healthcare professionals have expertise using the systematic review process and a commitment to improving practice.  A 250-bed acute care facility in the Midwestern United States identified that few nurses in the organization were skilled at systematic reviews and EBP; therefore an educational seminar was given to staff members.  A study was conducted to measure the effectiveness of the six-day seminar in producing cognitive and behavioral changes that support an authentic EBP culture.  A survey tool of 28 statements was developed and demonstrated a Cronbach’s alpha of .83 in a pilot group of RNs.  The questionnaire was also administered to a convenience sample of healthcare professionals who attended the seminars (sample reliability was established with coefficient alpha at .92).  Using a paired pre-post design, average cognitive and behavioral scores increased from 3.11 to 3.33 in the study group immediately following the seminar (t[10] = -2.17, p=.055; 95% CI, -.44 to .01), and from a baseline score of 3.03 to 3.31 three months following the seminar  (t[7] = -1.92, p=.096; 95% CI -.63 to .07).  Although study group scores were significantly higher than pre-workshop scores in a control group (t[47] = -3.81, p<.001; 95% CI, -.89 to -.28), differences widened by 3 months following the training (t[35] = -3.27, p=.002; 95% CI, -1.37 to -.32).  Total monthly hours invested in EBP and research activities increased nominally and non-significantly from 21.8 to 21.9 immediately after the training (t[8] = -0.01, p=.990; 95% CI, -9.75 to 9.64), and from 18.1 to a non-significant but clinically meaningful 31.6 hours 3 months later (t[6] = -1.36, p=.222; 95% CI, -37.77 to 10.77)Future endeavors include continuing systematic review education, quantifying the number of hours committed to the EBP process, and developing practice recommendations.