Interprofessional Best Practice Strategies to Improve Front Line Staff EBP Competency

Sunday, 26 July 2015: 9:10 AM

Cheryl L. Boyd, PhD, RN, NP-BC, NE-BC, CNS
Nationwide Childrens Hospital, Columbus, OH

EBP champions are needed to influence the culture and environment of organizations at every level. However, it is becoming increasingly evident that successful integration and sustainability of an EBP in an organization can only be accomplished when there is visible, tangible leadership engagement also. Leaders who embrace EBP as the foundation of decision making and care decisions, who role model EBP in the own practice, who publicly navigate EBP barriers, who recognize EBP accomplishments, and who leverage their role to create supportive EBP cultures and work environments are a key to success.  This final presentation will highlight the work of one EBP leader in a complex organization who has initiated, developed and/or supported a portfolio of projects focused on integration of EBP competencies for front line staff:
  • The incorporation of EBP into clinical professional orientation (onboarding) that includes a one hour session ‘Hallmarks of Professional Practice’.  The session content includes defining expectations for the use of evidence based decision making to onboarding clinical staff.

  • EBP programming for the pre-licensure nursing students integrates EBP content leveled to the knowledge and skill of senior nursing students who are employed in a summer externship program as nursing assistants.

  • Transitions to Practice nurse resident EBP projects include a required EBP unit based project.   Nurse residents are mentored by nurse managers, EBP mentors, unit educators, and Professional Development Nurse Educators in applying EBP concepts to identifying a clinical question and partnering on a project.

  • Schools of nursing that place clinical pre-licensure student groups at the pediatric hospital are required to participate in unit based EBP projects. They partner with unit leadership to determine a clinical project that contributes to unit improvements. A universal structure for the students’ EBP projects has been developed and implemented which makes the projects more consistent and professional, as well as easier for the hospital to assimilate.

  • Managers refer staff to an interprofessional day long scholar workshop that facilitates the development of EBP competencies.  Two to four participants from a department work together on a project with other small work groups. A Professional Development Nurse Specialist and a Librarian partner mentor participants in the steps of EBP. Pre-work is required and follow up on project outcomes is included.

  • The Interprofessional EBP Mentor Group meets monthly to discuss shared interests in developing our culture of clinical inquiry and EBP.  Members are primarily master’s prepared managers, educators,  and advanced practice registered nurses that have participated in advanced EBP education by attending formal EBP programs. They mentor staff in front line EBP projects and report progress through the use of a written report log.


EBP activities are being integrated in a multitude of ways across this complex organization and the traditional culture is changing.  An interprofessional education program targeting EBP competencies is a key intervention that has recently been added to a portfolio of strategies to promote and sustain an EBP culture that has been effective.