Understanding the Factors That Influence School Nurses' Implementation of Evidence-Based Practice

Friday, 20 July 2018

Pei-Lin Hsieh, PhD, RN
School of Nursing, Chang Gung University of Science and Technology, Chang Gung Memorial Hospital, Keelung, Tao-Yuan, Taiwan
Sue-Hsien Chen, PhD, RN
Department of Nursing Management,Chang Gung Memorial Hospital, Chang Gung University of Science and Technology, Taoyuan, Taiwan

Purpose: The demand for and interest in applying evidence to nursing practice has grown in the past decade. Evidence-based practice (EBP) provides nurses with methods that use critically appraised and scientifically proven evidence for delivering quality health care to a specific population. Little research has been done regarding the adoption and implementation of EBP by school nurses in Taiwan. It is necessary to explore the factors that influence the implementation of EBP in the field of school nursing. The purpose of this study was to investigate the factors that influence the implementation of EBP in school nursing as well as provide guidance to school nurses on better implementing EBP in their professional practice.

Methods: A survey of a random sample of school nurses who were members of the National Association of School Nurses (NASN) resulted in a 45.2% response rate and a sample of 1,211 that was fairly representative of the national membership. Participants completed a questionnaire designed to determine factors associated with the implementation of EBP.

Results: The mean age of participants was 41.95 years and the range was from 31 to 62 years. Their mean duration of employment as a school nurse was 8.4 years. The majority of participants had a bachelor’s degree (83.3%). Results showed that participants’ practical knowledge was obtained mainly through their work experience and they relied heavily on the Internet to obtain empirical information. Factors influencing EBP implementation included insufficient time for its implementation, frequency of reading journals, years of work experience, age, continuing education, and lack of resources and awareness regarding EBP. School nurses stated that they had a positive attitude about EBP and were interested in learning the skills necessary for its implementation.

Conclusion:

This study presents important information on variables that affect EBP in school nursing. Strategic approaches to provide resources and create a supportive environment for EBP in the school setting are recommended for further studies. The results of this study can be used as a basis to develop a comprehensive strategy for building EBP competencies through proper training.