There was a weak positive correlation between respondents' age and their knowledge of EBP, a positive correlation between respondents' age and attitudes, and a negative correlation between respondents' age and their perceptions of EBP implementation. However, there is a weak positive correlation between knowledge and years of experience, a weak negative correlation between registered nurses' attitudes and their years of practice, and a positive correlation between years of practice as a registered nurse and EBP practice.
Introduction
The Nigerian government spends a large amount of money every year to ensure the provision of evidence-based health care to its citizens (Agbedia, 2012; Idang et al., 2012). This is evident in various national health programs aimed at strengthening the health care sector, increasing the delivery of effective, efficient, quality and affordable health care to Nigerians (Agbedia, 2012; Idang et al., 2012; Obansa and Orimisan , 2013).
Background of the study
While RU involves the practical application of research results, EBP is a broader concept that encompasses numerous activities (Maaskant et al., 2013; Pravikoff et al., 2005; Van Achterberg et al., 2008). Furthermore, patient preferences and values should be taken into account to guide practice (Maaskant et al., 2013; Pravikoff et al., 2005; Van Achterberg et al., 2008).
The significance of EBP in the nursing profession
EBP enables nurses to use the latest research, follow current health practices, and contribute to both their organizations and patients (Bartelt et al., 2011). As a result, the integration of EBP into the health care system has been weak and is associated with poor treatment outcomes (Agbedia, 2012; Uneke et al., 2010).
Evidence-based nursing practice in Nigeria
The basic program offered by this institution needs serious improvement to be able to build nurses who are adequately prepared to evaluate evidence-based practices (Ayandiran et al., 2013; Uneke et al., 2010) . With the gradual establishment of nursing programs in the country's universities, it is expected to produce more nurses with critical thinking (Agbedia, 2012; Ayandiran et al., 2013).
Statement of the problem
Although the need for improvement in nursing education to produce evidence-based nurses is recognized in Nigeria (Agbedia, 2012; Ayandiran et al., 2013), the nursing institution that produces the largest number of nurses in Nigeria is still slow to its progress (Ayandiran et al., 2013). Consequently, there has been only a slow improvement in the quality of care provided by registered nurses in hospitals in the country (Agbedia, 2012; Uneke et al., 2010).
Purpose of the study
Although there is enough evidence to support the use of EBP, it is not understood why there is inconsistency in its use. This descriptive study aims to explore registered nurses' perceptions of EBP in a selected general hospital in Minna, Niger, Nigeria.
Objectives of the study
Research questions
Hypotheses for the study
Significance of the study
The findings of this study may also help clarify relevant issues and change misleading attitudes and practices about evidence-based nursing practices among nurses in Niger State, Nigeria. The findings of this study may provide nursing stakeholders with insight into the need for EBP.
Operational definition of terms
In this study, perceived attitude refers to the way registered nurses believe they feel about EBP. Perceived practice in this study refers to the EBP activities that registered nurses feel they perform.
Theoretical framework
The Innovation-Decision Process
In the persuasion phase, the individual forms a negative or positive attitude towards the innovation. Continuing or discontinuing an innovation depends on the type of support an individual receives from the organization, peers, or coworkers (Rogers, 1995).
Application of Roger's Diffusion of Innovation to this study
If any of the concepts are missing or poor, the adoption of the innovation may be poor or unfavorable. As illustrated in the schematic representation of the conceptual framework above, when the adopter, in the case of this study the nurse, perceives knowledge of the innovation (EBP), the individual develops a positive attitude towards EBP.
Organisation of the chapters in the dissertation
Chapter Four: This chapter contains the analysis and interpretations of the findings in the study. Chapter Five: The final chapter presents a discussion of the findings of the study, conclusions and limitations of the study, and recommendations for further study.
Summary and conclusion
Introduction
An overview of the origin of evidence-based practice
Studies have shown that nurses increasingly recognize the role of EBP in their nursing practice (Brown et al., 2010; Chan et al., 2011b) and are as familiar with the term EBP/EBN as other health-related professionals. This can be a challenge in some hospital environments as the nurse needs sufficient and relevant information about the phenomenon, which in turn requires efficient access to that type of information (Ferguson and Day, 2007; Maaskant et al., 2013; Ozsoy and Ardahan , 2008; Ubbink et al., 2011).
Development of evidence-based practice in the nursing profession
This is a source of concern given the increasing emphasis on the importance of evidence-based practice (Ayandiran et al., 2013; Berland et al., 2012; Squires et al., 2011a). This example serves as evidence that EPB improves the quality of care for patients (Burney et al., 2012).
Concept of evidenced-based nursing
This is important because a professional nursing practice cannot be limited to only building a research database, but must be translated into clinical care taking into account the individual patients' needs (Chaboyer et al., 2004; Ubbink et al., 2011). Although the best evidence usually comes from rigorous research, EBP also uses other sources of credible information (Ozsoy and Ardahan, 2008; Rycroft-Malone et al., 2004; Ubbink et al., 2011), which include experience and opinions from higher authority. . professional authorities.
Nurses’ knowledge of evidence-based practice
Similarly, while a large number of nurses reported that they lacked the knowledge to identify appropriate research designs (Chan et al., 2011b; Sherriff et al., 2007) found that nurses integrated research findings into practice, while other studies (Bartelt et al., 2011;.
Nurses’ attitudes towards evidence based practice
However, the results of the study showed no correlation between age, gender or work experience and attitudes towards EBP (Knops et al., 2009). Although many researchers have found that nurses prefer to use the traditional approach (Berland et al., 2012; Bertulis, 2008; Carlson, 2009;.
Nurses’ perceived engagement in evidence-based practice
Furthermore, most nurses are not aware of the importance of updating their professional knowledge (Berland et al., 2012; Breimaier et al., 2011). In the studies by Berland et al. 2009), most of the nurses self-reported that they hardly apply research-based knowledge in their clinical decisions.
Perceived barriers to evidence based practice
Availability of research results, which are user-friendly and located close to the person's workplace, is also considered important (Bostrom et al., 2008). It is therefore relevant to recognize the role of education and training in relation to the implementation of EBP (O'Donnell, 2004; . Sherriff et al., 2007).
Conclusion
Other organizational factors that influence nurses' adoption of EBP include distance from the hospital, local staffing levels, face-to-face support, and educational opportunities that can facilitate (Heckenberry et al., 2006). Evidence-based training, resource allocation, and provision of adequate time and incentives to implement EBP (Rapp et al., 2008; Estabrooks et al., 2003; Hutchinson and Johnston, 2004;
Introduction
It is relevant to mention here that researchers differ in their philosophical foundations, beliefs and ways of interacting and viewing their environment, which affects their choice of which method to use to conduct their studies. The researcher will therefore explain the belief system (paradigm) that has influenced his choice of research methodology in this study.
The research paradigm for the study
The researcher will therefore explain the belief system (paradigm) that has influenced his choice of research methodology in this study.. obtain the desired knowledge?) and the method question (which methods procedures or techniques should be used?). It is relevant to mention that the positivist paradigm is adapted to quantitative research (Monti and Tingen, 1999) and is therefore of interest in this study.
The positivist paradigm
Two paradigms dominate nursing research, namely the positivist paradigm and the interpretivist paradigm. In this regard, the researcher conducted this study within a positivist paradigm, which enabled him to objectively examine the perception of EBP among graduate nurses in Minna General Hospital, Niger State, Nigeria.
The research design
The researcher remains detached, neutral, and objective when he or she measures aspects of social life, examines evidence, and/or replicates the research of others (Creswell, 1994). By using this approach, the researcher will gain more insight into registered nurses' perception of EBP at Almenhospitalet Minna.
Setting for the study
Population for the study
Inclusion and exclusion criteria
Sample and sampling technique
This sample was based on the resources and time available to the researcher, as well as the researcher's belief that the sample was large enough to be representative of the target population. To select samples from each of the hospital's 24 units, the researcher assigned numbers to participants based on the proportion of nurses in each unit, borrowing an element of quota sampling.
Instrument for data collection
Validity and reliability
It was therefore necessary for the researcher in this study to determine the validity of the instruments used. Therefore, the researcher consulted the supervisor, an expert in the field of nursing research, to review the content of the questionnaire.
Internal consistency
Pilot testing
The results showed good reliability, implying that all items appeared worthy of retention.
Procedure for data collection
Ethical considerations
Participants were asked to sign consent forms as evidence of their willingness to participate in the study. The researcher ensured that the participants were adequately informed by explaining the purpose and importance of the study both verbally and on the information sheet.
Data Analysis
The potential benefits of the study, such as increasing nursing knowledge, were also explained to participants. In this study, the researcher used the paired sample correlation test to determine the influence of the study variables on each other.
Data Management
These tests were used to determine the influence of variables on other variables and to make comparisons between groups, respectively (Grove et al., 2013). The researcher used an independent t-test of difference analysis technique to make a comparison between senior and junior nurses.
Summary
The t-test is a powerful tool for data analysis to determine differences between groups (Grove et al., 2013). The use of this tool facilitated the hypothesis testing of the variables in the study.
Introduction
Sample realisation
Section 1: Demographic characteristics of the respondents
- Age of the respondents
- Gender of the respondents
- Professional designation and highest qualification of respondents
- Years of nursing practice
Respondents were asked to indicate their gender category so that the researcher could determine the gender distribution of respondents in the study. None of the respondents had a master's degree in nursing and only two indicated any other qualification.
Section 2: The respondents’ perceived knowledge of evidence-based practice
Of the 133 respondents, they indicated that they had good ability to determine how useful (clinically applicable) a material is, compared to 8 (6%) who had poor ability. Of the respondents, they felt that they had good knowledge of the ability to apply information to the individual.
Section 3: Respondents’ perceived attitudes towards evidenced based practice
The table also shows that some respondents do not like people who question their clinical practice, which is based on established methods. The table also shows that respondents agreed and disagreed that they prefer to use more traditional methods instead of moving to new approaches.
Section 4: Respondents’ perceived engagement in evidence-based practices
It also appears that there is a positive correlation (r=0.137) between age and the attitude of the respondents. However, the table indicates that there is a negative correlation between EBP practices and respondents' designation.
Summary of the chapter
There is no correlation between knowledge, attitudes and practices of EBP and gender of respondents; And. There is no significant correlation between knowledge, attitude and practice of EBP and the respondents' designation.
Introduction
Demographic characteristics of the respondents
- Age of the respondents
- Gender of respondents
- Correlations between the knowledge, attitudes and practice of EBP with educational
- Difference between senior and junior registered nurses’ knowledge of evidence-based
The understanding of a concept is an essential first step in integrating the concepts (Breimaier et al., 2011). However, this does not agree with the findings of Ofi et al. 2008) in which 66% of respondents indicated that they did not collaborate with colleagues on research.
Registered nurses’ perceived attitudes towards evidence-based practice
Ofi et al., 2008; Ubbink et al., 2011) share similar views with the respondents in this study. This finding is also in line with Boström et al. 2011), who found that most of the nurses studied read journal articles to inform their practices.
Registered nurses’ perceived barriers to evidence-based practice
This finding therefore points to the need to empower nurses with the skills of evaluating research findings to determine their applicability for implementation (Bartelt et al., 2011; Bonner and Sando, 2008; The correlation between knowledge, attitudes and practice of EBP has been shown in several studies (Bartelt et al., 2011; Bonner and Sando, 2008; Brown et al., 2010).
Summary
In such an atmosphere, nurses will be able to provide highly effective and cost-effective healthcare to consumers based on sound evidence (Bartelt et al., 2011). The need to expand the nursing curriculum to include courses on research and EBP is significant in nursing departments of universities and colleges of nursing (Agbedia, 2012; Ayandiran et al., 2013).
Recommendations for future research
This will help inform the scope of EBP courses needed to enhance nurses' positive perceptions and practices of EBP. Further research is therefore needed to explore the differences in junior registered nurses' perceptions of EBP.
Conclusion
Maaskant JM, Knops AM, Ubbink DT, et al. 2013) Evidence-based practice: A survey of pediatric nurses and pediatricians. Ubbink D, Vermeulen H, Knops A, et al. 2011) Implementing evidence-based practice: outside the box, across the hospital.
Ethical Clearance
Request for Permission to Conduct the Study
Letter of Permission from the Hospitals Management Board
Information and Consent Form
There are no negative feelings, punishments, penalties, or problems if you choose not to participate in this study. There are also no consequences for your work if you choose not to participate in this study.
Questionnaire
5 Converting your information needs into a research question 6 Awareness of important information types and sources 7 Ability to identify gaps in your professional practice 8 Knowledge of how to obtain evidence. 9 Ability to analyze critical evidence against a set standard 10 Ability to determine how valid (close to the truth) it is.
