Exploring evidence-based practice amongst Clinical Teaching Assistants at a college of Nursing in Jeddah, Saudi Arabia: a grounded theory.

Abstract

Abstract

Background

Evidenced-based process (EBP) has been defined as the process of decision making for patient care that utilizes that best evidence in addition to patient experiences, values, and preferences in guiding patient care. the most significant reason for the consistent implementation of EBP is that it leads to the highest quality of care and ultimately the best patient outcomes. In addition to this, EBP reduces health care costs and geographical variations in the delivery of care

Methods

This study followed a Strauss and Corbin grounded theory approach. The research setting included the college of Nursing- Jeddah, where 12 clinical teaching instructors were conveniently sampled initially where theoretical sampling followed. Data collection included in-depth interviews and data analysis included open and axial coding.

Findings

The categories emerged: for the conceptualization of EBP the were: navigating safe practice and best evidence; categories related to the experiences of EBP included forcing inquiry, teamwork;  related to challenges of EBP included lack of education, resistance to change, lack of EBP champions.

Recommendations

This study only includes one category of teaching staff namely CTAs who was only responsible for the clinical aspect of the course. The sample also included only female CTAs. It is recommended that a similar study be repeated with other teaching staff and possibly males in nursing academia.

Conclusion

EBP remains a challenge to teaching staff. For teaching staff to develop the necessary knowledge and skills in EBP, there needs to be a mindset change.

Keywords

Evidenced-based practice, evidence-based practice in nursing education, research utilize