Beliefs About Evidence-Based Practice Among New Graduate Nurses

It is an expectation that new graduate nurses (NGNs) use evidence-based practices (EBP) in patient care; however, studies indicated that NGNs lack confidence in, belief in, and a full understanding of EBP processes and implementation. The doctoral project practice-focused question addressed whether immersion in EBP education and completion of an EBP project through a quality-improvement pilot program would enhance NGNs’ beliefs about the benefits and processes of EBP as well as increase confidence in their ability to implement EBP in the clinical setting. Knowles’ adult learning theory and Rogers’ diffusion of innovation theory guided the project’s motivation and examination of the pilot. A literature search using CINAHL and PubMed databases resulted in 216 articles meeting the initial inclusion criteria; 7 articles fit all inclusion criteria and were used for the literature review. Similar to processes used in the articles, this pilot program immersed NGNs in EBP education and project completion. Deidentified and aggregate data of EBP beliefs and confidence were collected through an electronic survey system. Data collected using the Melnyk and Fineout-Overholt 16-item EBP Beliefs Scale before and after the intervention were analyzed using a paired t test to examine overall belief scores and individual items. Data analysis through SAS indicated a significant difference (p \u3c .05) for 13 out of 16 items supporting an improvement in NGNs’ beliefs about EBP. Based on these findings, it is recommended that EBP education and projects be implemented in NGN onboarding programs to enhance their beliefs in EBP and to develop their confidence in implementing and promoting EBP in the clinical setting to contribute to optimal patient outcomes