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dc.contributor.authorYadav, B L
dc.contributor.authorFealy, G M
dc.date.accessioned2012-07-02T09:16:35Z
dc.date.available2012-07-02T09:16:35Z
dc.date.issued2012-03
dc.identifier.citationIrish psychiatric nurses' self-reported barriers, facilitators and skills for developing evidence-based practice. 2012, 19 (2):116-22 J Psychiatr Ment Health Nursen_GB
dc.identifier.issn1365-2850
dc.identifier.pmid22070519
dc.identifier.doi10.1111/j.1365-2850.2011.01763.x
dc.identifier.urihttp://hdl.handle.net/10147/231611
dc.description.abstractEvidence-based practice places an emphasis on integration of clinical expertise with available best evidence, patient's clinical information and preferences, and with local health resources. This paper reports the findings of a study that investigated the barriers, facilitators and skills in developing evidence-based practice among psychiatric nurses in Ireland. A postal survey was conducted among a random sample of Irish psychiatric nurses and survey data were collected using the Development of Evidence-Based Practice Questionnaire. Respondents reported that insufficient time to find and read research reports and insufficient resources to change practice were the greatest barriers to the development of evidence-based practice. Practice development coordinators were perceived as the most supportive resource for changing practice. Using the Internet to search for information was the highest-rated skill and using research evidence to change practice was the lowest-rated skill for developing evidence-based practice. Nurses' precursor skills for developing evidence-based practice, such as database searching and information retrieval, may be insufficient in themselves for promoting evidence-based practice if they cannot find evidence relating to their particular field of practice or if they do not have the time, resources and supports to develop their practice in response to evidence.
dc.language.isoenen
dc.rightsArchived with thanks to Journal of psychiatric and mental health nursingen_GB
dc.subject.meshAccess to Information
dc.subject.meshAdult
dc.subject.meshAttitude of Health Personnel
dc.subject.meshClinical Competence
dc.subject.meshEvidence-Based Nursing
dc.subject.meshFemale
dc.subject.meshHumans
dc.subject.meshIreland
dc.subject.meshMale
dc.subject.meshMiddle Aged
dc.subject.meshPsychiatric Nursing
dc.subject.meshSelf-Assessment
dc.titleIrish psychiatric nurses' self-reported barriers, facilitators and skills for developing evidence-based practice.en_GB
dc.typeArticleen
dc.contributor.departmentThe National Forensic Mental Health Services, Central Mental Hospital, Dublin, Ireland. babu.yadav@hse.ieen_GB
dc.identifier.journalJournal of psychiatric and mental health nursingen_GB
dc.description.provinceLeinsteren
html.description.abstractEvidence-based practice places an emphasis on integration of clinical expertise with available best evidence, patient's clinical information and preferences, and with local health resources. This paper reports the findings of a study that investigated the barriers, facilitators and skills in developing evidence-based practice among psychiatric nurses in Ireland. A postal survey was conducted among a random sample of Irish psychiatric nurses and survey data were collected using the Development of Evidence-Based Practice Questionnaire. Respondents reported that insufficient time to find and read research reports and insufficient resources to change practice were the greatest barriers to the development of evidence-based practice. Practice development coordinators were perceived as the most supportive resource for changing practice. Using the Internet to search for information was the highest-rated skill and using research evidence to change practice was the lowest-rated skill for developing evidence-based practice. Nurses' precursor skills for developing evidence-based practice, such as database searching and information retrieval, may be insufficient in themselves for promoting evidence-based practice if they cannot find evidence relating to their particular field of practice or if they do not have the time, resources and supports to develop their practice in response to evidence.


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