Background
Methods
Search Strategy
CINAHL (1982-February 2006) |
---|
1. exp NURSING CARE/ |
2. exp NURSES/ |
3. exp Practice Guidelines/ |
4. exp AUDIOVISUALS/ |
5. exp PAMPHLETS/ |
6. exp "POLICY AND PROCEDURE MANUALS"/ |
7. exp Nursing Protocols/ |
8. exp Staff Development/ |
9. inservice$.mp. |
10. exp "Seminars and Workshops"/ |
11. exp Education, Clinical/ |
12. exp Clinical Nurse Specialists/ |
13. exp Nurse Practitioners/ |
14. exp Staff Development Instructors/ |
15. exp Nurse Consultants/ |
16. (chang$ adj2 agent$).mp. |
17. (facilitat$ adj2 change$).mp. |
18. (coordinat$ adj2 change$).mp. |
19. exp Quality Assurance/ |
20. (critical adj1 appraisal).mp. |
21. exp Quality Improvement/ |
22. exp Reminder Systems/ |
23. (champion$ adj1 change$).mp. |
24. exp "Diffusion of Innovation"/ |
25. exp Nursing Practice, Research-Based/ |
26. evidence based nursing.mp. |
27. (utilizat$ or utilisa$ or uptake or transfer$ or implement$ or disseminat$ or diffusion$ or translat$).mp. |
28. journal club.mp. |
29. exp Nursing Practice, Evidence-Based/ |
30. 1 or 2 |
31. or/3–23 |
32. 31 or 28 |
33. or/24–27 |
34. 33 or 29 |
35. 30 and 32 and 34 |
36. limit 35 to research |
Medline (1966-February 2006) |
1. exp NURSING/ |
2. exp NURSES/ |
3. exp Practice Guidelines/ |
4. exp AUDIOVISUAL AIDS/ |
5. exp PAMPHLETS/ |
6. exp MANUALS/ |
7. exp CLINICAL PROTOCOLS/ |
8. exp Inservice Training/ |
9. seminar.mp. |
10. workshop.mp. |
11. clinical education.mp. |
12. exp Nurse Clinicians/ |
13. clinical nurse specialist$.mp. |
14. exp Nurse Practitioners/ |
15. nurse educator$.mp. |
16. staff instructor$.mp. |
17. exp Consultants/ |
18. exp Nurse Clinicians/ |
19. (chang$ adj2 agent$).mp. |
20. (facilitator$ adj2 chang$).mp. |
21. (coordinator$ adj2 chang$).mp. |
22. (champion$ adj2 chang$).mp. |
23. journal club.mp. |
24. exp Quality Assurance, Health Care/ |
25. exp REMINDER SYSTEMS/ |
26. exp "Diffusion of Innovation"/ |
27. exp Evidence-Based Medicine/ |
28. exp Nursing Research/ |
29. (utilizat$ or utlisat$ or uptake or transfer$ or implement$ or disseminat$ or diffusion$ or translat$).mp. |
30. 1 or 2 |
31. or/3–25 |
32. or/26–29 |
33. 30 and 31 and 32 |
PsychINFO (1887-February 2006) |
exp NURSING/ |
2. exp NURSES/ |
3. exp Treatment Guidelines/ |
4. exp EDUCATIONAL AUDIOVISUAL AIDS/ |
5. pamphlets.mp. |
6. (policy and procedure).mp. [mp = title, abstract, subject headings, table of contents, key concepts] |
7. protocol.mp. |
8. exp Professional Development/ |
9. inservice.mp. |
10. workshop.mp. |
11. seminar.mp. |
12. clinical nurse specialist.mp. |
13. nurse practitioner.mp. |
14. instructor.mp. |
15. nurse consultant.mp. |
16. (chang$ adj2 agent$).mp. |
17. (facilitat$ adj2 chang$).mp. |
18. (coordinat$ adj2 change).mp. |
19. exp "Quality of Services"/ |
20. (critical adj1 appraisal).mp. |
21. reminder$.mp. |
22. (champion$ adj1 change$).mp. |
23. diffusion of innovation.mp. |
24. exp Decision Making/ |
25. (research and (utiliz$ or utilis$ or uptake or transfer or implement$ or disseminat$ or translat$)).mp. [mp = title, abstract, subject headings, table of contents, key concepts] |
26. (knowledge and (utiliz$ or utilis$ or uptake or transfer or implement$ or disseminat$ or translat$)).mp. [mp = title, abstract, subject headings, table of contents, key concepts] |
27. (evidence adj1 practice).mp. |
28. journal club.mp. |
29. 1 or 2 |
30. or/2–22 |
31. 30 or 28 |
32. or/23–27 |
33. 29 and 31 and 32 |
HealthSTAR/Non-medlie (1975-February 2006) |
1.exp NURSING/ |
2. exp NURSES/ |
3. exp Practice Guidelines/ |
4. exp AUDIOVISUAL AIDS/ |
5. exp PAMPHLETS/ |
6. exp MANUALS/ |
7. exp CLINICAL PROTOCOLS/ |
8. exp Inservice Training/ |
9. seminar.mp. |
10. workshop.mp. |
11. clinical education.mp. |
12. exp Nurse Clinicians/ |
13. clinical nurse specialist$.mp. |
14. exp Nurse Practitioners/ |
15. nurse educator$.mp. |
16. staff instructor$.mp. |
17. exp Consultants/ |
18. exp Nurse Clinicians/ |
19. (chang$ adj2 agent$).mp. |
20. (facilitator$ adj2 chang$).mp. |
21. (coordinator$ adj2 chang$).mp. |
22. (champion$ adj2 chang$).mp. |
23. journal club.mp. |
24. exp Quality Assurance, Health Care/ |
25. exp REMINDER SYSTEMS/ |
26. exp "Diffusion of Innovation"/ |
27. exp Evidence-Based Medicine/ |
28. exp Nursing Research/ |
29. (utilizat$ or utlisat$ or uptake or transfer$ or implement$ or disseminat$ or diffusion$ or translat$).mp. |
30. 1 or 2 |
31. or/3–25 |
32. or/26–29 |
33. 30 and 31 and 32 |
34. limit 33 to nonmedline |
ERIC (1966-February 2006) |
1. nurs*.tx |
2. (practice guidelines).tx |
3. audiovisual.tx |
4. (policy and procedure).tx |
5. protocol*.tx |
6. (staff development).tx |
7. (in service).tx |
8. seminar.tx |
9. workshop.tx |
10.(journal club).tx |
11.(clinical education).tx |
12. (clinical nurse specialist).tx |
13.(nurse practitioner).tx |
14.instructor.tx |
15.consultant.tx |
16.(change agent).tx |
17.champion.tx |
18.coordinator.tx |
19.facilitator.tx |
20.(clinical educator).tx |
21.(quality assurance).tx |
22.(critical appraisal).tx |
23.(quality improvement).tx |
24.(reminder).tx |
25.or/2–24 |
26. 1 and 25 |
Inclusion Criteria
Screening Process
Excluded Studies
First Author | Description of Study Purpose | Reason for Exclusion from Review |
---|---|---|
Davies [28]
| To determine whether using a specific intervention would lead to more appropriate implementation of guidelines | 1. Investigators do not describe guideline content and recommendations |
2. Investigators do not specify what percentage or number of guideline recommendations must be met to signify effectiveness | ||
3. Unable to determine the extent guideline recommendations were followed | ||
Hodnett [29]
| To evaluate the effectiveness of an intervention to promote research-based nursing care | 1. Investigators described the content of the intervention but the outcomes do not correspond to the content |
2. Unable to determine how the outcomes represent research use | ||
McDonald [30]
| To test the effectiveness an intervention to increase nurses adherence to pain assessment and management guidelines, and to improve patient outcomes | 1. Investigators do not specify what percentage or number of recommendations must be met to signify effectiveness |
2. Investigators do not measure all recommendations of the intervention | ||
3. Unable to determine the extent of recommendation adherence | ||
Murtaugh [31]
| To test the effectiveness of two interventions designed to improve the adoption of evidence-based practices | 1. Investigators do not specify what percentage or number of recommendations must be met to signify effectiveness |
2. Investigators do not measure all recommendations of the intervention | ||
3. Unable to determine the extent of recommendation adherence | ||
Feldman [32]
| To assess the impact and cost-effectiveness of two interventions designed to improve management and outcomes of patients | 1. Not explicitly aimed at increasing research use or evidence-based practice |
Feldman [33]
| To examine the effect of an intervention designed to standardize nursing care, strengthen nurses' support for patient self management, and yield better patient outcomes | 1. Not explicitly aimed at increasing research use or evidence-based practice |
Gould [34]
| To develop, implement, and evaluate an intervention designed to promote nurses' compliance with key procedures | 1. Not explicitly aimed at increasing research use or evidence-based practice |
2. Unable to determine if 'key procedures' are evidence-based | ||
Jones [35]
| To develop and test an intervention to improve practices, knowledge, attitudes, and policies | 1. Not explicitly aimed at increasing research use or evidence-based practice |
Moongtui [36]
| To evaluate the effectiveness of an intervention on nursing practices | 1. Not explicitly aimed at increasing research use or evidence-based practice |
Krichbaum [37]
| To test the effectiveness of interventions designed to improve patient outcomes | 1. Not explicitly aimed at increasing research use or evidence-based practice |
Methodological Quality
CBA Methodological Quality Assessment Results and Rating | |||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|
First Author | Unit of Allocation | Unit of Analysis | Power Calculation | Baseline Measure | Characteristics of Control | Blinded Outcome Assessment | Protection Against Contamination | Reliable Outcomes Measure | Provider Follow | Patient Follow Up | Rating |
Tsa i [27]
| Provider | Provide r | NC | √ | √ | X | NC | X | √ | n/a | Low |
RCT Methodological Quality Assessment Results and Rating | |||||||||||
First Author | Unit of Allocation | Unit of Analysis | Power Calculation | Baseline Measure | Allocation Concealment | Blinded Outcome Assessment | Protection Against Contamination | Reliable Outcomes Measure | Provider Follow Up | Patient Follow Up | Rating |
Dufault [24]
| Ward | Provider * | NC | X | NC | X | √ | X | NC | n/a | Low |
Hong [25]
| Ward | Provider * | NC | √ | √ | X | √ | X & NC | NC | n/a | Low |
Tranme r [26]
| Ward | Provider * | NC | X | NC | X | √ | X | NC | n/a | Low |
Data Extraction
Author/Year/Country | Study Design | Setting and Specialty | Description of Intervention(s) | Classification Using EPOC Method | Outcome Measure |
---|---|---|---|---|---|
Dufault, 1995 United States [24]
| RCT | Hospital/Oncology | 1. Organization of practitioners and researchers aimed at solving a clinical problem using research findings | 1. Multi-disciplinary team | Kim's Research Utilization Competency Scale [39]
|
Hong 1990 China [25]
| RCT | Hospital/Inpatient | 1. In-service education and demonstration tutorial by opinion leader | 1. Educational meetings | Compliance with all clinical practice guideline recommendation s |
2. Local opinion leaders | |||||
Tranme r2002 Canada [26]
| RCT | Hospital/Medical & Surgical | 1. Workshops about conducting a research study and using the findings | 1. Educational meetings | Champion and Leach Research Utilization Questionnaire [40-41]
|
1. Workshops about research findings | 1. Educational meetings | Champion and Leach Research Utilization Questionnaire [40-41]
| |||
Tsai, 2003 Taiwan [27]
| CBA | Hospital/Inpatients | 1. Workshops about research utilization | 1. Educational meetings | Tsai Research Utilization Questionnaire |
Results
Methodological Quality of Included Studies
Included Studies
Findings
First Author | Intervention(s) | Outcome(s) of Interest | Effect of Intervention(s) on Outcome(s) of Interest |
---|---|---|---|
Dufault [24]
| Multidisciplinary team | 1. Kim's research utilization competency scale [39]
| Significant change |
Hong [25]
| Educational meetings led by local opinion leader | 1. Proportion of reported catheter practices meeting guidelines recommendations | Significant change |
1. Proportion of observed catheter practices meeting guideline recommendations | Significant change | ||
Tranmer [26], | Educational meetings #1 | 1. Champion and Leach Research [40-41]Use Questionnaire | No significant change |
Tranmer [26]
| Educational meetings #2 | 1. Champion and Leach Research [40-41]Use Questionnaire | No significant change |
Tsai [26]
| Educational meetings | 1. Tsai Research Utilization Questionnaire. | No significant change |
First Author | Study Subjects | Deliverer/Recipient of Intervention | Length of Intervention (Dose) | Detailed Description of Intervention |
---|---|---|---|---|
Dufault [24]
| 27 nurses from 4 oncology units | Both nurses and researcher s/nurses | 28 weeks consisting of 6 sequential phases | Nurses and investigators participated in activities related to optimal pain management. The phases included: |
1. Problem identification and assessment of research bases for utilization | ||||
2. Evaluation of research relevancy to problem selection, nursing department values, standards and policies, and potential cost and benefit | ||||
3. Innovation design to meet the needs of the problem within the scope of the research base. | ||||
4. Actual or construct replication and evaluation of the innovation. | ||||
5. Decision to adopt, alter or reject the innovation. | ||||
6. Development of means to extend the innovation within and outside of the setting. | ||||
Hong [25]
| 220 nurses surveyed/255 episodes of care observed from 3 medical and 3 surgical units | Local opinion leaders and infection control nurses/Nurses and student nurses | 30 minute lecture and unspecified length demonstratio n tutorial | Infection control nurses provided lectures on research based practices surrounding catheter care. Local opinion leaders provided demonstration tutorials to group of 6–10 nurses following the lectures. |
Tranme r [26]
| 235 nurses from 6 medical/surgical units | Researchers/nurses | 20 hours for 'high' intervention and 8 hours for 'low' intervention | High intervention: Nurses learned how to review and critique research literature, completed a literature review on a clinical practice, participated in the design of a research study to address the identified clinical problem, and participated in the implementation of the study. |
Low intervention: Nurses learned about the literature related to a clinical problem and discussed now best to implement the research study. | ||||
Tsai [27]
| 89 nurses from multiple clinical units | Clinical experts/nurses | 65 hour workshops delivered over 8 weeks | Research utilization education designed and based on steps of research utilization: |
1. Preparation stage | ||||
2. Confirmation stage | ||||
3. Comparison and | ||||
assessment stage | ||||
4. Decision stage | ||||
5. Implementation stage | ||||
6. Evaluation stage |