• Nurse education today · May 2015

    Striving for evidence-based practice innovations through a hybrid model journal club: A pilot study.

    • Marian Wilson, Suzanna Ice, Cathy Y Nakashima, Lynn Annette Cox, Elizabeth C Morse, Ginu Philip, and Ellen Vuong.
    • Texas Health Presbyterian Dallas, 8200 Walnut Hill Lane, Dallas, TX 75231, USA; Washington State University, College of Nursing, P.O. Box 1495, Spokane, WA 99202, USA. Electronic address: marian.wilson@wsu.edu.
    • Nurse Educ Today. 2015 May 1; 35 (5): 657-62.

    ObjectiveThe purpose of this study was to pilot a "hybrid" style journal club and determine whether measurable effects could be detected over 8-weeks' time on evidence-based practice ability, desire, behaviors, use, and barriers.BackgroundJournal clubs have been suggested as a method to increase nurses' confidence with using research evidence to guide practice. However, it is yet unknown how nurse educators can best implement effective programs for clinicians with varying schedules, education levels, and research skills.Setting And ParticipantsThirty-six participants from one large urban United States hospital (72% registered nurses) were invited to access bi-weekly interdisciplinary journal club activities. Nurse educators created curriculum focused on clinical problem solving that was offered via in-person sessions or a social media site.MethodsA pretest-posttest no control group design was used to measure impacts of those engaged in journal club activities. Data were collected using a combination of validated evidence-based practice instruments and program participation records.FindingsA two-tailed paired t test showed significant increases over 8weeks' time in evidence-based practice use (p=.002) and behaviors (p=.007). Slight preference for in-person sessions was reported, although greater participation was reflected in online activities. Mean satisfaction ratings were high; however, attrition rates suggest that more is needed to maximize clinician engagement.ConclusionA hybrid method using online and in-person sessions was feasible and adaptive for varying learning styles and work schedules. Positive changes in measurements were detected among journal club participants. Instruments were identified that may be useful for trialing similar programs intended to increase evidence-based practice self-efficacy, use, behaviors, and ability.Copyright © 2015 Elsevier Ltd. All rights reserved.

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