Factors Affecting Implementation of Evidence-Based Practice Among Nurse Practitioners
Author: Hellier, Susan
ID: 11228
Status: Accepted – December 2015
Publishing Settings & Copyright
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Traditional Publishing View agreement
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Degree/Department Information
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Degree Date: 2015
Degree Awarded: Doctor of Philosophy
Year Manuscript Completed: 2015
Department: Nursing and Allied Health Professions
Advisor/Supervisor/Committee Chair: Lora K. Ott
Committee Members: Diana L. Rupert, Thomas White
Subject Categories
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Nursing [0569] - primary
Keywords
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evidence-based practice
nurse practitioners
Abstract
Evidence-based practice (EBP) results in improved health care outcomes. Federal laws, national
mandates, and national nursing education policies clearly delineate the importance of EBP in
today’s healthcare environment. Despite the seemingly endless sources of information regarding
EBP, barriers to the implementation of EBP into clinical practice continue to hinder healthcare
providers. Furthermore, scant research exists exploring factors that affect nurse practitioners’
(NP) adoption of EBP.
This study explored how personal, practice, and professional variables influence NPs’
adoption of EBP in clinical settings. A quantitative, correlational, cross-sectional approach with
a survey-data collection methodology was utilized. A randomized sample selection from a
national NP organization resulted in 480 clinically practicing participants. The Evidence-Based
Education Questionnaire (EBEQ) was used to assess NPs’ beliefs, knowledge, and self-perceived
ability to implement EBP.
This study revealed how specific practice, personal, and professional variables
correlated to EBEQ scores. Multiple key demographic variables are related to NPs’ self-reported
confidence in adopting and utilizing EBP. Overwhelmingly, NPs support and recognize the
value of EBP; however, the study revealed discrepancies in implementation. Many NPs reported
sources of clinical information that are clearly not evidence-based, such as use of intuition to
make clinical practice decisions. Finally, the data revealed NPs’ self-reported facilitating factors
and barriers to EBP. Results of this study indicated that the DNP education transforms NPs’
self-reported adoption and utilization of EBP; whereas, other practice, personal, and professional
variables have less influence in EBP. Encouragingly, NPs were overwhelmingly supportive of
EBP; however, the study demonstrated NPs lack understanding of important EBP precepts.
The results of this study offers key stakeholders insight into the complexity of NPs’ EBP, thus
providing nurse educators, nurse researchers, and policy makers with foundational information.
The implications of this study may be used to guide further research. Further EBP research
should strive to move beyond descriptive research. Nursing researchers need to develop and
conduct experimental research methods, which may elucidate which interventions positively
affect NPs’ EBP.