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Review
. 2022 Nov 2;10(11):2204.
doi: 10.3390/healthcare10112204.

Effectiveness of Educational Interventions to Increase Skills in Evidence-Based Practice among Nurses: The EDITcare Systematic Review

Omar Portela Dos Santos  1   2 , Pauline Melly  1 , Roger Hilfiker  3 , Katia Giacomino  3 , Elodie Perruchoud  1 , Henk Verloo  1   4 , Filipa Pereira  1
Affiliations
Review

Effectiveness of Educational Interventions to Increase Skills in Evidence-Based Practice among Nurses: The EDITcare Systematic Review

Omar Portela Dos Santos et al. Healthcare (Basel). .

Abstract

Background: Using evidence-based practice (EBP) improves the implementation of safe, high-quality healthcare for patients, reduces avoidable costs, and plays a crucial role in bridging knowledge-action gaps and reducing health inequities. EBP combines the best available evidence in the relevant literature with patient preferences and values and healthcare professionals' (HCPs) expertise.

Methods: Systematic searches of ten bibliographic databases, unpublished works, and the Grey Literature Report sought studies published up to 30 September 2022.

Results: The 15 studies retained involved 2712 nurses. Three types of effective educational interventions were identified: (1) multifaceted educational strategies incorporating mentoring and tutoring; (2) single educational strategies, often delivered online; and (3) multifaceted educational strategies using the five steps of EBP. Eleven primary outcomes (EBP beliefs, EBP self-efficacy, perceived EBP implementation, EBP competencies, EBP knowledge, EBP skills, EBP attitudes, EBP behaviors, EBP desire, EBP practice, and perceptions of organizational culture and readiness) were assessed using 13 qualitative and quantitative instruments.

Conclusions: Ensuring the successful implementation of EBP requires effective educational strategies. Computer-based learning seems the most cost-effective and efficient strategy, when considering caregivers' characteristics, the clinical field, and educational interventions across the pre-, peri-, and post-implementation processes.

Keywords: beliefs; education; evidence-based practice; implementation; interventions; knowledge; nurses; primary healthcare.

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Conflict of interest statement

The authors declare no conflict of interest. The funder was not involved in protocol design or the plan of analyses, nor will it be involved in the interpretation or publication of the systematic review’s results.

Figures

Figure 1
Figure 1
Search strategy for the EDITcare systematic review [46].
See this image and copyright information in PMC

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