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Core Evidence‐Based Practice Competencies and Learning Outcomes for European Nurses: Consensus Statements
Author(s) -
Dolezel Jakub,
Zelenikova Renata,
Finotto Stefano,
Mecugni Daniela,
Patelarou Athina,
Panczyk Mariusz,
RuzafaMartínez Maria,
RamosMorcillo Antonio Jesús,
SkelaSavič Brigita,
Gotlib Joanna,
Patelarou Evridiki,
Smodiš Marta,
Jarosova Darja
Publication year - 2021
Publication title -
worldviews on evidence‐based nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.052
H-Index - 49
eISSN - 1741-6787
pISSN - 1545-102X
DOI - 10.1111/wvn.12506
Subject(s) - delphi method , context (archaeology) , core competency , delphi , medical education , evidence based practice , set (abstract data type) , psychology , nursing , medicine , health care , computer science , political science , paleontology , alternative medicine , pathology , marketing , artificial intelligence , law , business , biology , programming language , operating system
Background Consensus on evidence‐based practice (EBP) competencies and associated learning outcomes for registered nurses has not yet been achieved in the European context. Aims To establish a set of core EBP competencies for nurses and the most important EBP learning outcomes encompassing attitudes, knowledge, and skills dimensions for implementation into nursing education in European countries. Methods A multi‐phase modified Delphi survey was conducted: Phase 1, a literature review; Phase 2, a two‐round consensus of experts; and Phase 3, a Delphi survey. Experts from six European countries participated. Results In Phase 1, 88 records were selected and 835 statements extracted, which were grouped according to the seven steps of EBP. After removing 157 duplicates, the remaining competencies ( n = 678) were evaluated in Phase 2. Then, a two‐round expert consensus was reached, with 24 competencies and 120 learning outcomes identified and divided into affective, cognitive, and skills domains. In Phase 3, based on a Delphi survey expert consensus, all evaluated statements were included in a final set of competencies and learning outcomes. Only two learning outcomes were recommended for allocation to a different domain, and four were reformulated as suggested, with no further changes to the others. Linking Evidence to Action The set of EBP competencies and learning outcomes can guide nurse educators, managers, and EBP stakeholders in the development of content that incorporates EBP knowledge, skills, and attitudes into educational programs. Prioritizing the EBP competencies and learning outcomes that are most necessary and adapting them to every context will provide healthcare organizations with guidelines for enhancing the continuing education of nurses. These results could facilitate the development of effective tools for assessing nursing students’ and nurses’ perception of competencies required for EBP processes.