Examining Clinical Instructors' Understanding, Perspectives, and Implementation of Evidence-Based Practice (EBP): A Multi-Institutional Study: Clinical Instructors' Understanding, Perspectives, and Implementation EBP

Tahira Yasmin; Tasleem Kausar; Fazeelat Anwar

doi:10.54393/nrs.v5i3.76

Authors

Tahira Yasmin Continental College of Nursing, Lahore, Pakistan
Tasleem Kausar Sir Ganga Ram Hospital, Lahore, Pakistan
Fazeelat Anwar Pakistan Institute of Medical Sciences, Islamabad, Pakistan

DOI:

https://doi.org/10.54393/nrs.v5i3.76

Keywords:

Clinical Instructors’ Implementation, Evidence-Based Practice, Facilitators, Perspectives

Abstract

The adoption of evidence-based practice in healthcare has gathered significant appreciation across disciplines, aiming to improve patient care outcomes. In nursing, the primary objective is to deliver safe and standardized care by integrating evidence-based practice into clinical decision-making. Consequently, nursing educators must equip future nurses with the skills to decrease mortality rates and enhance patients' quality of life through the utilization of the best available evidence. Objectives: To assess the understanding, perspectives, and implementation of evidence-based practice among clinical instructors across five nursing educational institutes. Methods: A descriptive cross-sectional design was employed for this study. A total of 110 clinical instructors from both public and private sector educational institutes were recruited using convenience sampling. Participants completed a structured self-administered questionnaire, and data were measured using descriptive and inferential statistics in SPSS (Version 23.0). Results: Clinical instructors possessing master's degrees demonstrated a good understanding of evidence-based practice steps and their application. On the other hand, no significant differences (p-value>0.05) were received in overall perspectives towards evidence-based practice based on gender, qualification, and experience. Conclusions: It was concluded that clinical instructors with master's degrees demonstrated favourable perspectives and practices towards evidence-based practice. Female showed higher knowledge scores, while male excelled in perspectives and implementation.

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