“Practice Nurse Use of Evidence in Clinical Practice”: Synopsis of the Study

What was the purpose of the study?

The purpose of this study was “to describe nurses’ perception regarding the attitudes associated with the use of evidence-based practice” (Prior, Wilkinson, & Neville, 2010, p. 14). The researchers also wanted to examine how educational preparation supports the implementation of evidence-based practice (EBP).

Who participated or contributed data?

The major participants in this study were practice nurses (PNs). The researchers distributed 110 questionnaires to different PNs in West Auckland. Fifty percent of the participants returned their questionnaires. The study sample was obtained by distributing the targeted questionnaires to many nurses. The participants possessed the required academic qualifications. Most of the participants had degrees and diplomas in nursing (Prior et al., 2010). The dropout rate was also very low (Prior et al., 2010). Most of the participants were aged between 30 and 50 years. Ninety-six percent of the respondents were females. The majority of the participants were NZ Europeans.

What methods were used to collect data?

The researchers used “a quantitative descriptive survey design” (Prior et al., 2010, p. 17). The survey tool was “based on the Clinical Effectiveness and Evidence-Based Practice Questionnaire” (Prior et al., 2010, p. 17). The questionnaire focused on 24 different items. The study was conducted in one month. The collected data “focused on age, gender, period of practice, ethnicity, and several working hours” (Prior et al., 2010, p. 21). The participants were expected to focus on three unique subscales. Such subscales included “practice of individual components of EBP, attitudes towards EBP, and knowledge of EBP” (Prior et al., 2010, p. 17).

Was an intervention tested on patients/participants?

An intervention was not tested on the targeted participants.

What were the main findings?

The study presented meaningful findings that can transform the nature of nursing. Nurses should have positive attitudes to support the EBP concept. They should also possess the right skills to embrace the use of EBP. Educational preparation can also be critical towards promoting the application of EBP (Spector, 2012). Such educational interventions can also enhance the skills of many nurses.


Is the study published in a peer-reviewed journal?

The study is published in a peer-reviewed journal (Prior et al., 2010). The Nursing Praxis journal contains peer-reviewed articles published by competent researchers in nursing.

Was the design used in this study appropriate for the research question?

I strongly believe that the design used in the study was appropriate for the targeted research question. The authors used a descriptive survey to research different issues associated with the EBP concept (Spector, 2012). The approach made it easier for the researchers to get quality results.

Did the data analysis answer the research question?

The data obtained using the above design presented appropriate answers to the targeted research question. The data analysis approach answered the targeted question (Spector, 2012). The authors identified the benefits of EBP. Nurses from all backgrounds should also be educated to support the use of EBP.

Was there anything about the way the participants were chosen or their characteristics that could have influenced the findings?

The decision to target nurses from a specific location might have influenced the findings (Spector, 2012). For instance, the majority of the nurses in West Auckland should have similar characteristics. They should also have access to similar resources. The researchers should have targeted more respondents from different locations.

Were the measuring instruments used in this study valid? Were they reliable?

The EBPQ approach made the study successful. The measuring instruments presented appropriate data that made the study successful (Fielding & Briss, 2006). The measuring instruments were reliable because they delivered quality findings.

Were important extraneous variables and potential bias controlled?

The use of a descriptive survey design made it easier for the researchers to control extraneous variables and bias (Prior et al., 2010). Most of the participants voluntarily presented their ideas.

Study approaches that could have influenced the findings?

Several study approaches might have influenced the findings. For instance, the decision to target nurses from a specific location could have affected the findings (Prior et al., 2010). The small number of participants could have affected the findings.

Are the findings consistent with or different from previous findings in this area of study?

The other notable observation is that the findings are consistent with those obtained from other studies. Many studies have “supported the continued use of evidence-based practices” (Fielding & Briss, 2006, p. 971). The EBP approach has the potential to support the needs of many patients.

Is every study finding credible?

The study findings are credible. For instance, a positive attitude can support the implementation of EBP. Caregivers should also acquire new competencies to implement the EBP approach (Fielding & Briss, 2006). New educational practices will influence the utilization of EBP.


I agree with the discussions and conclusions presented in this article. Similar results would have been obtained if the study was conducted in the United States. This is true because the study findings are agreeable. The recommendations should be embraced to support the needs of many underserved populations.

Reference List

Fielding, J., & Briss, P. (2006). Promoting Evidence-Based Public Health Policy: Can We Have Better Evidence and More Action? Health Affairs, 25(4), 969-978.

Prior, P., Wilkinson, J., & Neville, S. (2010). Practice Nurse Use of Evidence in Clinical Practice: A Descriptive Survey. Nursing Praxis in New Zealand, 26(2), 14-25.

Spector, N. (2012). Evidence-Based Nursing Regulation: A Challenge for Regulators. Journal of Nursing Regulation, 1(1), 30-38.

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