Evidence-based practice competency, EBP beliefs and research utilization among Ghanaian nurses: A mediation analysis

PURPOSE@#The disparity between conducting research and putting it into practice has remains a global healthcare issue, with less than 50% of nurses utilizing research. This study aims to determine the level and relationship between Evidence-based practice (EBP) competency, current EBP beliefs and research utilization among nurses.@*DESIGN AND METHOD@#This quantitative study utilized a descriptive-correlational design and mediation analysis. A purposive sampling was used to select six Christian Health Association of Ghana (CHAG) hospitals. Simple random sampling was used to recruit 544 nurses from the six CHAG hospitals. The study utilized mean and standard deviation, Pearson Correlation, ANOVA, and GLS mediation analysis. The researcher obtained ethical approval from the Saint Louis University Research Ethics committee and, the institutional review board of the CHAG.@*FINDINGS@#The results showed that nurses had a low level of EBP competency (M=2.27, SD= 0.255), strong positive EBP beliefs (M=2.58, SD=0.322) and low research utilization (M=2.57, SD=0.300). There was a moderately significant positive relationship between EBP competency and research utilization (r= .431, p= .000), EBP competency and EBP beliefs (r= .327, p= .000) and EBP beliefs and research utilization (r= .306, p= .000). There is no significant difference in terms of EBP competency and research utilization when EBP training attendance was considered. Nurses with 1-2 years of experience had a higher level of EBP competency. Theatre nurses had a higher level of EBP competency, however, emergency nurses had a lower level of research utilization than nurses in the surgical unit. EBP beliefs mediated the relationship (B= 0.0604, z= 3.99, p < .001) between EBP competency and research utilization.@*CONCLUSIONS@#Nurses in CHAG hospitals have a limited ability to implement the EBP process. The respondent perceived the value of EBP in nursing practice to be significant and has the confidence to implement the EBP process. The nurses' respondents use of research in nursing practice is limited due to the organizational barriers in CHAG institutions in Ghana. Based on the findings, it is recommended for nurse administrators and policy makers to prioritize the provision of adequate resources, support, EBP policies and targeted training programs to facilitate a culture of evidence-based practice and research utilization in CHAG institutions. By improving EBP competency and promoting research utilization, nurses can enhance the quality and safety of patient care.

Culturally competent interprofessional pediatric care: A concept analysis

@#The American Academy of Pediatrics describes culturally effective care in a policy statement as the provision of care in the sense of appropriate provider awareness, understanding, and appreciation of cultural differences that contribute to optimal health outcomes. Therefore, clinicians must develop cultural competence to enhance patients' care satisfaction and outcome. Although culturally effective pediatric care has been discussed in the literature, there remains a gap in the process on how an interprofessional health care team can provide culturally congruent care in a pediatric setting. Being part of an interprofessional pediatric care team, nurses hold the responsibility of communication and coordination to ensure culturally competent care by every member of the health care team. Hence, this paper adapts Walker and Avant's (2011) concept analysis process in which the theory, culturally competent pediatric care would be derived. The concept analysis methodology from Walker and Avant (2011) would define the concept, attributes, antecedents, consequences, and cases that would describe culturally competent pediatric care. Cultural diversity and family dynamics are ever-changing. The concept analysis proposes a framework for culturally competent interprofessional care in which culturally competent care is an ongoing team approach. Ultimately, the concept concluded that to provide culturally competent care in pediatric practice, there should be a framework in which the interprofessional team follows, using the principle of cultural humility and illustrating cross-cultural communication to provide culturally appropriate care.