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BACKGOUND: Evidence-Based Practice (EBP) is crucial for the nursing profession, as it helps professionals make informed clinical decisions based on the best available evidence. Most EBP competency assessment tools focus on specific technical knowledge or skill components, and most have been tested on medical students. The Evidence-Based Practice Competence Questionnaire (EBP-COQ-E) is an instrument that assesses the competence in EBP in nursing students. The objective of the article was to evaluate the psychometric properties of the EBP-COQ-E instrument in final year nursing students in Colombia. DESIGN: A validation study was conducted using a cross-sectional design. METHODS: The population included nursing students from 19 programs in Colombia, who were selected during the years 2020 and 2021 based on their university enrollment in the last year of training in nursing programs with current qualified registration by the Ministry of Education and who had attended the least one subject related to research. The data were collected through a virtual platform and the researchers consolidated it into a general database. The EBP-COQ-E instrument consists of 25 items grouped into three factors: attitude towards EBP, skills for EBP and knowledge about EBP. The items were answered on a Likert-type scale from 1 to 5. An exploratory factor analysis was performed and an internal consistency analysis of the instrument. RESULTS: A total of 1021 final year students from 19 university nursing programs participated, with a mean age of 23 years and where 83% identified themselves as female. The results showed good internal consistency and construct validity for the instrument, with a Cronbach's alpha of 0.89. In the exploratory factor analysis, 3 factors were found that explained 51% of the variance of the data. Together these three factors had statistically significant positive correlations. CONCLUSION: The study contributes to the validation of the Evidence-Based Practice Competence Questionnaire (EBP-COQ-E) which is a valid and reliable tool to assess knowledge, attitudes and skills in EBP in nursing students in the Colombian context. Training in EBP is crucial to guarantee the quality of performance of future professionals in care practice and the EBP-COQ-E can be useful and applicable where it is necessary to evaluate this competence in training processes.

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The PICO (Population/Problem, Intervention, Comparison, Outcome) framework is widely accepted for posing evidence-based practice questions. This framework offers prelicensure nursing students a structured process for synthesizing nursing knowledge with the best available evidence to make decisions for practice. However, students in an international outreach course may find that evidence-based practice is not available in-country; furthermore, it may not be congruent with a population's culture. Faculty guidance helps students enrolled in international outreach courses to integrate cultural competence into the PICO structure. A case study illustrates how the framework was applied during an undergraduate nursing outreach course to Nicaragua.

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Evidence-based practice (EBP) continues to gain global attention. In the Latin American country of Panama, nursing practice has largely been guided by oral tradition and clinical experience rather than the use of best evidence. The authors used a conference-based approach in a joint effort between the University of South Florida and the University of Panama to introduce EBP to nursing leaders in Panama to bring change to the nursing curricula and, ultimately, change in nursing practice. J Contin Educ Nurs. 2017;48(11):512-516.

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RESUMEN Objetivo: Identificar las barreras percibidas por las enfermeras(os) en la implementación de los hallazgos de la investigación y las sugerencias establecidas para su abordaje. Material y método: Revisión sistematizada de la literatura en las bases de datos de Web of Science y Pubmed, utilizando los términos Barriers and Research Utilization and Nursing, publicados entre los años 2008 al 2014. El total de artículos recuperados fue de 158, luego de aplicar los criterios de inclusión y exclusión, 22 artículos fueron elegibles para revisión: 15 artículos de Web of Science y 7 de Pubmed. Resultados: Las principales barreras identificadas fueron falta de tiempo, falta de conocimiento de las enfermeras(os) en investigación, falta de autoridad y/o autonomía de las enfermeras(os) en la implementación de resultados que lleven a cambios en los cuidados otorgados a las personas y falta de apoyo organizacional. Las principales sugerencias de enfrentamiento fueron: apoyo organizacional y formación de enfermeras en investigación. Conclusión: Existen diversas barreras que dificultan la implementación en los hallazgos de la investigación, las que han permanecido en el tiempo y no son diferentes entre países. Es opor tuno comenzar a realizar intervenciones efectivas sobre las sugerencias de enfrentamiento y así favorecer el uso de los resultados de la investigación en la práctica clínica y de esta manera contribuir a elevar la calidad de los cuidados de enfermería.

ABSTRACT Objective: To identify barriers perceived by male and female nurses in the implementation of research findings and the suggestions set forth for this approach. Method: Systematized review of the literature in the databases PubMed and Web of Science using the terms Barriers and Nursing Research Utilization and published between the years 2008 and 2014; the total of articles recovered was 158. After applying the inclusion and exclusion cri teria, 22 articles were eligible for reviewing: 15 articles from Web of Science and 7 from PubMed. Results: The main barriers identified were lack of time, nurses lack of knowledge about in researching, lack of authority and/ or autonomy of nurses in the implementation of results that lead to changes in the care provided to people, and also lack of organizational support. The main suggestions of improvement were: organizational support and training of nurses in researching. Conclusion: There are various barriers to the implementation of research findings, which have remained over time and are similar among countries. It is necessary to implement effective interventions based on the suggestions of confrontation and thus promote the use of research findings in clin ical practice and also to contribute to the improvement of the quality of nursing care.

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OBJECTIVE: To evaluate an intervention for the diffusion of evidence-based practice among the nurse leaders of a public teaching hospital. METHODS: This is a descriptive-quantitative study based on the evaluation of workshops at a teaching hospital in the Triângulo Mineiro region of the state of Minas Gerais, Brazil, in 2016, conducted from the conceptual perspective of "Diffusion of Innovation and Skills for the Use of Evidence-Based Nursing in Care Settings". We applied an Evidence-Based Practice Questionnaire and analysed the individual evaluations of each participant according to the frequency of cores of meaning and the calculation of content validity index. RESULTS: Ninety percent of the nurse leaders agreed to participate in the evaluation. The leaders had a positive attitude toward incorporating evidence into practice (average = 5.4; SD = ±1.3). Their main difficulty was the ability to understand research (average = 3.5; SD = ±1.3). Motivational aspects related to intervention had the highest content validity index (CVI = 0.9). CONCLUSION: The workshops encouraged the diffusion of information regarding the need to incorporate scientific evidences to better qualify the care provided by nurse leaders in the public teaching hospital.

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Objetiva analisar as produçُes cientيficas acerca da cartilha educativa, identificando seu uso em saْde ocupacional. Trata-se de revisمo integrativa que utilizou artigos das bases de dados LlLACS, MEDLlNE e BDENF através do portal BVS, no perيodo de 2011 a 2015. Os critérios de inclusمo foram artigos: publicados na يntegra, nos idiomas português, inglês e espanhol, indexados nas bases supracitadas. Selecionou-se 06 artigos que foram submetidos à anلlise de conteْdo. Assim, emergiram duas categorias: 1) cartilha educativa: abordagem ocupacional 2) cartilha educativa: abordagem profissional-paciente. A cartilha educativa se mostrou um instrumento de promoçمo da saْde e facilitador do processo educativo em saْde, contribuindo para açُes que reconheçam a verdadeira necessidade da populaçمo aplicada, seja ela paciente, famيlia ou profissionais da saْde...

It aims to analyze the scientific production about the educational booklet, identifying its use in occupational health. This is an integrative review that used articles from the data bases LlLACS, MEDLlNE and BDENF per the portal BVS, in the period from 2011 to 2015. Inclusion criteria were articles: published in full, in Portuguese, English and Spanish, indexed in the above data bases. It was selected 06 articles that were submitted to content analysis. Thus, two categories emerged: 1) primer educational: ocupational approach 2) primer educational: professional-patient approach. The educational booklet proved to be a health promotion tool and facilitator of the educational process in health, contributing to actions that recognize the real need of applied population, whether patient, family or health professionals...

Su objetivo es analizar la producciَn cientيfica sobre el folleto educativo, identificando su uso en medicina del trabajo. Se trata de una revisiَn integradora artيculos que utilizan las bases de datas LlLACS, MEDLlNE Y BDENF a través del portal de la BVS en el perيodo de 2011 a 2015. Los criterios de inclusiَn fueron: artيculos publicados en su totalidad, en portugués, Inglés y Espanol, indexado en las bases de datas anteriores. Fue seleccionado 06 artيculos que fueron sometidos a anلlisis de contenido. Por l0 tanto, emergieron dos categorيas: 1) primer educativa- enfoque profesional 2) imprimaciَn educativa- enfoque profesional-paciente. El folleto educativo demostrado ser una herramienta de promociَn de la salud y facilitador del proceso educativo en salud, contribuyendo a las acciones que reconocen la necesidad real de la poblaciَn aplicado, si las profesionales de las pacientes, familiares o de salud...

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Introducción: La Tuberculosis es la segunda causa mundial de mortalidad, después del SIDA, causada por un agente infeccioso. Objetivos: teorizar la administración y lectura de la reacción Tuberculiníca como práctica enfermera, liberándola de concepciones positivistas y patriarcales que obturan el desarrollo del conocimiento enfermero. Métodos: revisión bibliográfica en las bases de datos especializadas (CUIDEN, REDALYC y LILACS) y análisis Meta teórico. Conclusiones: analizando críticamente la prueba Tuberculiníca se puede recuperar la práctica enfermera como fuente de teoría para incrementar el conocimiento enfermero, redundando en beneficio de los pacientes y el sistema de salud(AU)

Introduction: tuberculosis is worldwide the second cause of mortality caused by an infectious agent, after AIDS. Objectives: to theorize about the administration and reading of the tuberculin reactions as a nursing practice, freeing it from positivist and patriarchal conceptions that obdurate the development of the nursing knowledge. Methods: bibliographic review in the specialized databases (CUIDEN, REDALYC y LILACS) and meta-theoretical analysis. Conclusions: critically analyzing the tuberculin test, the nursing practice can be recovered as a source of theory to increase nursing knowledge, resulting in the benefit of patients and the health system(AU)

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RESUMO Objetivo Avaliar intervenção para difusão da prática baseada em evidências entre lideranças de enfermagem de um hospital público de ensino. Métodos Estudo quantitativo-descritivo sobre avaliação de Oficinas realizadas em hospital universitário do Triângulo Mineiro, em 2016, desenvolvidas na perspectiva conceitual da Difusão de Inovações e Competências para Prática de Enfermagem Baseada em Evidências em Cenários Assistenciais. Foi aplicado Evidence-Based Practice Questionnaire, analisadas avaliações individuais dos participantes conforme frequência de núcleos de sentido e cálculo do índice de validade de conteúdo. Resultados A adesão foi de 90% das lideranças, que apresentaram atitudes positivas à incorporação de evidências à prática (média = 5,4; dp = ± 1,3). A habilidade de compreender pesquisas foi a principal dificuldade (média = 3,5; dp = ± 1,3). Os aspectos motivacionais relacionados ao desenvolvimento da intervenção apresentaram maior índice de validade de conteúdo (IVC = 0,9). Conclusão As oficinas favoreceram a difusão de informações sobre a necessidade de incorporação de evidências científicas para qualificar a assistência das lideranças de Enfermagem no hospital público de ensino.

RESUMEN Objetivo Evaluar intervención para difusión de práctica de enfermería basada en evidencias entre líderes de enfermería de un hospital de enseñanza pública. Métodos Estudio cuantitativo-descriptivo para evaluar talleres desarrollados en hospital académico, en la región del Triángulo Mineiro, 2016, bajo concepto de Difusión de Innovaciones y Habilidades para práctica de enfermería basada en evidencias. Se aplicó el Evidence-Based Practice Questionnaire, se analizó evaluación de cada participante, como también la frecuencia de centros de significado e índice de validez de contenido. Resultados Se obtuvo adhesión del 90% de los líderes, tenían actitudes positivas para incorporar evidencias en práctica (promedio=5.4, sd=±1,3), la capacidad de comprender investigaciones científicas fue la principal dificultad (promedio=3.5, sd=±1,3). Aspectos de motivación relacionados con el desarrollo de intervención mostraron mayor índice de validez de contenido (IVC = 0,9). Conclusión Talleres ayudaron a difundir la necesidad de incorporar evidencia científica para calificar asistencia ofrecida por líderes de Enfermería en hospital público de enseñanza.

ABSTRACT Objective To evaluate an intervention for the diffusion of evidence-based practice among the nurse leaders of a public teaching hospital. Methods This is a descriptive-quantitative study based on the evaluation of workshops at a teaching hospital in the Triângulo Mineiro region of the state of Minas Gerais, Brazil, in 2016, conducted from the conceptual perspective of “Diffusion of Innovation and Skills for the Use of Evidence-Based Nursing in Care Settings”. We applied an Evidence-Based Practice Questionnaire and analysed the individual evaluations of each participant according to the frequency of cores of meaning and the calculation of content validity index. Results Ninety percent of the nurse leaders agreed to participate in the evaluation. The leaders had a positive attitude toward incorporating evidence into practice (average = 5.4; SD = ±1.3). Their main difficulty was the ability to understand research (average = 3.5; SD = ±1.3). Motivational aspects related to intervention had the highest content validity index (CVI = 0.9). Conclusion The workshops encouraged the diffusion of information regarding the need to incorporate scientific evidences to better qualify the care provided by nurse leaders in the public teaching hospital.

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Objetivou-se avaliar o efeito de uma intervenção educativa no conhecimento da equipe técnica de enfermagem sobre aspectos do cuidado com feridas. Estudo descritivo-exploratório comparativo, desenvolvido de agosto a novembro de 2012, em 12 unidades de atenção primária à saúde do interior do Estado de Mato Grosso do Sul, Brasil. Os dados foram coletados de 23 profissionais antes e após intervenção educativa, utilizando um teste de conhecimento. De maneira geral, a intervenção proporcionou melhora no nível de conhecimento dos profissionais (p=0,001). Entretanto, somente os tópicos limpeza, tecido necrótico, avaliação da evolução e pomada sulfadiazina de prata foram considerados conhecidos por ≥90% dos participantes. Em três tópicos, não houve aumento na proporção de acertos pós-teste: desbridamento autolítico (p=0,179), tecido com granulação (p=0,067) e avaliação da evolução da ferida (p=0,108). Conclui-se que a intervenção educativa não foi totalmente eficaz. Faz-se necessário buscar estratégias coadjuvantes, a fim de proporcionar conhecimento desejável à amostra estudada.

This exploratory, comparative, descriptive study to evaluate the effect of an educational intervention on the nursing technicians' knowledge on aspects of wound care was conducted at 12 primary health care facilities in Mato Grosso do Sul State, Brazil, from August to November 2012. Using a test of knowledge, data were collected from 23 subjects before and after the educational activity. Overall, the activity improved the professionals' levels of knowledge (p=0.001). However, only the topics 'cleansing', 'necrotic tissue', 'assessing progress', and 'silver sulfadiazine ointment' were considered known by ≥90% of participants. There was no increase in the proportion of correct post-test answers on three topics: 'autolytic debridement' (p=0.179), 'granulation tissue' (p=0.067) and 'assessment of wound progress' (p=0.108). It was concluded that the educational intervention was not fully effective. Supporting strategies should be sought to provide the desired knowledge to the sample studied.

Este estudio tuvo como objetivo evaluar el efecto de una intervención educativa en el conocimiento del equipo de técnicos de enfermería sobre los aspectos del cuidado de heridas. Estudio exploratorio descriptivo comparativo, realizado entre agosto y noviembre de 2012, en 12 unidades de atención primaria de salud en el interior del estado de Mato Grosso do Sul, Brasil. Los datos se obtuvieron de 23 profesionales antes y después de la intervención educativa, mediante una prueba de conocimientos. En general, la intervención proporcionó una mejoría en el nivel de conocimiento de los profesionales (p=0,001). Sin embargo, sólo los temas limpieza, tejido necrótico, evaluación de la evolución de la herida y la crema sulfadiazina de plata se consideraron conocidos por el ≥90% de los participantes. En tres rubros no hubo un aumento en la proporción de éxitos después de la prueba: desbridamiento autolítico (p=0,179), tejido de granulación (p=0,067) y evaluación de la evolución de la herida (p=0,108). Se concluye que la intervención educativa no fue plenamente eficaz. Es necesario buscar estrategias de apoyo para proporcionar conocimiento deseable a la muestra estudiada.

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La investigación desarrollada en enfermería en el último tiempo ha permitido generar conocimientos que aportan a mejorar el cuidado de salud que otorgan los profesionales, se han confeccionado protocolos y guías clínicas con la finalidad de ofrecer a los profesionales de la salud la mejor evidencia para la práctica clínica, viéndose beneficiadas con ello, principalmente, las personas que requieren cuidados y también las instituciones al disminuir sus costos. Para llegar a esta meta es indispensable la capacitación continua de los profesionales de la salud y la inclusión de la formación de estos contenidos en los programas de las instituciones formadoras. Objetivo: Este artículo presenta la experiencia de implementación de cuatro guías de buena práctica clínica elaboradas por Registered Nurses’ Association of Ontario (RNAO) en dos planes de formación que se encontraba desarrollando en el Departamento / Escuela de Enfermería de la Universidad de Chile para los profesionales de enfermería. Metodología: Para la metodología de implementación se consideró como marco de referencia el material elaborado para este fin por parte de la organización RNAO denominado “Recursos para el Docente”, se apoya en modelos de desarrollo y progresión del aprendizaje como el modelo de Patricia Benner para la elaboración de la hipótesis de progresión de los contenidos en el curriculum de Enfermería, como también la pirámide de Miller para la evaluación de las competencias. Conclusiones: se espera que los estudiantes una vez terminada su formación cuenten con las herramientas implementadas bajo esta metodología, las cuales les permitan un desempeño profesional fundamentado en cuidados de enfermería basados en la evidencia científica.

A pesquisa desenvolvida na enfermagem nos últimos tempos tem gerado conhecimentos que permitem melhorar os cuidados e a atenção que os profissionais da saúde prestam aos usuários; foram feitos protocolos e manuais clínicos a fim de prover aos profissionais de saúde melhores evidências para a prática clínica, sendo os mais beneficiados aqueles que necessitam dos cuidados e as instituições ao ver reduzidos os seus custos. Para alcançar este objetivo, é essencial a formação permanente de profissionais de saúde e, além disto, as instituições de formação devem incluir nos seus programas de treinamento tais conteúdos. Objetivo: Este artigo apresenta a experiência de implementação de quatro manuais de boas práticas clínicas desenvolvidas pela Registered Nurses Association of Ontario (RNAO) em dois programas de formação desenvolvidos no Departamento / Escola de Enfermagem da Universidade do Chile para profissionais de enfermagem. Metodologia: Para a metodologia de implementação foi considerado como um quadro de referência os materiais desenvolvidos para este fim pela organização RNAO chamado "Recursos para Professores" fundamentado nos modelos de desenvolvimento e progressão da aprendizagem como é o modelo Patricia Benner para o desenvolvimento da hipótese de progressão de conteúdos no currículo de Enfermagem e a pirâmide Miller para avaliação de competências. Conclusão: Espera-se que os alunos, ao finalizarem sua formação, adquiram as ferramentas implementadas no âmbito desta metodologia que lhes permitam um desempenho profissional fundamentado nos cuidados de enfermagem baseada na evidência científica.

The research developed in the recent time in nursing, has generated knowledge that improve health care provided by professionals, has generated clinical guidelines and protocols in order to provide health professionals with the best evidence for clinical practice, seeing that it benefits mainly the patients requiring care, and the care-providing institutions by reducing their costs. To reach this goal it is essential in the ongoing training of health professionals and training institutions to include in their training programs such content. Objective: This article presents the experience of implementing four guides of good clinical practices elaborated by Registered Nurses’ Association of Ontario (RNAO) in both training plans which in that moment the School of Nursing of Universidad de Chile was developing for the future professionals. Methodology: The methodology of implementation considered as reference the material elaborated by RNAO denominated “Resources for the Teaching”, which relies on models of development and progression of learning as the Patricia Benner model for the elaboration of the hypothesis of progression of the contents in the Nursing curriculum, as well as the Miller pyramid for the evaluation of the competences. Conclusions: It is expected that the students, once they finish their training, can count on these tools that allow them a professional performance giving nursing care based on the scientific evidence.

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