Theses and Dissertations at Montana State University (MSU)
Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/732
Browse
2 results
Search Results
Item Beliefs and use of evidence-based practice by nurses: a needs assessment at a hospital in south central Montana(Montana State University - Bozeman, College of Nursing, 2018) Gipe, Leigh Ellen; Chairperson, Graduate Committee: Stacy StellflugNurses consistent use of evidence-based practice (EBP) will improve healthcare quality, improve patient outcomes, and decrease healthcare costs. Nurses constitute the largest group of healthcare providers and are in direct contact with patients, thus have an opportunity to make the largest impact using EBP. Despite EBP being accepted as the best method of providing care, many nurses may not be fully implementing it in daily clinical practice. The purpose of this project was to investigate nurses' beliefs about the readiness for and organizational culture for evidence-based practice, attitudes and beliefs about evidence-based practice, and nurses' implementation of evidence-based-practice at this organization. This was done by asking the following questions: What are nurses' current individual beliefs and attitudes about EBP at this organization? What are nurses' current levels of self-reported implementation of EBP at this organization? What are nurses' perceptions of organizational and cultural readiness for EBP at this organization? This project used a cross-sectional, descriptive design. A 75-question survey was sent via email in a SurveyMonkey to a convenience sample of 485 nurses. Nurses were asked demographic and professional characteristic questions, three open-end questions about EBP and to respond to three surveys: (1) The Organizational Culture & Readiness for System-Wide Integration of Evidence-Based Practice scale (2) The Evidence-Based Practice Beliefs scale (3) the Evidence-Based Practice Implementation scale. The findings were that nurses had positive attitudes and beliefs about evidence-based practice but reported low levels of implementation behaviors. Nurses report that they need more time, education and training, and resources to increase implementation of evidence-based practice. Interventions recommended to increase EBP implementation include encouraging more nurses to participate in the clinical ladder program, using mentors to assist and encourage use of EBP, and to provide more training and education opportunities for nurses.Item Application of the modeling role-modeling theory to mentoring in nursing(Montana State University - Bozeman, College of Nursing, 2005) Lamb, Patricia Darlene; Chairperson, Graduate Committee: M. Jean Shreffler-GrantMentoring has existed in some form since the days of Greek mythology. Today the debate is whether mentoring is really valuable at all, if the absence of a single definition interferes with its usefulness, and whether those in nursing perceive it useful within their profession. Purpose: The purpose was to explore the applicability of the MRM Theory to the relationship of nursing educators as mentors and students as mentees. This descriptive exploratory study aims were to 1) determine if the theoryαs concepts were considered realistic to nursing faculty and nursing students, in relation to the mentor and mentee roles in nursing education and 2) discover if there are concepts nursing faculty and nursing students consider important components of the roles of nursing faculty as mentors and nursing students as mentees not identified by the Modeling Role-Modeling, MRM, Theory. Method: A total of 16 participants (nine faculty, seven students) were interviewed using open-ended questions. The questions centered around their experiences as mentors and mentees, perceived benefits of, conflicts within those relationships, and their opinions about whether the concepts of the adapted MRM Theory model are representative, realistic, and important components of the mentoring relationships between nursing faculty and students. The MRM Theory served as the conceptual framework. Content analysis was used to identify prominent themes or issues and terms. Results: The variety of terms used to discuss mentoring and mentors were consistent with the terms and variety described in the review of literature. A variety of themes applicable to the positive and negative aspects of mentoring were identified based on the interview data. The participants reported that the concepts were realistic, important, and useful. The conflicts reported were issues that should be taken into consideration and avoided in a mentoring relationship or program. The faculty and students had similar responses. The conflicts lent to recommendations for minor changes in the wording of the descriptions of the nurturance, unconditional acceptance, and modeling concepts. The adapted MRM Theory model was well received and responses were supportive of its use as a framework for the development of mentoring relationships or programs for nursing schools.