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Implementation of Evidence-Based Practice From a Learning Perspective
Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
Institute Psychiat Psychol and Neurosci, England.
2017 (English)In: Worldviews on Evidence-Based Nursing, ISSN 1545-102X, E-ISSN 1741-6787, Vol. 14, no 3, 192-199 p.Article in journal (Refereed) Published
Abstract [en]

IntroductionFor many nurses and other health care practitioners, implementing evidence-based practice (EBP) presents two interlinked challenges: acquisition of EBP skills and adoption of evidence-based interventions and abandonment of ingrained non-evidence-based practices. AimsThe purpose of this study to describe two modes of learning and use these as lenses for analyzing the challenges of implementing EBP in health care. MethodsThe article is theoretical, drawing on learning and habit theory. ResultsAdaptive learning involves a gradual shift from slower, deliberate behaviors to faster, smoother, and more efficient behaviors. Developmental learning is conceptualized as a process in the opposite direction, whereby more or less automatically enacted behaviors become deliberate and conscious. ConclusionAchieving a more EBP depends on both adaptive and developmental learning, which involves both forming EBP-conducive habits and breaking clinical practice habits that do not contribute to realizing the goals of EBP. Linking Evidence to ActionFrom a learning perspective, EBP will be best supported by means of adaptive learning that yields a habitual practice of EBP such that it becomes natural and instinctive to instigate EBP in appropriate contexts by means of seeking out, critiquing, and integrating research into everyday clinical practice as well as learning new interventions best supported by empirical evidence. However, the context must also support developmental learning that facilitates disruption of existing habits to ascertain that the execution of the EBP process or the use of evidence-based interventions in routine practice is carefully and consciously considered to arrive at the most appropriate response.

Place, publisher, year, edition, pages
WILEY , 2017. Vol. 14, no 3, 192-199 p.
Keyword [en]
evidence-based practice; nursing practice; research utilization; theory
National Category
Nursing
Identifiers
URN: urn:nbn:se:liu:diva-139295DOI: 10.1111/wvn.12212ISI: 000403886500004PubMedID: 28281328OAI: oai:DiVA.org:liu-139295DiVA: diva2:1120961
Available from: 2017-07-07 Created: 2017-07-07 Last updated: 2017-07-07

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