International Journal of Africa Nursing Sciences (Jan 2023)
Exploring evidence-based practice among clinical teaching assistants at a college of nursing in Jeddah, Saudi Arabia: A grounded theory
Abstract
Background: Evidenced-based practice (EBP) has been defined as the process of decision making for patient care that utilizes the best evidence in addition to patient experiences, values, and preferences in guiding patient care. The most significant reason for the consistent implementation of EBP is that it leads to the highest quality of care and ultimately the best patient outcomes. In addition to this, EBP reduces health care costs and geographical variations in the delivery of care. Aim: The aim of this study was to understand the phenomenon of EBP within the Saudi context and focused on Clinical Teaching Assistants (CTAs) within a Nursing College. Methods: This study followed a Strauss and Corbin grounded theory approach. The research setting included the College of Nursing- Jeddah, where 12 clinical teaching instructors were purposively sampled initially and then theoretical sampling followed. Data collection included in-depth interviews and data analysis included open and axial coding. The COREQ checklist was used to promote the reporting of this qualitative study. Findings: Twelve CTAs participated in the study. The average age of participants was 46 years with 7.5 years of teaching experience. Three main categories and six sub-categories emerged. The categories that emerged: for the conceptualization of EBP: navigating safe practice and best evidence; categories related to the experiences of EBP included forcing inquiry, teamwork; categories related to challenges of EBP included lack of education, resistance to change, lack of EBP champions. Discussion: EBP remains a challenge to teaching staff. For teaching staff to develop the necessary knowledge and skills in EBP there needs to be a mindset change. It is essential for the CTAs to understand the importance of EBP and develop the necessary knowledge and skills in EBP. In addition, students must learn how to use the EBP effectively by accessing and evaluating evidence in the practice. Conclusion: EBP remains a challenge to teaching staff. For teaching staff to develop the necessary knowledge and skills in EBP there needs to be a mindset change.
