Nurses' Perceptions of the Relevance of Their Role and Responsibilities for Adopting Evidence‐Based Feedback Into Practice: An Implementation Study.
Aims: To evaluate the implementation process of a novel program focused on improving interactive (dialogic) feedback between clinicians and students during placement. Design: Quantitative cross‐sectional hybrid type 3 effectiveness–implementation study driven by a federated model of social learning...
| Publicado en: | Journal of Advanced Nursing (John Wiley & Sons, Inc.) Vol. 81; no. 11; pp. 7525 - 7541 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
John Wiley & Sons, Inc.
Nov2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=188757929&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 188757929 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03092402 LVDY jtl: Journal of Advanced Nursing (John Wiley & Sons, Inc.) issn: 03092402 maglogo: N pubinfo: dt: Nov2025 vid: 81 iid: 11 pid: 52269 pub: John Wiley & Sons, Inc. artinfo: ui: 188757929 183803835 188757929 188757929 10.1111/jan.16768 188757929 ppf: 7525 ppct: 16 formats: tig: atl: Nurses' Perceptions of the Relevance of Their Role and Responsibilities for Adopting Evidence‐Based Feedback Into Practice: An Implementation Study. aug: au: Ossenberg, Christine Brunelli, Vanessa N. Mitchell, Marion Henderson, Amanda affil: Nursing Practice Development Unit, Princess Alexandra Hospital, Woolloongabba Queensland,, Australia sug: subj: Nursing Staff, Hospital Nurse Attitudes Nursing Role Feedback Health Personnel Students, Nursing Education, Nursing Human Male Female Adult Queensland Quantitative Studies Cross Sectional Studies Implementation Science Attitude of Health Personnel Communication Professional Competence Organizational Culture Social Learning Theory Kruskal-Wallis Test Mann-Whitney U Test Post Hoc Analysis Analysis of Variance Purposive Sample Statistical Significance Data Analysis Software Descriptive Statistics Adult: 19-44 years Male Female ab: Aims: To evaluate the implementation process of a novel program focused on improving interactive (dialogic) feedback between clinicians and students during placement. Design: Quantitative cross‐sectional hybrid type 3 effectiveness–implementation study driven by a federated model of social learning theory and implementation theory. Methods: From June to November 2018, feedback approaches supported by socio‐constructive learning theory and Normalisation Process Theory were enacted in four clinical units of a healthcare facility in southeast Queensland, Australia. The study involved 16 clinical instructors/supervisors, 94 bedside nurses, and 85 final‐year nursing students. Engagement was evaluated using the Normalisation Measure Development survey. Situated learning encounters were constructed based on the needs of each group. Results: Survey results of the four Normalisation Process Theory constructs identified variable adoption by participant groups. Engagement in situated learning encounters that facilitate dialogic feedback was greatest in clinical instructors/supervisors, followed by students. Bedside registered nurses, while indicating they understood purposeful feedback behaviours, did not demonstrate them in practice. Conclusion: The extent to which each group practiced dialogic feedback depended on their perceptions of their influence, whether they saw it as part of their role, and the effort and time required, regardless of the activity's importance, role statements, and codes of conduct. Implications for the Profession: Understanding the norms that shape communication, engagement, and nurses' role priorities is crucial for guiding practice and ongoing engagement with feedback. Impact: The research provides valuable insights for leaders aiming to enhance the integration of evidence into practice. It guides leaders to understand that participants prioritise the reach, relevance, and resources of evidence over formal role descriptions, responsibilities, policies, and codes of conduct. This research encourages leaders to scrutinise existing beliefs, norms, and routines when implementing evidence‐based practices. Reporting Method: Standards for Reporting Implementation Studies (StaRI) reporting guidelines were used. No Patient or Public Contribution: None. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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