Part III. Reenvisioning Undergraduate Nursing Students as Opinion Leaders to Diffuse Evidence-Based Practice in Clinical Settings
Section snippets
Diffusion of Innovations as a Social Process
After weighing the evidence emerging from more than 50 years of diffusion research, Rogers (1995) observed that any innovation is diffused within a social context that plays a significant role in the speed and extensiveness of that diffusion. Rogers concluded that “diffusion is a fundamentally social process” (p. 34). In addition to the empirical evidence derived from a multitude of diffusion studies, Rogers's ideas about the social dimension of innovation adoption are also informed by social
Students' Role as Opinion Leaders
Probably the largest obstacle to envisioning undergraduate nursing students (and recent nursing-school graduates) as opinion leaders is the fact that they occupy the lowest position in the social hierarchy both in academic settings and in the clinical settings in which they complete their externships. Conceiving of undergraduates as opinion leaders contradicts Rogers's observation that opinion leaders tend to have higher socioeconomic status than that of their followers. However, in the case of
Discussion
If Rogers's theory makes anything clear, it is that innovations are diffused at the grassroots level by members operating within a community. Most organizational schemes to promote EBP among practicing nurses have focused on top–down initiatives by nursing leaders (administrators of health care organizations and nursing school faculty) Dobbins et al., 2002, Dufault, 2001, Karkos and Peters, 2006. For example, Hallas and Melnyk (2003) and Ciliska, Pinelli, DiCenso, and Cullum (2001) have
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Contributions of nursing students during their clinical practice in primary care: Adaptation and validation of a scale
2022, Nurse Education in PracticeCitation Excerpt :Third, as we had expected, the convergent validity analysis showed a positive correlation between the students' contribution and EBP. It is well known that NS could be forerunners of EBP in professional settings (Moch et al., 2010), as the ongoing interactions between students and nurses would produce a synergy that would facilitate the integration of EBP in both groups (Cronje and Moch, 2010). In fact, according to our results, the main contributions of the students include perceptions such as: "they favor the updating of professionals' knowledge" (rank 4 out of 24), "they enhance the learning environment in the healthcare center" (rank 5), "they serve as a reminder to update work protocols" (rank 7) and "they stimulate professionals to work according to scientific evidence" (rank 8).
Teaching evidence-based practice: Case study of an integrated assessment task for diagnostic radiography students
2022, Journal of Medical Imaging and Radiation SciencesCitation Excerpt :17 An understanding of research skills is key to diagnostic radiographers adopting EBP, [18] and new DR graduates will play a role influencing the implementation of evidence into clinical practice [19,20]. As EBP is not yet considered routine practice, [17] more leaders will need to emerge in the profession, and join the growing number of radiographers in a position to influence EBP.
Evidence-Based Practice competency and associated factors among Primary Care nurses in Spain
2021, Atencion PrimariaWhat and how … but where does the why fit in? The disconnection between practice and research evidence from the perspective of UK nurses involved in a qualitative study
2019, Nurse Education in PracticeCitation Excerpt :That said, for EBP to be established in nursing, a cultural change is required, directed by those in positions of seniority (Newhouse, 2007). Cronje and Moch (2010) suggest that senior nurses, as opinion leaders, may lack the knowledge and skills to access and evaluate research. Hence, it may be important for education on EBP to be targeted towards senior staff, so this knowledge can be disseminated and role modelled to the whole team.
Effectiveness of an evidence-based practice (EBP) course on the EBP competence of undergraduate nursing students: A quasi-experimental study
2016, Nurse Education TodayCitation Excerpt :Other outcomes of interest in courses for healthcare professionals include changes in clinical behavior and decision-making and in patient outcomes (Fineout-Overholt et al., 2015). Further research is also warranted into the potential of students to promote EBP among practicing nurses by acting as role models, as suggested by Cronje and Moch (2010). One limitation is the non-randomized design of the study; however, no differences in demographic or educational data or in EBP knowledge were found between the groups at baseline.
Identifying student knowledge and perception of what is valuable to professional practice: A mixed method study
2015, Nurse Education TodayCitation Excerpt :Evidence Based Practice was appreciated as the underlying basis for nursing practice. It was recognised as having a strong presence in the curriculum and teaching strategies and its presence is supported by other research on curricula (Brown et al., 2010; Cronje and Moch, 2010; Zhang et al., 2012). Brown et al. (2010) found that attitude toward evidence based practice improved with higher academic level among undergraduate nursing students in America.