Nurses' competence in effective implementation of evidence comprises evaluating and reflecting on outcomes, contextual understanding and analysis, and facilitating and managing change in practice¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person · recheck by 2031: baselines and conditions change

Subclaims¶

q3 i? Synthesised finding 4 aggregated 30 qualitative findings into three categories describing nurses' competence in effective implementation of evidence. → Hietaniemi 2026

Evidence¶

Hietaniemi 2026¶

Hietaniemi, A.‐M., Ylimäki, S., Härkönen, H., Hannila, H.‐M., Tuomikoski, A.‐M., Oikarinen, A., Jansson, M., Pölkki, T., Kanste, O. & Kääriäinen, M. (2026). Nurses' Experiences and Perceptions of Evidence‐Based Healthcare Competence: A Qualitative Systematic Review. Journal of Advanced Nursing. https://doi.org/10.1111/jan.70399

q3 · i? · qualitative · r3

JBI meta‐aggregation synthesising 30 findings from the included qualitative studies into three categories. The review reports that "Nurses' competence in effective implementation of evidence was formed by three categories", graded low on ConQual after downgrading for dependability and credibility.

"Nurses' competence in effective implementation of evidence was formed by three categories. The categories were: evaluating and reflecting on outcomes, contextual understanding and analysis, facilitating and managing change in practice."

Discussion¶

Related Claims¶

• Nurses' competence in enhancing evidence generation comprises research engagement, barriers to research engagement, support systems and mentorship in research, and professional development — related
• Nurses' competence in optimising evidence transfer comprises training and skill development, mentorship and supportive leadership, research understanding and confidence, resource sharing and peer support, and access to reputable sources and time constraints — related
• Nurses' competence in global health comprises foundations of evidence‐based practice, continuous professional growth and evolution, and knowledge gaps and learning barriers — related
• The closer training content is to authentic clinical scenarios, the smoother its translation into practice — related
• A structured feedback-and-reflection cycle (pre-lesson plan review, immediate verbal comments, written feedback, take-up time, and open-ended questioning) supported the mentee's reflective development — related
• Specialty nurses and their managers describe clear role positioning and multidisciplinary support as facilitating training transfer — related
• Training transfer among neurosurgical specialty nurses is an adaptive reconstruction process, not linear replication of training content — related
• Nurses expressed no experiences or perceptions of evidence synthesis, so the review's findings map to four rather than five EBHC sub‐dimensions — related
• The framework adapts Benner's novice-to-expert model because UK nurses now enter practice at degree level with baseline clinical competencies already attained — related