Evidence-Based Practice Competence: A Concept Analysis

Authors


  • Jonas Scholar Recipient 2012–2014
  • Conflicts of interest: No conflict of interest has been declared by the author.
  • Funding: This paper did not receive any extramural funding or commercial financial support. However, the writing of the manuscript occurred while the primary author was in doctoral study at the Georgia Baptist College of Nursing of Mercer University, and doctoral study was supported by the Jonas Scholars Leadership Scholarship.

Abstract

Purpose

To report an analysis of the concept of evidence-based practice competence for nurses using Walker and Avant's (2011) eight-step, iterative concept analysis process as a guide.

Data Sources

Cumulative Index to Nursing and Allied Health Literature, PubMed, OVID, PsycINFO, and Sociological Abstracts were searched.

Data Synthesis

References were read and analyzed according to associated meanings, usages, attributes, antecedents, consequences, and empirical referents.

Conclusion

An operational definition for the concept was developed.

Implications for Nursing Practice

A clear and operational definition of evidence-based practice competence will help guide nurses at all levels of experience to use the best available evidence for improving the quality of care and maximizing patient outcomes.

Ancillary