PROMOTING EVIDENCE-BASED PRACTICE AND RESEARCH WITH A HYBRID JOURNAL CLUB

Purpose: This study analyzes outcomes of a nurse-led multi-disciplinary journal club that was designed to increase healthcare professionals’ ability to integrate current research into clinical problem solving. A “hybrid” approach was created with options for in-person group sessions and/or online participation via message boards. We used the four steps of evidence-based practice (EBP), “Ask, Access, Appraise, and Apply” to develop journal club session content. The specific aims are: 1) determine whether significant improvements in EBP measurements could be detected after eight weeks of journal club participation; 2) establish reliability and validity of EBP measurement tools; and 3) determine feasibility and participation rates of an innovative journal club delivery mode. Background: Journal clubs have been used as a method of teaching healthcare professionals how to access and critically review research articles. However, no consensus exists on the best formats for research education delivery or how to measure impacts. Testing new journal club models and establishing reliable measurement tools is needed to build on current knowledge and assure effective education reaches clinicians. Methods: This is a pretest-posttest quasiexperimental study to test whether significant improvements in EBP abilities, behaviors, use, and reduction of barriers could be detected after eight weeks of journal club participation. Data were collected using online surveys including two validated measurements: (1) The Evidence-based Practice Capabilities Beliefs Scale to measure self-efficacy and EBP use; and (2) Information Literacy for Evidence-Based Nursing Practice tools to measure ability, desire, frequency of desired behaviors, and barriers to EBP. Results: Results of paired t tests (pretest/post-test) showed significant improvements in EBP use (p = .002) and behaviors (p = .007) among 36 participants (72% registered nurses). Positive significant relationships were detected between improved EBP barrier-reduction scores and the total number of in-person journal club sessions (r = .50, p =.02). Strong significant relationships were observed between EBP self-efficacy and ability (r = .86, p=.001). Program evaluation data showed high satisfaction ratings and varied participation preferences. Implications: Hybrid delivery methods using online and in-person sessions is feasible and adaptive for varying learning styles, preferences, and work schedules. Significant improvements on EBP practice use and behaviors support previous findings and desired outcomes from journal club participation. Low -burden instruments were identified that may be useful for trialing other research educational programs.