Search

DOMAJNKO B. & PAHOR M. Mistrust of academic knowledge among nurses in Slovenia. International Nursing Review 57, 305–311 Aim: The paper discusses the negative attitudes of some nursing assistants in Slovenia towards higher nursing education and academic (theoretical and research based) knowledge. Background: The topic is discussed in the context of traditional hierarchical and patriarchal relations in the health-care sector, professionalization of nursing and the evidence-based debate in nursing. Methods: A secondary analysis of data gathered in 2005 was carried out. The topic of the original research was the interprofessional collaboration between medical and nursing care professionals in Slovenia. The secondary study looked closely into the relations within nursing care. Specifically it focused on the nursing assistants' perspective. Five hundred ninety-two answer to two open-end questions (307 from nurses and 285 from nursing assistants) and five semi-structured interviews (with three nurses and two nursing assistants) were re-analyzed (with the new focus), applying inductive qualitative content analysis and the pragmatic approach to interpretation. Findings: In nursing assistants' view, the difference between themselves and graduate nurses was described in terms of the distinction ‘work – non-work’. Higher education was associated primarily with striving for higher social status. Academic knowledge was not perceived to include the right competencies for either practising or improving the quality of nursing care. Conclusions: The mistrust of the academic nurse on the part of some nursing assistants is interpreted as a barrier to full professionalization of nursing care and also interprofessional collaboration in the health-care sector. [ABSTRACT FROM AUTHOR]

Aims: To identify the extent of evidence‐based practice implementation among nurses in Slovenian hospital settings, to establish nurses’ beliefs on evidence‐based practice and to identify possible explanatory factors. Background: Conducting and applying research are fundamental nurses’ tasks and an essential expectation in nursing practice. Introduction: Despite verified benefits of evidence‐based practice, research evidence across different countries has shown extremely limited implementation of this practice among nurses. Methods: A cross‐sectional research design was employed. Standardized instruments Evidence‐Based Practice Beliefs and Implementation Scale were used. The sample included 534 nurses from 19 Slovenian hospitals. The obtained data were analysed using descriptive statistics, correlation and factor analysis, and linear regression. Results: Nurses in Slovenian hospitals have positive beliefs about evidence‐based practice, but exhibit a low level of implementation. The beliefs were explained by perceived knowledge on research, job satisfaction and length of employment, whereas a low level of implementation was explained by poor perceived knowledge on research, evidence‐based practice and job satisfaction level. Discussion: Nurses in Slovenian hospitals have positive beliefs about evidence‐based practice, but exhibit a low level of implementation. According to the results, some resources required for improved implementation are not made sufficiently available. Limitations: A low response rate; the sample not being balanced for educational achievement; and the accuracy of self‐report survey methods. Conclusion: In addition to the perceived knowledge and education provided, an important factor is also job satisfaction, which points to the instrumental role of management workers in determining nurses’ professional development. Implications for nursing and health policy: Nursing managers in Slovenian hospitals should promote the development of head nurses in research and evidence‐based care, thereby fostering a culture of evidence‐based practice. [ABSTRACT FROM AUTHOR]