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Mediating role of critical thinking disposition in the relationship between perceived barriers to research use and evidence-based practice.
- Source :
- Contemporary Nurse: A Journal for the Australian Nursing Profession; Aug2015, Vol. 51 Issue 1, p16-26, 11p
- Publication Year :
- 2015
-
Abstract
- Background: Despite the importance of critical thinking in clinical and educational settings, little is known about its role in evidence-based practice (EBP). Aim: This study examined whether critical thinking disposition (CTD) mediates the relationship between perceived barriers to research use and EBP in clinical nurses (N = 409). Methods/design: A path diagram using structural equation modeling was used to estimate the direct and indirect effects of perceived barriers to research use on EBP, controlling for CTD as a mediator. Results: CTD partially mediated the relationship between perceived barriers to research use and EBP. Furthermore, the hypothesized mediation model demonstrated an appropriate fit to the data. Conclusions: Individual and organizational efforts are needed to help nurses further improve their critical thinking skills. CTD is important as research barriers to engage effectively in EBP. Without the skills to evaluate evidence carefully, research utilization may be compromised. [ABSTRACT FROM AUTHOR]
- Subjects :
- ACADEMIC medical centers
ATTITUDE testing
CHI-squared test
STATISTICAL correlation
CRITICAL thinking
HOSPITAL wards
NURSES
NURSING research
PATH analysis (Statistics)
QUESTIONNAIRES
REGRESSION analysis
RESEARCH funding
SCALE analysis (Psychology)
SELF-evaluation
SURVEYS
SOCIOECONOMIC factors
EVIDENCE-based nursing
STRUCTURAL equation modeling
CROSS-sectional method
DATA analysis software
WORK experience (Employment)
DESCRIPTIVE statistics
HOSPITAL nursing staff
Subjects
Details
- Language :
- English
- ISSN :
- 10376178
- Volume :
- 51
- Issue :
- 1
- Database :
- Complementary Index
- Journal :
- Contemporary Nurse: A Journal for the Australian Nursing Profession
- Publication Type :
- Academic Journal
- Accession number :
- 114329267
- Full Text :
- https://doi.org/10.1080/10376178.2015.1095053