Abstract Background Academic–practice partnerships have the potential to solve many challenges in evidence‐based nursing practice which is crucial for high‐quality care. Aims To identify the existing knowledge on academic–practice partnerships in evidence‐based nursing practice. Methods We conducted this review following the Joanna Briggs Institute scoping review methodology. We performed a comprehensive literature search of nine databases as well as five websites for gray literature. Two researchers independently conducted literature screening and data extraction and analysis. A third researcher was involved when needed. Results Dedicated time, dedicated resources, and compatible goals were found to be the top three inputs in academic–practice partnerships for evidence‐based nursing practice. Meeting and discussion were the most popular forms of activities. Sufficient resources were the most important facilitators. Insufficient resources, insufficient time, and communication issues were the top three barriers. Conclusions The assumption proposed in the practice–academic partnership logic model (i.e., inputs plus activities can lead to outputs and outcomes) was preliminarily verified by the results of this review in the context of evidence‐based nursing practice. Academic–practice partnerships can leverage the advantages of both sides to overcome barriers and promote evidence‐based nursing practice. However, it is essential to conduct a broader range of high‐quality studies. Such endeavors could offer more comprehensive evidence for refining the framework of academic–practice partnerships in evidence‐based nursing practice. Implications for nursing education, practice, policy and research The “theoretical framework of academic–practice partnerships in evidence‐based nursing practice” could theoretically guide academic and clinical nursing staff to collaborate on evidence‐based nursing practice and related research and education programs. The academic–practice partnerships in evidence‐based nursing practice could lead to a win‐win situation for both the academic and the clinical sides. Furthermore, the results of this study provide an evidence‐based foundation for policymakers to develop supportive policies for academic–practice partnerships in evidence‐based nursing practice.
Background: Antenatal depression is a severe public health problem. Many studies support the concept that neuroticism, social support, and sleep quality are closely related to antenatal depression. However, there is little evidence concerning the influencing pathways of these variables on antenatal depression. The aim of this study is to investigate the pathways from neuroticism, social support, and sleep quality to antenatal depression during the third trimester of pregnancy. Methods: A cross-sectional study design was used. A total of 773 eligible women in the third trimester of pregnancy submitted valid questionnaires from June 2016 to April 2017. Instruments with good reliability and validity were used to measure neuroticism, social support, sleep quality, and antenatal depression. Structural equation modeling was used to explore the pathways from neuroticism, social support, and sleep quality to antenatal depression during the third trimester of pregnancy. Results: Antenatal depression is shown to be positively correlated with neuroticism and negatively correlated with social support and sleep quality. Neuroticism is shown to have a direct effect and indirect effects through social support and sleep quality on antenatal depression. Conclusions: Neuroticism influences antenatal depression directly and indirectly. Social support and sleep quality are the mediators of the indirect relationship between neuroticism and antenatal depression. Our results suggest that a personality test offered to all pregnant women could help detect a vulnerability to depression, whereupon intervention in the domains of sleep and social support could prove preventive.
To explore the relationship between critical thinking disposition and research competence among clinical nurses.The development of the nursing discipline and evidence-based practice calls for research competence and critical thinking disposition among clinical nurses. The verification of the relationship between critical thinking disposition and research competence could make contributions to promoting related knowledge building and providing practical implications for nurses, nurse educators and nurse managers. However, there is a lack of evidence exploring the relationship between critical thinking disposition and research competence in clinical nurses.A cross-sectional study.A total of 156 clinical nurses from two tertiary hospitals participated in this study. The Chinese Version of Critical Thinking Disposition Inventory and Research Competence Scale for Clinical Nurses were used to measure critical thinking disposition and nursing research competence, respectively. Data were collected in September 2017. Descriptive statistics, bivariate correlation and linear regression were used to analyse data. The STROBE checklist was used in reporting this study.The clinical nurses surveyed showed a positive inclination to general critical thinking but reported an overall low level of nursing research competence. A moderate degree of positive correlation was found between critical thinking disposition and research competence among clinical nurses. Educational degree was also found as an influencing factor of nursing research competence of clinical nurses.The critical thinking disposition of clinical nurses is positively related to their research competence.Nurses with a passion for nursing research should pay attention to improving their critical thinking dispositions. Nurse educators and managers should provide better learning, working and research environments and more supports to cultivate critical thinking disposition and improve nursing research competence in nursing research education and practice.
Abstract Background Diabetic foot is a serious complication of diabetes with a high disability and mortality rate, which can be prevented by early screening. General practitioners play an essential role in diabetic foot screening, yet the screening behaviors of general practitioners have rarely been studied in primary care settings. This study aimed to investigate foot risk screening behaviors and analyze their influencing factors among general practitioners. Methods Using the convenience sampling method, a cross-sectional study was conducted among 844 general practitioners from 78 community health centers in Changsha, China. A self-designed and validated questionnaire was used to assess the general practitioner’s cognition, attitude, and behaviors on performing diabetic foot screening. Multivariate linear regression was conducted to investigate the influencing factors of screening behaviors. Results The average score of diabetic foot screening behaviors among the general practitioners was 61.53 ± 14.69, and 271 (32.1%) always or frequently performed foot screening for diabetic patients. Higher training frequency ( β = 3.197, p < 0.001), higher screening cognition ( β = 2.947, p < 0.001), and more positive screening attitude ( β = 4.564, p < 0.001) were associated with more diabetic foot screening behaviors, while limited time and energy ( β =-5.184, p < 0.001) and lack of screening tools ( β =-6.226, p < 0.001) were associated with fewer diabetic foot screening behaviors. Conclusion The score of screening behaviors for the diabetic foot of general practitioners in Changsha was at a medium level. General practitioners’ diabetic foot screening behaviors may be improved through strengthening training on relevant guidelines and evidence-based screening techniques, improving cognition and attitude towards foot screening among general practitioners, provision of more general practitioners or nurse practitioners, and user-friendly screening tools.
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