University of Oulu

Elina Koota, Maria Kääriäinen, Hanna-Leena Melender, Educational interventions promoting evidence-based practice among emergency nurses: A systematic review, International Emergency Nursing, Volume 41, 2018, Pages 51-58, ISSN 1755-599X,

Educational interventions promoting evidence-based practice among emergency nurses : a systematic review

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Author: Koota, Elina1; Kääriäinen, Maria2; Melender, Hanna-Leena3
Organizations: 1Research Unit of Nursing Science and Health Management, University of Oulu, Finland and Emergency Medicine and Services, Helsinki University Hospital and University of Helsinki, Finland
2Research Unit of Nursing Science and Health Management, University of Oulu and Oulu University Hospital, Finland
3Research Unit of Nursing Science and Health Management, University of Oulu, Finland
Format: article
Version: accepted version
Access: open
Online Access: PDF Full Text (PDF, 0.2 MB)
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Language: English
Published: Elsevier, 2018
Publish Date: 2019-10-01


Introduction: Emergency nurses are expected to adopt evidence-based practice (EBP). The aim of this systematic review was to describe educational interventions promoting EBP and their outcomes among emergency nurses, compared with no education, to inform clinicians and researchers about effective educational interventions suitable for use in emergency departments (EDs).

Methods: CINAHL, Cochrane, PubMed and Scopus were systematically searched to identify studies published between January 1, 2006 and October 20, 2016 describing educational interventions designed to promote EBP among emergency nurses. 711 studies were identified and screened; 10 were selected for inclusion and quality assessment. The studies were analyzed using deductive content analysis, and the review’s results are presented in accordance with the PRISMA guidelines.

Results: Ten relevant studies on nine different self-developed educational interventions were identified. Eight studies had highly significant or significant results. Interventions involving face-to-face contact led to significant or highly significant effects on patient benefits and emergency nurses’ knowledge, skills, and behavior. Interventions using written self-directed learning material led to significant improvements in nurses’ knowledge of EBP. All the descriptions of the interventions were incomplete, and the reported details varied considerably between the studies.

Conclusions: There have been few studies on educational interventions to promote EBP among emergency nurses but the available results are promising.

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Series: International emergency nursing
ISSN: 1755-599X
ISSN-E: 1878-013X
ISSN-L: 1755-599X
Volume: 41
Pages: 51 - 58
DOI: 10.1016/j.ienj.2018.06.004
Type of Publication: A2 Review article in a scientific journal
Field of Science: 316 Nursing
Copyright information: © 2018 Elsevier Ltd. All rights reserved. This manuscript version is made available under the CC-BY-NC-ND 4.0 license