According to the information collected, the EBP is highly regarded as a

central mission and philosophy of the institution and is highly

practiced. The physician team and the administrators are very much

committed to the EBP, but the nursing staffs do not have full

commitment. The nurses with strong knowledge and skills of EBP are

minimal. Nurse scientists are a little prepared to assist in the

generation of evidence when none exists. Also, a small number of

Advanced Practice Registered Nurses exists to mentor the staff nurses.

Modeling of EBP by practitioners in their clinical setting is high in

this organization. Staff nurses in this organization have excellent

access to quality computers and electronic databases which they can use

to search for the best evidence even though they don’t have very high

computer skills. The librarians have high knowledge levels and skills

of EBP even though they are not highly used to search for evidence. The

use of fiscal resources to support EBP mainly through education,

attending conferences and workshops, computers, having paid time for

the EBP process and use of mentors is very high. Administrators, staff

nurses and Advanced Nurse Practitioners do not seem to be prepared to

go the extra mile to advance EBP as physicians and nurse educators

would do. In this organization, measuring and sharing of outcomes is

highly regarded as part of its culture. Decisions are highly generated

from direct care providers and physicians while the upper

administration is not highly consulted when it comes to decision

making. The institution can be rated as ready to go for an EBP

culture.

There are several barriers to this project. The limited

assistance of nurse practitioners in generation of evidence, when it

doesn’t exist, is one of the barriers as well as the limited number of

nurses who have knowledge and skills of EBP. Other barriers include low

level of commitment of staff nurses, decreased use of librarians in

search for evidence, a small number of APRNs to mentor staff nurses and

low levels of computer skills of the staff nurses. Cooke et al. (2004)

says, “barriers to effective implementation of EBP may include time

factors, limited access to literature, lack of confidence in the staffs

ability to evaluate empirical research and limited interest in

scientific inquiry.” They add that many nurses have limited knowledge

of the research process.

The above high and low scores have been

arrived at due to some differential reasons. For example, the high

score of fiscal resources usage is due to the high commitment of the

administration in the EBP. Modeling EBP in clinical settings is high

since they do have access to high quality computers and electronic

databases to use when searching for evidence. On the other hand, the

reason as to why the staff nurses are not highly committed to EBP is

due to the reduced number of APRNs, who can mentor them in the

organization.

The integration of clinical inquiry starts by assessing

the organizational culture of the organization. Kirkley et al. (2011)

admits that understanding of an organization’s culture is very

important when a new role is to be implemented in an organization. The

leaders must be prepared to commit their effort to this clinical

inquiry. Also, clinical nurses’ specialists should be recruited. The

public should be informed about the project. The infrastructure should

be well laid down to assist in supporting the project (DiCenso, Cullum

and Ciliska, 1998). Mentors should be identified to ensure that the

nurses are well mentored and to increase their interest in the project

(Gennaro, Hodnett and Kearney, 2001).