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A systematic review of the outcomes of educational interventions relevant to nurses with simultaneous strategies for guideline implementation

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  • Arja Häggman‐Laitila
  • Lea‐Riitta Mattila
  • Hanna‐Leena Melender

Abstract

Aims and objectives To systematically review the literature on the outcomes of educational interventions relevant to nurses with regard to guideline implementation. Background Previous reviews on interventions to implement guidelines have focused on particular clinical problems, but only one included nursing studies. Design A systematic review based on the procedure of the Centre for Reviews and Dissemination. Methods We searched for papers published from 1 January 2008 to 26 February 2015 using the Cochrane, CINAHL and PubMed MEDLINE databases and paper references were searched manually. Quality appraisal was conducted with tools developed by Thomas et al.(Worldviews on Evidence‐based Nursing, 1, 2004, 176) and National Heart, Lung, and Blood Institute. Data were analysed with qualitative content analysis and narrative synthesis. Results The data included 13 studies based on a quasi‐experimental study design of 13 different educational interventions, described according to their development and realisation, learning content and teaching and learning methods. Seven interventions were supported by simultaneous strategies, 12 studies reported statistically significant outcomes for the interventions on at least one measurement area and six studies reported improvements in the quality of patient care. Interventions with multi‐dimensional content, teaching and learning methods produced several good outcomes. Conclusion Guidelines were implemented in a heterogeneous way and the interventions were delivered once and mainly on a local basis. In the future, we need to test these interventions in different nursing contexts, measure the outcomes on patient care and carry out randomised controlled trials on their effectiveness. It is important to standardise interventions, as this will allow them to be replicated and compared. Relevance to clinical practice Educational interventions to implement guidelines could be beneficial in enhancing nurses' evidence‐based decision‐making and care practice. The combination of teaching and learning methods proved useful, and educational interventions should be supported with simultaneous strategies. There remains a lack of strong evidence on the subject.

Suggested Citation

  • Arja Häggman‐Laitila & Lea‐Riitta Mattila & Hanna‐Leena Melender, 2017. "A systematic review of the outcomes of educational interventions relevant to nurses with simultaneous strategies for guideline implementation," Journal of Clinical Nursing, John Wiley & Sons, vol. 26(3-4), pages 320-340, February.
    • Handle: RePEc:wly:jocnur:v:26:y:2017:i:3-4:p:320-340
    DOI: 10.1111/jocn.13405
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    References listed on IDEAS

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    1. Louise O’Byrne & Sheree Smith, 2011. "Models to enhance research capacity and capability in clinical nurses: a narrative review," Journal of Clinical Nursing, John Wiley & Sons, vol. 20(9‐10), pages 1365-1371, May.
    2. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
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    Cited by:

    1. Anne Lunden & Marianne Teräs & Tarja Kvist & Arja Häggman‐Laitila, 2019. "Transformative agency and tensions in knowledge management—A qualitative interview study for nurse leaders," Journal of Clinical Nursing, John Wiley & Sons, vol. 28(5-6), pages 969-979, March.
    2. Linda Sarna & Stella A Bialous & Marjorie Wells & Jenny Brook, 2018. "Impact of a webcast on nurses' delivery of tobacco dependence treatment," Journal of Clinical Nursing, John Wiley & Sons, vol. 27(1-2), pages 91-99, January.

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