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EBP and Mentorship: Marrying the Two for a Match Made in Inquiry
February 28, 2024 — Naomi Fox, DNP, RN, NPD-BC, CCRN

Casey O. Benedetto, MSN, RN, NPD-BC, CPN

Cathleen Opperman, DNP, RN, NPD-BC, EBP-C, NEA-BC, CPN



Image Overlay EBP and Mentorship: Marrying the Two for a Match Made in Inquiry

For a nursing professional development (NPD) practitioner, evidence-based practice (EBP) involves critical appraisal of the best evidence, synthesis of the evidence to the identified problem or practice, followed by translation of the evidence into practice. The ultimate goal is to enhance the quality of healthcare delivery. EBP implementation can improve patient outcomes, reduce costs, increase staff, patient, and family satisfaction, and empower the clinician (Melynk & Fineout-Overholt, 2019).

Although many nurses and NPD practitioners understand the value and role of EBP, taking the next step to implement it into their work is challenging without knowledge and competence. This article provides an overview of the NPD practitioner’s role as champion for scientific inquiry with EBP — and in encouraging other nurses’ roles — and shares an interview with an ANPD NPD EBP Academy mentor and mentee pair who grew in their practice of EBP together.

The NPD Practitioner’s Role in EBP

NPD practitioners serve many roles, including champion for scientific inquiry, which is an important element of EBP. Associated job titles that call for competence in EBP can include unit-based educator, registered nurse residency program coordinator, and nurse scientist, and can include job functions such as facilitating journal clubs, conducting EBP professional development, being the go-to person for a quality improvement or EBP change initiative, and leading others in EBP in the organization.

Despite the well-known benefits of nurse-driven EBP, barriers exist that impede nurses of all titles from participating in EBP. Challenges such as recruitment and retention, lack of knowledge, training, and skillset, lack of experiential opportunities and engagement, vague expectations, and lack of mentoring support (Mulkey, 2021). Harper and colleagues’ (2017) summary of findings from a National Survey with Nursing Professional Development Practitioners indicated that NPD practitioners have strong beliefs about the value of EBP, but the confidence NPD practitioners have in implementing it is incongruous with the self-assessed lack of personal competence. These findings were noted to be consistent with national and international studies of nurses and healthcare providers at the time (Harper et al., 2017). NPD practitioners are challenged to overcome barriers of EBP implementation and act as a champion of inquiry. This is achieved through competencies such as integrating the best available evidence into practice, participating in quality initiatives, and disseminating EBP activities (Harper & Maloney, 2022). To bridge the gap for NPD practitioners, the Association for Nursing Professional Development’s NPD EBP Academy was formed in 2018.

Improving EBP With the ANPD NPD EBP Academy

The purpose of the NPD EBP Academy is to enhance the EBP competencies of NPD practitioners to enable them to fulfill their role as champions of scientific inquiry. This 12-month long program is designed to guide the NPD practitioner through conducting an EBP change initiative at their organization in their practice setting. Curriculum components include creating a PICOT question, gathering and critically appraising the literature, designing an EBP initiative, implementing an intervention, evaluating the impact, developing a sustainability plan, and dissemination. The Academy is a hybrid learning experience consisting of live seminars and asynchronous modules for participants. A key design component is mentorship. Participants are matched with a mentor who will be their guide and support throughout the duration of the academy. Completion of the EBP Academy will result in measurable outcomes relevant to their organization’s goals and building the skills to mentor other healthcare professionals in the implementation of EBP practices.

Mentorship is a relationship that focuses on the goals of the mentee. The mentee pursues this relationship with a mentor who is more experienced in a skill the mentee is looking to build or enhance (Council & Bowers, 2021). In relation to EBP skill acquisition, facilitating implementation and support is essential to improving outcomes for nurses implementing EBP. Mentoring programs that promote the use of nurses’ ideas for quality improvement of patient care, the environment, and satisfaction need to be fostered (Mulkey, 2021). For the NPD EBP Academy, the mentee is matched with a mentor for the duration of the program. The marriage of a mentorship with EBP skill improvement is the perfect match of subject matter experts who are also NPD practitioners and novice to EBP NPD practitioners. Together, along with the entire program, participants are set up for success in a supportive, safe, and encouraging program.

Harnessing Mentorship for EBP

Cathleen Opperman, DNP, RN, NPD-BC, EBP-C, NEA-BC, CPN, was the NPD EBP Academy mentor matched with Casey Benedetto, MSN, RN, NPD-BC, CPN, who participated in the 2022-2023 cohort. Benedetto, along with 13 NPD peers, will present their EBP initiative at the 2024 Aspire Convention via a poster presentation.

When talking about the role of the NPD practitioner with EBP, Opperman explains, “With support for sustainability of practice change, EBP can make extraordinary improvements for patient outcomes and experiences of nurses and the entire staff … When I step back and think about the roles and responsibilities in our professional practice model, if you are not supported to do all seven of these roles, within the responsibilities required in your position, your organization is really missing out.”

Benedetto also explains the value of EBP in her role as empowering nurses. “When nurses are supported to consistently question their practice, to go to the literature and find the answers to their questions, and to implement EBP approaches, I really think that is when everyone benefits,” she says.

The two discuss the NPD EBP Academy, EBP value, their mentor pairing, the benefits of mentorship, and the impact of the experience in this interview. Having the ability to facilitate a program that marries mentorship with development of knowledge, skills, and practice in a specific NPD role of champion for scientific inquiry/EBP has been extremely rewarding for them both. As Opperman best states, “Mentorship is an opportunity to share my experience in hopes of helping others grow. As teachers, one of our greatest rewards is witnessing that spark.”

References

Council, K. D., & Bowers, C. J. (2021). Preparing mentors: A review of the literature. Journal for

Nurses in Professional Development, 37(6), 341-343. DOI: 10.1097/NND.0000000000000724

Harper, M. G., Gallagher-Ford, L., Warren, J., Troseth, M., Sinnott, L., & Thomas, B. K., (2017).

Evidence-based practice and U.S. healthcare outcomes: Findings from a national survey with nursing professional development practitioners. Journal for Nurses in Professional Development, 33(4), 170-179. DOI: 10.1097/NND.0000000000000360

Harper, M. G., & Maloney, P. (2022). Nursing professional development scope & standards of

practice (4th ed.). Association for Nursing Professional Development.

Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing and

healthcare (4th ed.). Wolters Kluwer.

Mulkey, M. A. (2021). Engaging bedside nurse in research and quality improvement. Journal for

Nurses in Professional Development, 37(3), 138-142. doi: 10.1097/NND.0000000000000732

Evidence-based Practice | Mentorship
Naomi Fox, DNP, RN, NPD-BC, CCRN Director of Education, ANPD

Naomi Fox has been a nurse for 16 years with a clinical background in critical care working for both a large teaching hospital and a community hospital. As an NPD practitioner, she has worked as a critical care and telemetry service line educator, an NPD department coordinator, nurse residency program director, and the administrative director of an NPD department in a large teaching hospital. She maintains an adjunct instructor role in the Center for Professional Development, Rutgers, The State University of New Jersey, School of Nursing. She currently serves as the director of education for ANPD. 

Casey O. Benedetto, MSN, RN, NPD-BC, CPN Nursing Professional Development Specialist and Program Director, Ann & Robert H. Lurie Childen's Hospital

Casey O. Benedetto, MSN, RN, NPD-BC, CPN, is a nursing professional development specialist and program director of the RN residency program at Ann & Robert H. Lurie Children’s Hospital of Chicago. She is a participant of the 2022-2023 NPD EBP Academy cohort.

Cathleen Opperman, DNP, RN, NPD-BC, EBP-C, NEA-BC, CPN Professional Development Nurse Specialist, Nationwide Children's Hospital

Dr. Cathleen Opperman has a doctorate of nursing practice from The Ohio State University and certifications in professional development, evidence-based practice, nurse executive, and pediatric nursing. She has been in professional development for over 38 years and works at Nationwide Children’s in Columbus Ohio. Dr. Opperman presents, consults, mentors others, and writes on developing educators, the EBP process, ROI for professional development activities, relationships in the workplace, and pediatric topics.


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