Factors Related to the Implementation of Evidenced-based Practice (EBP) of Nursing Staffing Levels in Hospitals: A Literature Review

The implementation of Evidenced-based practice (EBP) was one of the factors in increasing the quality of health services as an ideal problem-solving approach. The ability of nurses to appliance EBP was influenced by many factors, not only on individual nurses consisting by the support of unit leader and colleague. The purpose of this study was to determine the factors associated with the implementation of EBP at the care room level establishing on the support of coworkers and nursing managers. This writing used a literature review study, from several databases namely PubMed, ProQuest, Google Scholar, and ScienceDirect with a limitation of the last 5 years. 17 journals met the inclusion criteria and the results of a literature review study show: eight journals conclude that the support of colleagues and authority in changing practices affects the implementation of EBP, 13 journals concluded the role of managerial nurses affects the implementation of EBP consisting of leadership support and mentorship including the lack of knowledge and skills of nursing leaders regarding EBP. Data from the collected and identified literature study clearly showed that EBP knowledge and skills of nursing leaders related to EBP are important factors in increasing the implementation of EBP but co-worker factors can be a supporter and also an obstacle to the implementation of EBP if it is not well managed.

Exploring the Influence of Pdcns In-Service Programme Child Friendly School Project on Classroom Practices of Government Primary School Science Teachers in Gilgit-Baltistan

The purpose of the study was to explore the influences of PDCN's in-service training programme on the classroom practices of Science teachers. Its purpose was also to see the change teachers undergo in their attitudes and behaviour after passing through the in-service programme. Furthermore, the study also sought to understand the factors that either facilitate or hinder teachers from using their new learning in the classroom. Qualitative research method is used to conduct this study. The sample of the study consists of two government primary schools Science teachers' who attended the training, organized by the PDCN under a UNICEF-sponsored project the Child Friendly School Project (CFS, P). Purposive sampling was used to select the participants. The data were collected through multiple sources such as, interviews, classroom observations, focused group discussion, field notes and documented analysis. Two in-depth semi- structured interviews, lasting for 60-90 minutes were conducted with each participant and their responses were audio recorded. An interview guide was used which helped me to be focused on the research topic. Secondly, five lessons of each participant were also observed. The observation guide was used. Moreover, one focused group interview was also conducted with the students in order to know about the teaching practices of the teachers and the students' responses towards these practices. Some relevant documents were also analyzed. The findings showed that the in-service training programme (CFS, P) has positively influenced the teachers' perceptions about teaching and learning of Science. Change in perceptions has led to a positive change in their attitude towards teaching and learning process. To some extent the CFS, P has also positively influenced the teaching practices of the teachers. However, the degree of change or impact of the programme on the teachers' practices varies from teacher to teacher. There is visible change in the way one teacher organizes her teaching but there is a little change in the approach of other teacher. This variation could be attributed to individual teacher's orientation or level of commitment to change. The training programme also influenced the attitude of the teachers towards their students. They reported that after the training programme, they initiated to involve the students' in the teaching learning activities in the classroom. The findings also highlighted that the teachers face challenges in their efforts to implement their new learning. Some of these challenges are lack of parental involvement, lack of follow-up strategy, examination system, syllabus completion,