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.

Use of Instructional Technology at B. Ed. Level in Punjab

The objectives of the study were: 1) To asses the awareness of the stakeholders of B. Ed. program about the use of instructional technology at B.Ed. level in Punjab. 2) To find out the attitude of administrators and academic staff/professionals of the University of Education Lahore, the principals and the teachers of Government Colleges for Elementary Teachers affiliated with the University, towards the use of instructional technology in the teaching learning process. 3) To investigate the availability of hardware and its use in the University of Education, Lahore and its affiliated Government Colleges for Elementary Teachers (GCETs). 4) To highlight the problems being faced by the teachers, while using instructional technology. 5) To identify the facilities for repair, maintenance and upgrading of instructional technology equipments. viThe hypotheses of the study were: 1) The media is used during instructions in teachers training institutions. 2) Teacher educators use instructional technology in B.Ed. level classes. 3) There is provision for repair and maintenance of hardware of instructional technology. 4) Faculties of the University of Education, Lahore and Government Colleges for Elementary Teachers have experience in using instructional technology effectively. 5) Principals/Administrators of the University of Education, Lahore and affiliated Government Colleges for Elementary Teachers encourage the use of instructional technology in teaching and learning process. 6) Instructional technology makes teaching-learning process effective at teacher training institutions. The samples of the study were randomly selected from the total population. They consisted, 42 out of 42 principals and administrators (100%), 335 out of 669 teachers (50%) and 1421 out of 7106 students (20%) of the population. Three questionnaires were developed pilot, tested and finalised for administering to the target population. 88.09% principals/administrators, 81.79% teachers, educators and 81.14% students sent their responses timely. The collected data was analyzed using the techniques of descriptive statistics i.e. mean and percentage. Moreover, chi square and t-test were applied for analysis of data. It was found that the use of instructional technology makes teaching learning process effective. It was further observed that internet facility was available for teachers in teachers’ training institutions. The administrators monitor the use of instructional technology in teachers’ training institutions. The teachers observed that viithe use of instructional technology is costly but enhances the quality of education. It was further found that the use of projected and non-projected aids increase the interest of students towards lectures. However, it was concluded that availability of funds for the purchase of equipment is a problem. The use of instructional technology makes the teaching- learning process effective and the administrators are well aware about the use of instructional technology equipments. Further, it was concluded that the use of instructional technology creates interest among students towards study. Therefore, it was recommended that the funds for the purchase of instructional technology equipments may be provided to the teacher training institutions. The facilities like storage of equipments, their maintenance and alternate arrangements of electricity failure may be arranged in the institutions. Orientation of instructional technology use in class may be given to the teachers’ educators.