Campus Location
Dallas Campus (Online)
Date of Award
5-2025
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
Michael Papadimitriou
Second Committee Member or Secondary Advisor
Sandra Hightower
Third Committee Member or Committee Reader
Pattie Sunderhaus
Abstract
The purpose of this qualitative interpretive phenomenological analysis study was to explore the perceptions and lived experiences of new graduate nurses (NGNs) as they implemented evidence-based practice (EBP) in clinical settings. This study addressed the problem that NGNs often lack the skills and confidence to effectively apply EBP, despite its critical role in improving patient outcomes. The research aimed to provide insight into the challenges, support systems, and strategies that influence EBP integration during the transition from student to practicing nurse. The study utilized the interpretive phenomenological analysis methodology to analyze data collected through semistructured interviews conducted via the Teams video conferencing platform. The participants consisted of NGNs who had completed a nurse residency program within the past year. The interviews were designed to capture the nuances of their experiences, focusing on support systems, barriers, and recommendations for facilitating EBP implementation. Findings revealed several key themes, including the importance of mentorship, organizational culture, and access to resources in supporting EBP. Barriers identified by participants included time constraints, resistance to change, and limited confidence in critically appraising research. Facilitators such as transformational leadership and structured mentorship programs emerged as pivotal in bridging the gap between theory and practice. Participants also highlighted the need for dedicated time and tailored training to enhance their competency in EBP. This study concluded that while NGNs value EBP, significant barriers hinder its consistent application. Recommendations include enhancing nurse residency programs to incorporate comprehensive EBP training, developing formalized mentorship programs, and fostering an organizational culture that prioritizes evidence-based care. Future research should explore longitudinal impacts of residency programs on EBP adoption and examine the role of technology in supporting NGNs. These findings contribute to understanding how to better iv prepare and support NGNs, ultimately improving nursing practice and quality of patient care.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
McFarland, Kimberly A., "The Lived Experience of New Graduate Nurses Implementing Evidence-Based Practice in a Clinical Setting" (2025). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 904.
https://digitalcommons.acu.edu/etd/904