National initiatives from the Institute of Medicine, the American Nurses Association, and others have stressed the importance of evidence-based healthcare. Advanced-Practice Registered Nurses (APRNs) need support systems that enable them to both access and perform scholarly research and to use technology and time-saving mechanisms in order to deliver evidence-based practice (EBP) and high-quality care that improves clinical outcomes. The EBP framework, provided by Rosswurm and Larrabee defined what is needed to appraise, fuse, and disseminate the current best evidence and the procedures for evolving and assimilating an EBP modification. The theoretical framework included Lewin’s Change Theory, which supported resolving resistance within a group through reorganizing attitudes toward making changes. The objective was to promote meaningful experiences in evaluating literature, improve appraisal skills, and encourage professional discussion and collaboration. The evaluation measures examined whether the intervention, using a podcast course on EBP and an online journal-club experience, modified attitudes toward and experiences with EBP. Participants took an EBP course online, carried out a literature-review exercise, posted an article summary on the website, reviewed summaries by other participants, and posted comments for discussion and collaboration, over a 6-week timeframe. The participants were 7 master and doctorally prepared APRNs, ranging in age from 32 to 58. Outcomes obtain using the modified Developing Evidence-Based Practice (DEBP) questionnaire revealed high positive, significant correlations between barriers to finding and reviewing research and perceived abilities and skills in finding and reviewing evidence as well as between barriers to modifying practice based on evidence and perceived facilitation and support in changing practice. No other significant differences were noted. Online journal clubs can educate participants on the EBP process and help them stay current with medical literature. For greater and long-term impact, barriers such as lack of time, motivation, personal interest, and participation need to be addressed. Future work could include examining and addressing the willingness to commit to online journal-club activities and EBP education, as well as motivation and readiness, technical skills, writing abilities, and time availability.
