Academic–practice partnerships in evidence‐based nursing practice: A theory‐guided scoping review

Abstract

AbstractBackgroundAcademic–practice partnerships have the potential to solve many challenges in evidence‐based nursing practice which is crucial for high‐quality care.AimsTo identify the existing knowledge on academic–practice partnerships in evidence‐based nursing practice.MethodsWe conducted this review following the Joanna Briggs Institute scoping review methodology. We performed a comprehensive literature search of nine databases as well as five websites for gray literature. Two researchers independently conducted literature screening and data extraction and analysis. A third researcher was involved when needed.ResultsDedicated time, dedicated resources, and compatible goals were found to be the top three inputs in academic–practice partnerships for evidence‐based nursing practice. Meeting and discussion were the most popular forms of activities. Sufficient resources were the most important facilitators. Insufficient resources, insufficient time, and communication issues were the top three barriers.ConclusionsThe assumption proposed in the practice–academic partnership logic model (i.e., inputs plus activities can lead to outputs and outcomes) was preliminarily verified by the results of this review in the context of evidence‐based nursing practice. Academic–practice partnerships can leverage the advantages of both sides to overcome barriers and promote evidence‐based nursing practice. However, it is essential to conduct a broader range of high‐quality studies. Such endeavors could offer more comprehensive evidence for refining the framework of academic–practice partnerships in evidence‐based nursing practice.Implications for nursing education, practice, policy and researchThe “theoretical framework of academic–practice partnerships in evidence‐based nursing practice” could theoretically guide academic and clinical nursing staff to collaborate on evidence‐based nursing practice and related research and education programs. The academic–practice partnerships in evidence‐based nursing practice could lead to a win‐win situation for both the academic and the clinical sides. Furthermore, the results of this study provide an evidence‐based foundation for policymakers to develop supportive policies for academic–practice partnerships in evidence‐based nursing practice.