This integrated literature review examines the relationship between mentorship in nursing leadership and evidence-based practice (EBP). Grounded in the ARCC theoretical framework, the paper identifies six core leadership behaviors that support EBP mentorship—strategic planning, inspiring others, active involvement, modeling, communication, and culture-building—and proposes a meta-analytic review methodology drawing on multiple academic databases. The review addresses a recognized gap in the literature: while EBP has been studied extensively at the institutional level, its specific effects on nursing leadership mentorship remain underexplored. The paper outlines a PICOT-formatted clinical question, inclusion criteria, data analysis procedures, and ethical safeguards to guide future inquiry in this area.
Nursing leadership has been identified as a major contributor to the outcomes of organizations, nurses, and patients. Mentoring in nursing leadership has been shown to be critical in the development and sustenance of nursing leadership (Wallen et al., 2010; Stetler et al., 2014). In addition, mentoring in nursing leadership and evidence-based practice (EBP) is an explicit method that is conscientious in the delivery of healthcare services, as it incorporates the best evidence from research studies. However, research on the effectiveness of EBP regarding leadership in nursing is limited, as most of the focus has been on institutionalized EBP. This integrated literature review therefore aims to establish and identify the status and effects of EBP in nursing leadership.
Various studies have reported on the influence of leadership in the implementation of EBP in nursing (Stetler et al., 2014). The findings have been diverse, with some studies arguing that leadership has from the initial stages gotten the whole process wrong by poorly defining EBP. On the other hand, others have focused on the leadership behaviors that are related to EBP. Based on this, it is difficult to specify which behaviors are critical for EBP in nursing leadership. Studies that do provide explicit information on conceptually organized EBP focus on EBP activity that is related to projects and their implementation, rather than on the effects of EBP in mentoring nursing leadership.
To make EBP work in a nursing institution, it is recommended that EBP concepts be institutionalized in the day-to-day activities of the institution (Berland, Gundersen, & Bentsen, 2012). Research studies on the institutionalization of EBP in nursing have identified leadership behavior as being important (Berland et al., 2012; Wong, Cummings, & Ducharme, 2013). However, these studies do not report at an in-depth level, and they do not consider how such leadership and decision-making behaviors might be conceptually organized. In summary, within the healthcare system in general, there is limited research on the explicit behaviors needed for nursing mentorship and how such behaviors are affected by EBP.
This study is founded on the theoretical framework of the Advancing Research and Clinical Practice through Close Collaboration (ARCC) model (Rycroft-Malone & Bucknall, 2010). The ARCC model is used in healthcare settings and institutions as a guide for the implementation and sustenance of a system-wide EBP with the aim of realizing quality outcomes. The ARCC model has key strategies and methods incorporated within it for both organizational and individual level change.
Engagement of leaders in mentorship is related to the theme of planning–organizing–aligning, which is based on the vision and systems of the organization. Strategic decision-making and mentoring by nursing leadership reflects EBP when it includes responsiveness, a set of cultural artifacts, and infrastructures (Wong et al., 2013).
These attributes in a nursing leader are considered to be motivating, engaging, activating, and encouraging to others (Wallen et al., 2010; Stetler et al., 2014). Within an administration, leaders need to recognize and reinforce EBP behaviors when evaluating performance and making discretionary use of funds, so as to enable participation in activities related to external EBP.
These behaviors are related to personal involvement in real-time EBP activities by nursing leadership. Core interventions include leader-organized EBP activities, active participation in EBP activities, and the provision of tangible support to others.
Nursing leadership can help others learn about EBP and how to realize it (Stetler et al., 2014; Berland et al., 2012). Developing or educating leadership by focusing explicitly on increasing individual EBP knowledge, skills, and awareness is a central component of this behavior.
Communication is a critical and pervasive behavior for mentorship in nursing leadership. This involves both communicating strategically and communicating functionally, with the goal of increasing the knowledge, awareness, and attitudes of others toward EBP.
Building an EBP-supportive culture is the most effective way to institutionalize a mentor-oriented atmosphere in an organization (Wallen et al., 2010; Stetler et al., 2014; Berland et al., 2012). Through this model, nursing leaders are empowered to purposefully influence how things are done within the organization in alignment with EBP principles.
In summary, the effectiveness of mentorship in nursing leadership and the effects of EBP are anchored in the various behaviors that leadership demonstrates and is able to instill within staff members.
"PICOT question and study rationale"
"Integrative meta-analytic review approach and data sources"
"Bias, plagiarism, and data redundancy safeguards"
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