Abstract:

Introduction:
The implementation of evidence-based nursing practice (EBNP) is an important challenge in nursing education. It is believed that it should be analysed multi-dimensionally, especially taking into account the role of psychological characteristics, e.g. personality traits. Among the personality traits, shyness and optimism are especially emphasized. It was noted that these psychological variables affect the level of job and life satisfaction, work efficiency and quality of nursing care in clinical setting. However, there are no studies that comprehensively analyse the relationship between optimism, shame, and the implementation of EBNP. Moreover, in case of optimism there is more research than in case of shame. In the literature, it is emphasized that shyness is not conducive to an effective teaching process. For this reason, the analysis of the relationship between these psychological traits and EBNP is crucial.

Aim:
This paper describes conceptualization and development of a theoretical model of implementation of EBNP in nursing education. In this model, the role of optimism and shame will be particularly emphasized.

Materials and methods:
A hypo-deductive process of theory-building was used. We used a compendium of diverse literature to identify psychosocial factors associated with the implementation of EBNP in nursing education, isolate related concepts, and build and link these to construct the theoretical framework. We are creating a logical structure of model that enables academic teachers to support nursing students in implementing of EBNP. The model development procedure consisted of five steps:
I. The first search was to identify the major research in EBNP so as to identify the major definitions and scope. This step was related to a literature review.
II. Identifying the role of optimism in improving EBNP-related skills.
III. Identifying the role of shame in improving EBNP related skills.
IV. Comparison of models and the development of similar areas for optimism and shame.
V. Developing the framework

Results:
The developed theoretical model shows that shyness may hinder the development of specialist skills related to EBNP. It has also a negative impact on the didactic process. Shyness affects the feeling of loneliness and thus constitutes a barrier. Shy people are reluctant to seek help or avoid people who can help them. A higher level of shyness corresponds to a more passive behavior. Changing this barrier requires appropriate intervention. In this intervention, a diagnosis of shyness should be included. However, it is not recommended to interpret this feature without taking into account the influence of optimism. It is believed that shy people are less optimistic. This is reflected in negative tendencies in attribution processes, i.e. explaining the reasons for making various decisions and actions. The positive role of optimism in the clinical work of nurses is well documented. There are many studies that have confirmed the positive effect of optimistic thinking on nurses' performance, positive workplace wellbeing and life satisfaction.

Conclusions:
The developed model emphasizes the important role of personality variables in improving skills related to EBNP. However, the framework has the limitation of not been tested “in the real world” or in the clinical setting.

Financing source:
The study was conducted with the financial support of a research grant from the Medical University of Warsaw (NZD/Z/MB1/N/20).

Keywords:

Optimism, Shame, Evidence-based education, Nursing, Theoretical model.