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Alharbi BF. A Psychometric Study of the Student Evidence-Based Practice Scale S-EBPQ-Arabic Version for Use among Undergraduate Nursing Students. Int J Clin Pract 2024; 2024:6375596. [PMID: 38380128 PMCID: PMC10878752 DOI: 10.1155/2024/6375596] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/16/2023] [Revised: 01/17/2024] [Accepted: 02/07/2024] [Indexed: 02/22/2024] Open
Abstract
Background Previous studies have demonstrated the significance of evidence-based practice in improving patient care and outcomes. Therefore, integrating evidence-based practice into the health professions' education curriculum has become a pedagogical priority. However, there is a lack of reliable and valid scales to measure students' evidence-based practice usage, attitudes, knowledge, and skills in Arab countries. Aim This study aims to examine the adapted Student Evidence-Based Practice Scale Questionnaire (S-EBPQ) validity at logical statistical level and reliability for use among students in Arabic context. Methods This cross-sectional study included 233 undergraduate nursing students from a university in Saudi Arabia, who were recruited after translating and pilot testing the S-EBPQ. Three distinctive types of validity including conceptual, content, and face validity were assessed to determine the quality of the questionnaire items logically. Exploratory factor analyses were performed to examine the tool's structural validity. Additionally, internal consistency was assessed to evaluate reliability. Findings. All items were considered relevant to Arab culture, and no changes were made to any items. The content validity indices for all items were above 0.80 as this was considered an acceptable value. The exploratory factor analysis identified the same four factors (practice, attitude, retrieving and reviewing evidence, and sharing and applying evidence-based practice). All KMO values for the individual items ≥0.876 were also well above the acceptable 0.6 limit. The four-factor structure explained a total variance of 64%, with factor load score λ ≥ 0.455. The total and subscale S-EBPQ scores showed evidence of reliability, with Cronbach's alpha ≥0.8. Conclusions This study demonstrated the reliability and validity of the Arabic S-EBPQ version. The study has the potential to advance Arab countries' understanding of evidence-based practice. S-EBPQ is a validated tool that can be used to assess nursing students' knowledge of EBP practices. Since educators need to continually evaluate instructional and curricular design in order to meet contemporary nursing needs, this scale can enhance the educational process and enhance students' competencies.
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Affiliation(s)
- Basmah F. Alharbi
- Department of Basic Health Science, College of Applied Medical Sciences, Qassim University, Buraydah 51452, Saudi Arabia
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Elsheikh R, Le Quang L, Nguyen NQT, Van PT, Hung DT, Makram AM, Huy NT. The role of nursing leadership in promoting evidence-based nursing practice. J Prof Nurs 2023; 48:93-98. [PMID: 37775247 DOI: 10.1016/j.profnurs.2023.06.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2022] [Revised: 06/20/2023] [Accepted: 06/20/2023] [Indexed: 10/01/2023]
Abstract
Although the undermining of the nursing profession, time constraints, and the lack of inclusive teaching of evidence-based nursing (EBN) in the nursing school's curriculum have long been identified as being some of the main barriers to the adoption of evidence-based practice (EBP) by nurses, the specific role of nurse leaders in directly influencing and supporting evidence-based nursing is not well demonstrated. This opinion piece discusses potential factors that influence the implementation of EBP into clinical routine practice, as well as how nursing leadership styles can contribute to its promotion in contemporary healthcare settings.
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Affiliation(s)
- Randa Elsheikh
- Deanery of Biomedical Sciences at Edinburgh Medical School, University of Edinburgh, Edinburgh, United Kingdom; Online Research Club (http://www.onlineresearchclub.org), Nagasaki, Japan.
| | - Loc Le Quang
- Online Research Club (http://www.onlineresearchclub.org), Nagasaki, Japan; Faculty of Medicine, University of Medicine and Pharmacy, Ho Chi Minh City, Viet Nam
| | - Ngoc Quynh Tram Nguyen
- Online Research Club (http://www.onlineresearchclub.org), Nagasaki, Japan; Faculty of Medicine, University of Debrecen, Debrecen, Hungary
| | - Phu Tran Van
- Online Research Club (http://www.onlineresearchclub.org), Nagasaki, Japan; Tra Vinh University, Tra Vinh City, Viet Nam
| | - Dang The Hung
- Online Research Club (http://www.onlineresearchclub.org), Nagasaki, Japan; Faculty of Medicine, University of Medicine and Pharmacy, Ho Chi Minh City, Viet Nam
| | - Abdelrahman M Makram
- Online Research Club (http://www.onlineresearchclub.org), Nagasaki, Japan; School of Public Health, Imperial College London, London, United Kingdom.
| | - Nguyen Tien Huy
- Online Research Club (http://www.onlineresearchclub.org), Nagasaki, Japan; School of Tropical Medicine and Global Health, Nagasaki University, 1-12-4 Sakamoto, Nagasaki 852-8523, Japan.
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Waszak DL, Stec M, Martini K, Mihal CC. An Innovative Approach to Teaching Evidence-Based Practice: Use of PICO Pal. Nurse Educ 2022; 47:332-335. [PMID: 35667023 DOI: 10.1097/nne.0000000000001226] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
BACKGROUND An innovative remote learning intervention, PICO Pal, was implemented with groups of undergraduate nursing students in a nursing research course to promote interactive learning, collaboration, and information literacy. PROBLEM Evidence-based practice (EBP) is a challenging topic to teach nursing students, especially in a remote learning environment. APPROACH PICO Pal used Apple Numbers to facilitate remote group work on a PICOT poster. The approach was evaluated using pre- and posttest surveys with 50 undergraduate nursing students at a small private university in New Jersey. OUTCOMES The evaluation showed positive perceptions of the assignment and gains with knowledge of EBP. However, there were no gains in the perceptions of group work. CONCLUSIONS The assignment was effective at teaching aspects of the EBP process but should be reevaluated to maximize group work dynamics and comfort with use of technology.
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Affiliation(s)
- Daria L Waszak
- Associate Dean and Assistant Professor (Dr Waszak) and Dean and Associate Professor (Dr Mihal), School of Nursing, Felician University, Lodi, New Jersey; Professor (Dr Stec), School of Nursing, Emory University, Atlanta, Georgia; and Assistant Professor (Dr Martini), College of Nursing, Ohio State University, Columbus
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Horntvedt MET, Nordsteien A, Fermann T, Severinsson E. Strategies for teaching evidence-based practice in nursing education: a thematic literature review. BMC MEDICAL EDUCATION 2018; 18:172. [PMID: 30055612 PMCID: PMC6064179 DOI: 10.1186/s12909-018-1278-z] [Citation(s) in RCA: 112] [Impact Index Per Article: 18.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/17/2018] [Accepted: 07/13/2018] [Indexed: 05/30/2023]
Abstract
BACKGROUND Evidence-based practice (EBP) is imperative for ensuring patient safety. Although teaching strategies to enhance EBP knowledge and skills are recommended, recent research indicates that nurses may not be well prepared to apply EBP. A three-level hierarchy for teaching and learning evidence-based medicine is suggested, including the requirement for interactive clinical activities in EBP teaching strategies. This literature review identifies the teaching strategies for EBP knowledge and skills currently used in undergraduate nursing education. We also describe students' and educators' experiences with learning outcomes and barriers. METHODS We conducted literature searches using Medline, Embase, CINAHL, ERIC and Academic Search Premier. Six qualitative studies and one mixed-method study met the inclusion criteria and were critically evaluated based on the Critical Appraisal Skills Programme. Using Braun and Clarke's six phases, the seven studies were deductively and thematically analysed to discover themes. RESULTS Four teaching strategy themes were identified, including subthemes within each theme: i.e., interactive teaching strategies; interactive and clinical integrated teaching strategies; learning outcomes; and barriers. Although four studies included a vague focus on teaching EBP principles, they all included research utilisation and interactive teaching strategies. Reported learning outcomes included enhanced analytical and critical skills and using research to ensure patient safety. Barriers included challenging collaborations, limited awareness of EBP principles and poor information literacy skills. CONCLUSION Four of the seven analysed studies included a vague focus on the use of EBP teaching strategies. Interactive teaching strategies are used, but primary strategies focus on searching for and critically appraising research for practice-based application. Although this review included a relatively small sample of literature, the findings indicate a need for more qualitative research investigating interactive and clinically integrated teaching strategies towards further enhancing EBP undergraduate nursing students' knowledge and skills.
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Affiliation(s)
- May-Elin T. Horntvedt
- Faculty of Health and Social Sciences, the Department of Nursing and Health Sciences, University of South-Eastern Norway, P.O. Box 235, N-3603 Kongsberg, Norway
| | - Anita Nordsteien
- Department of Research and Internationalisation, University of South-Eastern Norway, P.O. Box 235, N-3603 Kongsberg, Norway
| | - Torbjørg Fermann
- Faculty of Health and Social Sciences, the Department of Nursing and Health Sciences, University of South-Eastern Norway, P.O. Box 235, N-3603 Kongsberg, Norway
| | - Elisabeth Severinsson
- Centre for Women’s, Family and Child Health, Faculty of Health and Social Sciences, University of South-Eastern Norway, P.O. Box 235, N-3603 Kongsberg, Norway
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Rojjanasrirat W, Rice J. Evidence-based practice knowledge, attitudes, and practice of online graduate nursing students. NURSE EDUCATION TODAY 2017; 53:48-53. [PMID: 28437780 DOI: 10.1016/j.nedt.2017.04.005] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/07/2016] [Revised: 02/21/2017] [Accepted: 04/04/2017] [Indexed: 06/07/2023]
Abstract
OBJECTIVES This study aimed to evaluate changes in evidence-based practice (EBP) knowledge, attitudes, and practice of nursing students before and after completing an online, graduate level, introductory research/EBP course. DESIGN A prospective one-group pretest-posttest design. SETTINGS A private university in the Midwestern, USA. PARTICIPANTS Sixty-three online nurse practitioner students in Master's program. METHODS A convenient sample of online graduate nursing students who enrolled in the research/EBP course was invited to participate in the study. Study outcomes were measured using the Evidence-Based Practice Questionnaire (EBPQ) before and after completing the course. Descriptive statistics and paired-Samples t-test was used to assess the mean differences between pre-and post-test scores. RESULTS Overall, students' post-test EBP scores were significantly improved over pre-test scores, t(63)=-9.034, p<0.001). Statistically significant differences were found for practice of EBP mean scores t(63)=-12.78, p=0.001). No significant differences were found between pre and post-tests on knowledge and attitudes toward EBP scores. Most frequently cited barriers to EBP were lack of understanding of statistics, interpretation of findings, lack of time, and lack of library resources.
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Affiliation(s)
- Wilaiporn Rojjanasrirat
- Graceland University School of Nursing, 1401 W. Truman Road, Kansas City, MO 64050, United States.
| | - Jan Rice
- Graceland University School of Nursing, 1401 W. Truman Road, Kansas City, MO 64050, United States.
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Aglen B. Pedagogical strategies to teach bachelor students evidence-based practice: A systematic review. NURSE EDUCATION TODAY 2016; 36:255-63. [PMID: 26375570 DOI: 10.1016/j.nedt.2015.08.025] [Citation(s) in RCA: 80] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/02/2015] [Revised: 08/20/2015] [Accepted: 08/27/2015] [Indexed: 05/06/2023]
Abstract
AIM The aim of this study is to review international scientific articles about pedagogical strategies to teach nursing students at bachelor degree evidence-based practice (EBP). METHOD A literature review including peer reviewed, original, empirical articles describing pedagogical interventions aimed at teaching bachelor's degree nursing students EBP in the period 2004-2014. Theories of discretion, knowledge transfer and cognitive maturity development are used as analytical perspectives. RESULTS The main challenge teaching evidence based practice is that the students fail to see how research findings contribute to nursing practice. The pedagogical strategies described are student active learning methods to teach the students information literacy and research topics. Information literacy is mainly taught according to the stages of EBP. These stages focus on how to elaborate evidence from research findings for implementation into nursing practice. The articles reviewed mainly use qualitative, descriptive designs and formative evaluations of the pedagogical interventions. CONCLUSION Although a considerable effort in teaching information literacy and research topics, nursing students still struggle to see the relevance evidence for nursing practice. Before being introduced to information literacy and research topics, students need insight into knowledge transfer and their own epistemic assumptions. Knowledge transfer related to clinical problems should be the learning situations prioritized when teaching EBP at bachelor level. Theoretical perspectives of cognitive maturity development, knowledge transfer and discretion in professional practice give alternative ways of designing pedagogical strategies for EBP. More research is needed to develop and test pedagogical strategies for EBP in light of these theories.
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Affiliation(s)
- B Aglen
- Faculty of Nursing, Sør-Trøndelag University College, Institute of Nursing, PO Box 2320, 7004 Trondheim, Norway.
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Northway R, Parker M, James N, Davies L, Johnson K, Wilson S. Research teaching in learning disability nursing: Exploring the views of student and registered learning disability nurses. NURSE EDUCATION TODAY 2015; 35:1155-1160. [PMID: 26008687 DOI: 10.1016/j.nedt.2015.05.003] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/13/2015] [Revised: 03/31/2015] [Accepted: 05/06/2015] [Indexed: 06/04/2023]
Abstract
BACKGROUND Whilst there is a need to develop the research base within learning disability nursing it is also significant that currently there is little published data as to how research is taught to this group of nurses. OBJECTIVES To increase understanding of how research is currently taught to learning disability nurses within the UK. DESIGN A survey design was used. SETTING The research was undertaken at a conference held in the UK in March 2014. PARTICIPANTS 310 learning disability nurses attending the conference of which 212 completed the free text question. This comprised student nurses (n=158), registered nurses working in practice settings (n=25) and registered nurses working in educational institutions (n=24). Five participants did not specify their background. METHODS Participants were invited to complete a questionnaire that included a free text question regarding the teaching of research to learning disability nurses: it is the responses to this question that are reported in this paper. Responses were transcribed and thematically analysed. FINDINGS Eight themes emerged: Teaching approach--the good and the bad; finding the right level; right from the start; we need more time; generic versus specialist; there's not enough; getting research into practice; and what should we focus on? CONCLUSIONS Variations exist in terms of the timing of research education, the teaching approaches used, and hence the quality of student experience. Of particular concern is the apparent gap between research teaching and the use of research in practice, and the reported lack of support for research within practice settings. However, enthusiasm for research is evident and hence recommendations are made both to enhance teaching and to strengthen links with practice.
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Affiliation(s)
- Ruth Northway
- School of Care Sciences, University of South Wales, Pontypridd CF37 1DL, United Kingdom.
| | - Michelle Parker
- 50 Manual Street, Goole, Yorkshire DN14 6TH, United Kingdom.
| | - Neil James
- School of Care Sciences, University of South Wales, Pontypridd CF37 1DL, United Kingdom.
| | - Lynsey Davies
- Hywel Dda Health Board, 13 Trostre Road Llanelli, SA15 1LQ, United Kingdom.
| | - Kaye Johnson
- Pin-Point Health and Social Care, 3 South View Bridgehill Consett, Co Durham DH8 8QE, United Kingdom.
| | - Sally Wilson
- George Eliot Hospital, College Street Nuneaton, CV10 7DJ, United Kingdom.
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Reitmaier Koehler A, Reveling Smith L, Davies S, Mangan-Danckwart D. Partners in Research: Developing a Model for Undergraduate Faculty-Student Collaboration. Int J Nurs Educ Scholarsh 2015; 12:/j/ijnes.2015.12.issue-1/ijnes-2015-0029/ijnes-2015-0029.xml. [DOI: 10.1515/ijnes-2015-0029] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
AbstractMaintaining scholarship while delivering an undergraduate nursing program is a challenge for nursing faculty. In this paper, we describe an approach that involves undergraduate nursing students in a program of faculty research, which evaluates new approaches to teaching and learning. Students work with faculty to develop a research proposal, identifying specific questions and exploring relevant literature. Projects may include original data collection with faculty supervision, or secondary analysis of existing datasets. Foci have included partnership learning between nursing students and older adults, models of sustainability for a traveling health clinic, and experiences of aging. Findings and recommendations feed into the broader faculty research agenda, provide a foundation for subsequent projects, and inform further development of educational programs. Students have presented at local and national conferences and developed papers for publication based on this joint work. We describe the benefits and challenges of these partnerships, drawing upon student and faculty reflections.
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EVITEACH: A study exploring ways to optimise the uptake of evidence-based practice to undergraduate nurses. Nurse Educ Pract 2014; 14:598-604. [DOI: 10.1016/j.nepr.2014.05.013] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2013] [Revised: 03/01/2014] [Accepted: 05/30/2014] [Indexed: 11/23/2022]
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Badger FJ, Daly W, Clifford C. Educating tomorrow's clinical researchers: a review of research preparation in undergraduate education. NURSE EDUCATION TODAY 2012; 32:737-743. [PMID: 22595611 DOI: 10.1016/j.nedt.2012.04.010] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2011] [Revised: 03/21/2012] [Accepted: 05/12/2012] [Indexed: 05/31/2023]
Abstract
BACKGROUND One large health region in England was experiencing difficulties in recruiting to clinical research posts which required registered nurse or allied health professional skills. OBJECTIVES Pre-registration preparation may influence practitioners' career choices and the study reviewed the research content in pre-registration nurse/AHP degree level programmes in the region to i) describe key features of the modules, and ii) determine the extent to which clinical research featured. DESIGN AND SETTINGS There are eight universities in the region. We reviewed and analysed 46 research and evidence-based practice module guides from relevant pre-registration degree level programmes. Documentary analysis was used and the findings were reviewed by the project group. RESULTS Modules aimed to produce practitioners who were aware of the principles of evidence based practice, and who could locate and evaluate research findings. There was some exposure to clinical research, though this was largely indirect, through considering research findings. Therapy students were more likely than nursing students to conduct a small clinical study for their final year assignment. CONCLUSIONS Pre-registration programmes focused on producing practitioners who were competent users of research evidence to inform practice, rather than clinical researchers, and this was inevitably the focus of the research modules. However, feasible opportunities for increasing students' exposure to clinical research were identified.
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Affiliation(s)
- Frances J Badger
- School of Health and Population Sciences, College of Medical and Dental Sciences, 52 Pritchatts Road, University of Birmingham, Birmingham, B15 2TT, United Kingdom.
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