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Partido BB, Wesolek M, Lint A, Ford C. Relationship Between Original Research Experiences and Evidence-Based Practice Among Undergraduate Dental Hygiene Students. Int J Dent Hyg 2024. [PMID: 39219000 DOI: 10.1111/idh.12844] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2023] [Revised: 05/04/2024] [Accepted: 08/15/2024] [Indexed: 09/04/2024]
Abstract
OBJECTIVES For the dental hygiene profession, a need exists to engage students in research experiences as undergraduate students to foster interest in research and improve the implementation of evidence-based practice. The purpose was to explore the relationships between original research experiences and evidence-based practice among undergraduate dental hygiene students. METHODS This quantitative survey research study of undergraduate dental hygiene students in the USA was conducted in 2021. Original research experience was measured using the Wessex Research Network (WReN) spider instrument and evidence-based practice was measured using the Knowledge, Attitudes, Access and Confidence Evaluation (KACE) instrument. Invitation e-mails were sent to the directors of US entry-level dental hygiene programs to forward the survey e-mail message to students in the last semester of their dental hygiene programs. The data were analysed using descriptive statistics, bivariate analysis and multiple linear regression analysis. RESULTS A total of 128 responses were analysed. The foundational knowledge domain of research experience was found to be a significant predictor of evidence-based practice and the mediators of evidence-based knowledge, evidence-based attitudes, evidence-based access and evidence-based confidence. CONCLUSION Research experience was found to be a significant predictor of Evidence-Based Practice. Engaging undergraduate dental hygiene students in research opportunities may prepare students for the clinical application of evidence-based practice and original research projects.
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Affiliation(s)
| | | | - Anna Lint
- Trident University International, Chandler, Arizona, USA
| | - Carey Ford
- Trident University International, Chandler, Arizona, USA
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Karlsholm G, Strand LB, André B, Grønning K. Learning evidence-based practice by writing the bachelor's thesis - A prospective cohort study in undergraduate nursing education. NURSE EDUCATION TODAY 2024; 139:106239. [PMID: 38749339 DOI: 10.1016/j.nedt.2024.106239] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/29/2023] [Revised: 04/24/2024] [Accepted: 05/04/2024] [Indexed: 06/14/2024]
Abstract
BACKGROUND Evidence-based practice has been the desirable healthcare standard for decades. To ensure evidence-based healthcare in the future, nursing education curricula must include strategies for teaching evidence-based practice to nursing students. Learning outcomes about evidence-based practice might be incorporated into courses like the bachelor's thesis. AIM This study investigates whether writing a bachelor's thesis influences nursing students' practice, skills, and attitudes towards evidence-based practice, and explores whether there are differences between students writing the thesis as a literature study and students conducting empirical studies. DESIGN This Nationwide Prospective Cohort Study collects data on students' practice, skills, and attitudes towards evidence-based practice through the Student Evidence-Based Practice Questionnaire and two questions from the Norwegian version of the Evidence-Based Practice profile questionnaire. PARTICIPANTS The sample consists of 314 nursing students writing their bachelor's thesis in the last term of their nursing education. The responding students represent all institutions of higher education in Norway. METHODS Paired t-tests were used to examine changes in the subscales practice, retrieving/reviewing, sharing/applying, attitudes and total scale for the Student Evidence-Based Practice Questionnaire from before they started to submission of the bachelor's thesis. Linear multiple regression analyses were conducted to explore differences between students writing a literature study and students conducting empirical studies. RESULTS The analysis showed that the nursing students significantly increased in the three subscales practice, retrieving/reviewing, and sharing/applying, in addition to the total scale for the questionnaire, while writing the bachelor's thesis. Further, the analysis showed no difference on the scales between the groups of students writing a literature study or conducting an empirical study. CONCLUSIONS The results indicate that writing the bachelor's thesis leads to increased learning about evidence-based practice and does not depend on the kind of thesis the students write.
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Affiliation(s)
- Guro Karlsholm
- Department of Public Health and Nursing, Norwegian University of Science and Technology, Postboks 8905, 7491 Trondheim, Norway.
| | - Linn Beate Strand
- Department of Public Health and Nursing, Norwegian University of Science and Technology, Postboks 8905, 7491 Trondheim, Norway.
| | - Beate André
- Department of Public Health and Nursing, Norwegian University of Science and Technology, Postboks 8905, 7491 Trondheim, Norway.
| | - Kjersti Grønning
- Department of Public Health and Nursing, Norwegian University of Science and Technology, Postboks 8905, 7491 Trondheim, Norway; Department of Research, Nord-Trøndelag Hospital Trust, Postboks 333, 7601 Levanger, Norway.
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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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Rodríguez-Nogueira Ó, Leirós-Rodríguez R, Pinto-Carral A, Álvarez-Álvarez MJ, Morera-Balaguer J, Moreno-Poyato AR. Relationship between competency for evidence-based practice and level of burnout of physical therapists with the establishment of the therapeutic relationship. Physiother Theory Pract 2024; 40:357-365. [PMID: 35972934 DOI: 10.1080/09593985.2022.2112638] [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: 05/17/2022] [Accepted: 08/06/2022] [Indexed: 10/15/2022]
Abstract
BACKGROUND Evidence-based practice (EBP) interventions and effective therapeutic alliance (TA) are associated with greater treatment success. Furthermore, burnout syndrome could be detrimental to the development of such TA. OBJECTIVE To examine the association between EBP competencies and burnout level with the quality of TA among Spanish physiotherapists. METHODS Cross-sectional research with an electronic survey including the EBP Questionnaire-19, Maslach Burnout Inventory and Working Alliance Inventory-Short (WAI-S) and administered to 471 physiotherapists. RESULTS Regarding the EBP Questionnaire-19, physiotherapists scored highest on attitude and lowest on knowledge. For WAIS which achieved appropriate results of internal consistency and validity in the sample analyzed, bond scored the highest and goals the lowest. Years of experience was significantly associated with the task (r = 0.5; p = .003) and bond (r = 0.7; p = .002) and the WAIS total score (r = 0.8; p < .001), and all burnout subscales (-0.7 < r > 0.7; p < .001 for all). CONCLUSION Lower levels of burnout and improved EBP competencies are associated with a TA of greater quality. The association between attitudes toward EBP, a higher level of self-confidence and a lower perception of depersonalization appear to be determinant factors for improving TA.
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Affiliation(s)
- Óscar Rodríguez-Nogueira
- SALBIS Research Group, Department of Nursing and Physiotherapy, Faculty of Health Sciences, Universidad de León, Leon, Spain
| | - Raquel Leirós-Rodríguez
- SALBIS Research Group, Department of Nursing and Physiotherapy, Faculty of Health Sciences, Universidad de León, Leon, Spain
| | - Arrate Pinto-Carral
- SALBIS Research Group, Department of Nursing and Physiotherapy, Faculty of Health Sciences, Universidad de León, Leon, Spain
| | - María José Álvarez-Álvarez
- SALBIS Research Group, Department of Nursing and Physiotherapy, Faculty of Health Sciences, Universidad de León, Leon, Spain
| | - Jaume Morera-Balaguer
- Physical Therapy Department, CEU Universities, Universidad Cardenal Herrera-CEU, Elche, Spain
| | - Antonio R Moreno-Poyato
- Department of Public Health, Mental Health and Maternal and Child Health Nursing, Faculty of Medicine and Health Sciences, Universitat de Barcelona, Feixa Llarga, Hospitalet del Llobregat, Spain
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Karlsholm G, André B, Grønning K. Supervising Undergraduate Nursing Students on Their Bachelor's Thesis. A Qualitative Study. SAGE Open Nurs 2024; 10:23779608231226074. [PMID: 38222265 PMCID: PMC10785709 DOI: 10.1177/23779608231226074] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2023] [Revised: 12/08/2023] [Accepted: 12/22/2023] [Indexed: 01/16/2024] Open
Abstract
Introduction The bachelor's thesis (BT) in undergraduate education is often an autonomous and individual assignment. It aims to demonstrate knowledge gained through education, to be an assessment tool, and to give new learning outcomes through working on the thesis. The process of working with the BT most often includes individual supervision. There is an absence of support for teachers supervising undergraduate nursing theses, which includes a lack of national or institutional guidelines, role definitions and research material. Objective Given the lack of helpful guidelines, this study aims to explore what the teachers emphasize as important regarding their supervision of nursing students writing their BT. Methods The study has a qualitative approach, featuring individual semi-structured interviews with nursing teachers supervising nursing students on the BT. Reflexive thematic analysis is used as the method of analysis. Results The analyses resulted in two generated themes, each with two subthemes, describing the patterns the teachers emphasize as important aspects of their supervision of nursing students writing their BT. The themes were "The pedagogical approach to the supervision" and "The advantages of the bachelor's thesis to the nursing profession." Conclusions The teachers balanced different roles in the supervision of the students. They wanted the students to grow through challenging them, grounded in a relationship of trust and confidence. They were role models for how to be critical thinkers and incorporated critical thinking as a pedagogical implement in supervision, wanting to raise the students to become nurses who think critically. The teachers sought to combine clinical relevance with academic literacy to secure a new generation of nurses able to be a part of the future development of the profession. They wanted to equip the students with knowledge, skills, and confidence to speak up and communicate nursing. Last, the teachers combined their clinical and academic identities in the supervision of the BT.
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Affiliation(s)
- Guro Karlsholm
- Department of Public Health and Nursing, Norwegian University of Science and Technology, Trondheim, Norway
| | - Beate André
- Department of Public Health and Nursing, Norwegian University of Science and Technology, Trondheim, Norway
| | - Kjersti Grønning
- Department of Public Health and Nursing, Norwegian University of Science and Technology, Trondheim, Norway
- Department of Research, Nord-Trøndelag Hospital Trust, Levanger, Norway
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Xia Y, Huang H, Yu Q, Halili X, Chen Q. Academic-practice partnerships in evidence-based nursing education: A theory-guided scoping review. Nurse Educ Pract 2023; 73:103839. [PMID: 37952473 DOI: 10.1016/j.nepr.2023.103839] [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: 07/11/2023] [Revised: 11/03/2023] [Accepted: 11/07/2023] [Indexed: 11/14/2023]
Abstract
OBJECTIVE To provide a scoping review of the existing literature regarding academic-practice partnership in evidence-based nursing education, with the goal of gathering evidence to support the establishment of such partnerships. BACKGROUND Academic-practice partnerships play a crucial role in overcoming separation of theory and practice in evidence-based nursing education and promoting the adoption of evidence-based nursing practice. However, there is a lack of scoping review of related literature. DESIGN This scoping review was conducted following the Joanna Briggs Institute updated methodology for scoping reviews and reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews checklist. METHODS We conducted a comprehensive search in PubMed, Web of Science, SCOPUS, Cochrane Library, CINAHL, EMBASE, Educational Resource Information Centre (ERIC) and five gray websites between November and December, 2022. A total of 10515 articles were retrieved, 26 articles were included in the scoping review. Two reviewers reviewed the articles, screened literature, and extracted data, independently. A third researcher was involved when consensus is needed. Practice-academic partnership logic model was used to analysis and synthesis the results. RESULTS Main themes included inputs (time, instructional resources, partnership agreement, key stakeholder commitment, shared mission, leadership support, common vision, instructional design, mutual respect, and instructional objectives), activities (ongoing communication and shared decision-making), outputs (action plan: evidence-based nursing project plans and educational resources), outcomes (improved evidence-based nursing competency, enhanced quality of nursing care, career advancement and personal development, increased evidence-based nursing projects, improve evidence-based nursing education, heightened academic achievement, increased engagement in evidence-based nursing, increased networking opportunities, and improved staff satisfaction), facilitators (sufficient inputs, effective activities, and clear partnership structure, ongoing feedback, and positive outcomes), and barriers (insufficient inputs). CONCLUSIONS Inputs and activities could lead to outputs and outcomes. Facilitators and barriers could influence the degree of outputs and outcomes. Academic-practice partnerships can overcome the barriers of disconnection between theory and practice in evidence-based nursing education, and further promote education and research by leveraging the strengths of both parties, resulting in a mutually beneficial collaboration.
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Affiliation(s)
- Yuting Xia
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Hui Huang
- The Third Xiangya Hospital, Central South University, Changsha, China
| | - Qiyan Yu
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Xirongguli Halili
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Qirong Chen
- Xiangya School of Nursing, Central South University, Changsha, China; Xiangya Research Center of Evidence-Based Healthcare, Central South University, Changsha, China.
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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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Youssef N, Saleeb M, Gebreal A, Ghazy RM. The Internal Reliability and Construct Validity of the Evidence-Based Practice Questionnaire (EBPQ): Evidence from Healthcare Professionals in the Eastern Mediterranean Region. Healthcare (Basel) 2023; 11:2168. [PMID: 37570408 PMCID: PMC10419240 DOI: 10.3390/healthcare11152168] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2023] [Revised: 07/20/2023] [Accepted: 07/26/2023] [Indexed: 08/13/2023] Open
Abstract
BACKGROUND Fostering a culture of clinical effectiveness among healthcare professionals (HCPs) is crucial to achieving optimal patient health outcomes. To our knowledge, there is a lack of robust evidence-based practice (EBP) tools to assess the competence of HCPs in EBP in the Eastern Mediterranean Region (EMR). AIM This study aims to comprehensively investigate the construct validity and internal reliability of the evidence-based practice questionnaire (EBPQ) among HCPs in the EMR. METHODS This multinational and multi-disciplinary cross-sectional study was conducted between 27 April and 11 May 2023. Convenience and snowball sampling methods were used to recruit a sample of HCPs (physicians, nurses, physiotherapists, dentists, and pharmacists) using an electronic survey questionnaire for data capture. To assess the reliability of the instrument, Cronbach's alpha, inter-item reliability, and split-half reliability analyses were conducted. Furthermore, the convergent and discriminant validity of the questionnaire was ensured by calculating the average variance extracted (AVE) and the correlation coefficient between the different constructs, respectively. Factor loadings and cross-loadings of different indicators within each construct were calculated by performing both exploratory and confirmatory factor analyses. RESULTS A total of 1536 HCPs from 18 countries in the EMR (response rate = 96.786%) with a median age of 28 years participated; 47% were female, and 55% had Arabic as their first language. English was the most common language for a bachelor's degree in science (54%). The construct validity of the EBPQ was investigated using exploratory factor analysis (EFA), which yielded four loaded factors. The confirmatory factor analysis (CFA) confirmed the four loaded factors. The CFA model showed that the root mean square error of approximation = 0.066, comparative fit index = 0.95, Tucker-Lewis's index = 0.94, standardized root mean square residual = 0.033, normal fit index = 0.94, goodness of fit = 0.91, and χ2 test statistic= 22,553, with p < 0.001. The AVE values of the four factors were close to 1 (knowledge = 0.6, practice = 0.6, attitude = 0.5, and sharing = 0.7), thus supporting the convergent validity of the EBPQ. The four domains had Cronbach's alpha coefficients and Omega ≥ 0.7 (knowledge = 0.9, practice = 0.9, attitude = 0.7, and sharing = 0.8), suggesting that the items within each domain had good internal consistency. These results support the discriminant validity of the EBPQ. CONCLUSIONS The EBPQ is a robust questionnaire that can be completed in less than 10 min by EMR HCPs and can be used as a gold-standard questionnaire to collect valid data on the attitudes, knowledge, and proficiency of HCPs in making clinical decisions based on evidence. Future studies are recommended to investigate the retest reliability.
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Affiliation(s)
- Naglaa Youssef
- Department of Medical-Surgical Nursing, College of Nursing, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi Arabia
| | - Marina Saleeb
- Public Health Institute, Faculty of Health, Liverpool John Moores University, Liverpool L2 2QP, UK
| | - Assem Gebreal
- Faculty of Medicine, Alexandria University, Alexandria 21568, Egypt
| | - Ramy Mohamed Ghazy
- Tropical Health Department, High Institute of Public Health, Alexandria University, Alexandria 21561, Egypt
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Nantsupawat A, Wichaikhum OA, Abhicharttibutra K, Udkunta K, Poghosyan L, Shorey S. Factors influencing evidence-based practice among undergraduate nursing students: A cross-sectional analysis. Int J Nurs Sci 2023; 10:367-372. [PMID: 37545767 PMCID: PMC10401354 DOI: 10.1016/j.ijnss.2023.06.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2023] [Revised: 06/06/2023] [Accepted: 06/17/2023] [Indexed: 08/08/2023] Open
Abstract
Objective This study aimed to describe the current situation of evidence-based practice (EBP) among undergraduate nursing students in Thailand. Methods A cross-sectional study was conducted. A convenience sample of 470 third- and fourth-year undergraduate nursing students from five public universities across Thailand participated in this study from January 2021 to March 2021. All participants were invited to complete a general information questionnaire, and the Student Evidence-Based Practice Questionnaire (S-EBPQ). Results The overall mean S-EBPQ score was 5.29 ± 0.71, and the four subscales, from highest to lowest, were attitudes (5.50 ± 0.93), sharing and applying EBP (5.37 ± 0.87), practice (5.18 ± 0.84), and retrieving and reviewing evidence (5.10 ± 0.81). The current situation of S-EBPQ was higher among nursing students who had higher previous EBP studies, familiarity with research methods, confidence in clinical decision-making, preparedness in practice, and access to journals (P < 0.05). Conclusions This study's findings provide valuable insights for planning strategies that can be integrated into the existing nursing curricula to enhance nursing undergraduates' EBP application in clinical settings.
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Affiliation(s)
| | | | | | | | | | - Shefaly Shorey
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
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Teaching evidence-based practice: Case study of an integrated assessment task for diagnostic radiography students. J Med Imaging Radiat Sci 2022; 53:341-346. [DOI: 10.1016/j.jmir.2022.05.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2021] [Revised: 04/27/2022] [Accepted: 05/10/2022] [Indexed: 11/22/2022]
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Chen Q, Halili X, Castro AR, Zhao J, Chen W, Li Z, Tang S, Wang H. Differences in evidence‐based nursing practice competencies of clinical and academic nurses in China and opportunities for complementary collaborations: A cross‐sectional study. J Clin Nurs 2022. [DOI: 10.1111/jocn.16488] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2022] [Revised: 07/01/2022] [Accepted: 07/21/2022] [Indexed: 11/29/2022]
Affiliation(s)
- Qirong Chen
- Xiangya School of Nursing, Central South University Hunan China
| | | | - Aimee R. Castro
- Ingram School of Nursing, McGill University Montreal Quebec Canada
| | - Junqiang Zhao
- Faculty of Health Sciences School of Nursing, University of Ottawa Ottawa Canada
| | - Wenjun Chen
- Faculty of Health Sciences School of Nursing, University of Ottawa Ottawa Canada
| | - Zeen Li
- Xiangya School of Nursing, Central South University Hunan China
| | - Siyuan Tang
- Xiangya School of Nursing, Central South University Hunan China
| | - Honghong Wang
- Xiangya School of Nursing, Central South University Hunan China
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Zhao FY, Kennedy GA, Cleary S, Conduit R, Zhang WJ, Fu QQ, Zheng Z. Knowledge about, attitude toward, and practice of complementary and alternative medicine among nursing students: A systematic review of cross-sectional studies. Front Public Health 2022; 10:946874. [PMID: 35991045 PMCID: PMC9386551 DOI: 10.3389/fpubh.2022.946874] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2022] [Accepted: 06/29/2022] [Indexed: 11/24/2022] Open
Abstract
Background The globally growing demand for complementary and alternative medicine (CAM) has attracted educators' attention to integrate CAM into conventional nursing programs. This systematic review aimed to understand the status quo of nursing students (NSs)' overall rated knowledge of, attitude/belief toward, and practice/previous use or experience (KAP) of CAM in surveys, given these factors may influence NSs' receptivity to CAM curricula, and may be of value in guiding the development of effective teaching strategies. Methods Formally published cross-sectional quantitative studies investigating the primary outcome of KAP toward CAM by NSs were searched for from eight databases from their inception through to 28 April 2022. PRISMA 2020 guidelines were followed. Results Twenty-six studies were included for analysis, 25 of which were judged to be of moderate to high quality. Despite limited and poorly informed knowledge of CAM therapies, the majority of NSs generally viewed them in a positive light. Furthermore, NSs usually reported an interest in further learning, and supported and welcomed the integration of CAM curricula, at least as elective modules, into existing nursing programs. Lack of evidence was perceived as a major barrier to the use or integration of CAM. Mass media and the internet were the main sources via which NSs access CAM information. Measurement of KAP in all included studies was via self-designed questionnaires/scales or adapted from previously developed questionnaires/scales. Conclusions The need for integrating and strengthening CAM curricula into current nursing education is identified. Besides theoretical knowledge and matched clinical placement, skills training in literature searching and evidence-based practice are advised to be included in the curricula design. The experiential learning mode is strongly recommended for delivering specific CAM modalities. In addition, a standard instrumentation for determining NSs' KAP toward CAM should be designed and examined for use in different cultural settings. Systematic Review Registration https://www.crd.york.ac.uk/PROSPERO/display_record.php?RecordID=300602, identifier: PROSPERO CRD42022300602.
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Affiliation(s)
- Fei-Yi Zhao
- Department of Nursing, School of International Medical Technology, Shanghai Sanda University, Shanghai, China
- School of Health and Biomedical Sciences, RMIT University, Bundoora, VIC, Australia
- Shanghai Municipal Hospital of Traditional Chinese Medicine, Shanghai University of Traditional Chinese Medicine, Shanghai, China
| | - Gerard A. Kennedy
- School of Health and Biomedical Sciences, RMIT University, Bundoora, VIC, Australia
- Institute of Health and Wellbeing, Federation University, Mount Helen, VIC, Australia
- Institute for Breathing and Sleep, Austin Health, Heidelberg, VIC, Australia
| | - Sonja Cleary
- School of Health and Biomedical Sciences, RMIT University, Bundoora, VIC, Australia
| | - Russell Conduit
- School of Health and Biomedical Sciences, RMIT University, Bundoora, VIC, Australia
- Institute for Breathing and Sleep, Austin Health, Heidelberg, VIC, Australia
| | - Wen-Jing Zhang
- Shanghai Municipal Hospital of Traditional Chinese Medicine, Shanghai University of Traditional Chinese Medicine, Shanghai, China
- *Correspondence: Wen-Jing Zhang
| | - Qiang-Qiang Fu
- Yangpu Hospital, School of Medicine, Tongji University, Shanghai, China
- Qiang-Qiang Fu
| | - Zhen Zheng
- School of Health and Biomedical Sciences, RMIT University, Bundoora, VIC, Australia
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Kumah EA, McSherry R, Bettany‐Saltikov J, van Schaik P, Hamilton S, Hogg J, Whittaker V. Evidence-informed practice versus evidence-based practice educational interventions for improving knowledge, attitudes, understanding, and behavior toward the application of evidence into practice: A comprehensive systematic review of UG student. CAMPBELL SYSTEMATIC REVIEWS 2022; 18:e1233. [PMID: 36911346 PMCID: PMC9013402 DOI: 10.1002/cl2.1233] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
Background To produce graduates with strong knowledge and skills in the application of evidence into healthcare practice, it is imperative that all undergraduate health and social care students are taught, in an efficient manner, the processes involved in applying evidence into practice. The two main concepts that are linked to the application of evidence into practice are "evidence-based practice" and "evidence-informed practice." Globally, evidence-based practice is regarded as the gold standard for the provision of safe and effective healthcare. Despite the extensive awareness of evidence-based practice, healthcare practitioners continue to encounter difficulties in its implementation. This has generated an ongoing international debate as to whether evidence-based practice should be replaced with evidence-informed practice, and which of the two concepts better facilitate the effective and consistent application of evidence into healthcare practice. Objectives The primary objective of this systematic review was to evaluate and synthesize literature on the effectiveness of evidence-informed practice versus evidence-based practice educational interventions for improving knowledge, attitudes, understanding, and behavior of undergraduate health and social care students toward the application of evidence into practice. Specifically, we planned to answer the following research questions: (1) Is there a difference (i.e., difference in content, outcome) between evidence-informed practice and evidence-based practice educational interventions? (2) Does participating in evidence-informed practice educational interventions relative to evidence-based practice educational interventions facilitate the application of evidence into practice (as measured by, e.g., self-reports on effective application of evidence into practice)? (3) Do both evidence-informed practice and evidence-based practice educational interventions targeted at undergraduate health and social care students influence patient outcomes (as measured by, e.g., reduced morbidity and mortality, absence of nosocomial infections)? (4) What factors affect the impact of evidence-informed practice and evidence-based practice educational interventions (as measured by, e.g., course content, mode of delivery, multifaceted interventions, standalone intervention)? Search Methods We utilized a number of search strategies to identify published and unpublished studies: (1) Electronic databases: we searched Academic Search Complete, Academic search premier, AMED, Australian education index, British education index, Campbell systematic reviews, Canada bibliographic database (CBCA Education), CINAHL, Cochrane Library, Database of Abstracts of Reviews on Effectiveness, Dissertation Abstracts International, Education Abstracts, Education complete, Education full text: Wilson, ERIC, Evidence-based program database, JBI database of systematic reviews, Medline, PsycInfo, Pubmed, SciELO (Scientific Electronic Library Online), and Scopus; (2) A web search using search engines such as Google and Google scholar; (3) Grey literature search: we searched OpenGrey (System for Information on Grey Literature in Europe), System for information on Grey Literature, the Society for Research on Educational Effectiveness, and Virginia Henderson Global Nursing e-Repository; (4) Hand searching of journal articles; and (5) Tracking bibliographies of previously retrieved studies. The searches were conducted in June 2019. Selection Criteria We planned to include both quantitative (including randomized controlled trials, non-randomized controlled trials, quasi-experimental, before and after studies, prospective and retrospective cohort studies) and qualitative primary studies (including, case series, individual case reports, and descriptive cross-sectional studies, focus groups, and interviews, ethnography, phenomenology, and grounded theory), that evaluate and compare the effectiveness of any formal evidence-informed practice educational intervention to evidence-based practice educational intervention. The primary outcomes were evidence-informed practice and evidence-based practice knowledge, attitudes, understanding, and behavior. We planned to include, as participants, undergraduate pre-registration health and social care students from any geographical area. Data Collection and Analysis Two authors independently screened the search results to assess articles for their eligibility for inclusion. The screening involved an initial screening of the title and abstracts, and subsequently, the full-text of selected articles. Discrepancies were resolved through discussion or consultation with a third author. We found no article eligible for inclusion in this review. Main Results No studies were found which were eligible for inclusion in this review. We evaluated and excluded 46 full-text articles. This is because none of the 46 studies had evaluated and compared the effectiveness of evidence-informed practice educational interventions with evidence-based practice educational interventions. Out of the 46 articles, 45 had evaluated solely, the effectiveness of evidence-based practice educational interventions and 1 article was on evidence-informed practice educational intervention. Hence, these articles were excluded as they did not meet the inclusion criteria. Authors' Conclusions There is an urgent need for primary studies evaluating the relative effectiveness of evidence-informed practice and evidence-based practice educational interventions targeted at improving undergraduate healthcare students' competencies regarding the application of evidence into practice. Such studies should be informed by current literature on the concepts (i.e., evidence-informed practice and evidence-based practice) to identify the differences, similarities, as well as appropriate content of the educational interventions. In this way, the actual effect of each of the concepts could be determined and their effectiveness compared.
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Affiliation(s)
| | - Robert McSherry
- Faculty of Health and Social CareUniversity of ChesterChesterUK
| | | | - Paul van Schaik
- School of Social Sciences, Humanities and LawTeesside UniversityMiddlesbroughUK
| | - Sharon Hamilton
- School of Health and Life SciencesTeesside UniversityMiddlesbroughUK
| | - Julie Hogg
- School of Health and Life SciencesTeesside UniversityMiddlesbroughUK
| | - Vicki Whittaker
- School of Health and Life SciencesTeesside UniversityMiddlesbroughUK
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Grønning K, Karlsholm G, André B. Undergraduate Nursing Students’ Experiences of Conducting Clinical Research Projects in Their Bachelor Theses – a Qualitative Study. SAGE Open Nurs 2022; 8:23779608221094537. [PMID: 35493544 PMCID: PMC9039430 DOI: 10.1177/23779608221094537] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2021] [Revised: 03/25/2022] [Accepted: 03/29/2022] [Indexed: 11/24/2022] Open
Abstract
Introduction The aim of educational institutions in the field of nursing is to educate nurses with the competences to provide high-quality care to their patients, meaning that students need to learn about evidence-based practice and how to translate the knowledge, skills, competency, beliefs, attitudes, and behaviours into daily practice. The bachelor thesis is the ultimate test for undergraduate nursing students to present what they have learned. Objective The aim of this study was to explore undergraduate nursing students’ experiences of conducting clinical projects in their bachelor theses. Methods We used qualitative focus-group interviews to gain a deeper understanding of the students’ experiences of conducting clinical projects in their bachelor theses as an approach to learn about evidence-based practice. The analyses focused on meaning according to Brinkmann and Kvale. Results Eighteen out of 22 eligible students who had chosen to participate in ongoing clinical research projects and write an academic paper as their bachelor thesis were included in this study. The students were all females and divided into three focus groups. The clinical projects were conducted in a public hospital, a private hospital, nursing homes, or within home-care nursing. The analyses showed that conducting clinical projects in the bachelor thesis provided the students with important knowledge for providing evidence-based care and it. motivated them to want to initiate future clinical projects as nurses., They got valuable hands-on experience for how to conduct research, and made the students aware of the importance of keeping themselves updated on the latest knowledge. Conclusion Conducting clinical research projects on a bachelor level provide undergraduate nursing students with important knowledge of how to provide evidence-based nursing care to their patients. Learning how to conduct clinical research projects is also important for motivating future nurses to initiate research aiming to improve clinical nursing practice.
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Affiliation(s)
- Kjersti Grønning
- Department of Public Health and Nursing, Norwegian University of Science and Technology, 7491 Trondheim, Norway
- Department of Research, Nord-Trøndelag Hospital Trust, Postboks 333, 7601 Levanger, Norway
| | - Guro Karlsholm
- Department of Public Health and Nursing, Norwegian University of Science and Technology, 7491 Trondheim, Norway
| | - Beate André
- Department of Public Health and Nursing, Norwegian University of Science and Technology, 7491 Trondheim, Norway
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Zhou F, Lv Y, Zhao J. Evidence based practice competence of future traditional Chinese medicine nurses: A cross-sectional online study. NURSE EDUCATION TODAY 2022; 110:105238. [PMID: 34999498 DOI: 10.1016/j.nedt.2021.105238] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/11/2021] [Revised: 11/10/2021] [Accepted: 11/29/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Previous studies demonstrated the low evidence-based practice competence of nurses in traditional Chinese medicine hospitals. University education may enhance nursing students' evidence-based practice competence. Few studies have investigated traditional Chinese Nursing Bachelor students' evidence-based practice competence. OBJECTIVES To investigate the evidence-based practice competence of traditional Chinese Nursing Bachelor students across all grades and their influencing factors. DESIGN A cross-sectional online study. SETTINGS A traditional Chinese medicine university offering an evidence-based nursing curriculum in Beijing, China. PARTICIPANTS A total of 601 traditional Chinese Nursing Bachelor students were recruited, with a response rate of 70.05%. The junior and senior groups consisted of first- and second-year students, and third- and fourth-year students, respectively. METHODS An online survey was conducted in 2019 using a self-administered questionnaire encompassing attitude, knowledge, and skill. A t-test, non-parametric test, and correlation analysis were used for data analysis. RESULTS Evidence-based practice attitude mean scores were the highest in both groups (3.87 ± 0.48 junior; 3.97 ± 0.45 senior), followed by skill (3.33 ± 0.46 junior; 3.48 ± 0.46 senior) and knowledge (3.21 ± 0.55 junior; 3.52 ± 0.47 senior). In the senior group, attitude decreased (from 4.02 to 3.86). The two groups reported the same items with the lowest scores in all three dimensions. The influencing factors were 1) scientific research experience (Z = -2.87) and a medical literature retrieval course (t = -3.40) for the junior group, 2) completion of the evidence-based nursing course (Z = -2.59) for the senior group, and 3) student admission level (Zjunior = -2.55, Zsenior = -3.85) and English language proficiency (chi-squarejunior = 2.80, chi-squaresenior = 16.37) for both groups. CONCLUSIONS Deficiencies in evidence implementation and decreasing evidence-based practice attitudes among fourth-year students warrant attention. Evidence-based nursing courses could be optimised, and research and English activities enriched to improve evidence-based practice competence.
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Affiliation(s)
- Fen Zhou
- School of Nursing, Beijing University of Chinese Medicine, Beijing, China; Beijing University of Chinese Medicine Collaborating Center of Joanna Briggs Institute, Beijing, China.
| | - Yunpeng Lv
- School of Nursing, Beijing University of Chinese Medicine, Beijing, China.
| | - Junqiang Zhao
- School of Nursing, Faculty of health Sciences, University of Ottawa, Ottawa, Ontario, Canada.
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Rana R, Caron MP, Kanters S. Nurse mentored, student research in undergraduate nursing education to support evidence-based practice: A pilot study. Nurs Forum 2021; 57:225-233. [PMID: 34713907 DOI: 10.1111/nuf.12667] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2021] [Revised: 10/01/2021] [Accepted: 10/22/2021] [Indexed: 11/30/2022]
Abstract
OBJECTIVE The aim was to investigate if an extracurricular research skills development program builds the knowledge, attitudes, and skills (KAS) to support evidence-based practice (EBP). METHODS Twenty nursing students and six mentors in four teams completed small, student-led research projects over 1 year. Using a mixed-methods design, the knowledge, attitudes, and practice (KAP) survey was administered at three-time points, followed by qualitative interviews. A linear mixed-effects regression model was used to analyze survey data and thematic analysis for qualitative data. RESULTS The change from the KAP survey from the first to the third time point showed a statistically significant difference following engagement in the program. Qualitative data indicated benefits and challenges to participation for both students and mentors. Mentorship provided students with improved relationships, collaboration, and leadership skills. Students believed the program enhanced their understanding of research and reported increased confidence in using EBP. CONCLUSION Offering students innovative first-hand experiences with research develops research KAS to support EBP.
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Affiliation(s)
- Ruhina Rana
- Bachelor of Science in Nursing Program, Douglas College, Coquitlam, British Columbia, Canada
| | - Marie-Pier Caron
- Bachelor of Science in Nursing Program, Douglas College, Coquitlam, British Columbia, Canada
| | - Steve Kanters
- School of Population and Public Health, University of British Columbia, Vancouver, British Columbia, Canada
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Jimenez JM, Lopez M, Castro MJ, Martin-Gil B, Cao MJ, Fernandez-Castro M. Development of critical thinking skills of undergraduate students throughout the 4 years of nursing degree at a public university in Spain: a descriptive study. BMJ Open 2021; 11:e049950. [PMID: 34711594 PMCID: PMC8557274 DOI: 10.1136/bmjopen-2021-049950] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
OBJECTIVE To analyse the critical thinking skills of students enrolled in the four academic years of the nursing degree at a public university belonging to the European Higher Education Area. DESIGN Cross-sectional, quantitative, descriptive study. Using the Critical Thinking Questionnaire to analyse the critical thinking skills in their substantive and dialogic dimension. SETTING Faculty of Nursing, Valladolid Public University in Spain, belonging to the European Higher Education Area. PARTICIPANTS The sample consisted of 215 first-year, second-year, third-year and fourth-year undergraduate nursing students. MAIN OUTCOMES The students of the four academic years were positively disposed towards critical thinking. The students of the final courses obtained higher average scores. RESULTS The study sample was 215 students, 19.1% men/80.9% women. The average score in the substantive dimension (3.81±0.53 points) was higher than that in the dialogic dimension (3.48±0.51 points) (p<0.001). They had a greater ability in listening and speaking (3.77±0.61 points) with respect to writing (3.65±0.61 points) and reading (3.52±0.43 points) (p<0.001). There are significant differences in the critical thinking average scores across academic years. CONCLUSIONS Nursing students displayed a greater critical thinking ability in its substantive dimension compared with the dialogic one. This reflects a greater ability in actions related to provide reasons and evidence that support their point of view. Identifying critical thinking skills in nursing students will help establish specific teaching methodologies focused on improving these skills.
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Affiliation(s)
| | - Maria Lopez
- Nursing Faculty, Universidad de Valladolid, Valladolid, Spain
| | | | - Belen Martin-Gil
- Department of Nursing Care Information Systems, Hospital Clinico Universitario de Valladolid, Valladolid, Spain
| | - Maria-Jose Cao
- Nursing Faculty, Universidad de Valladolid, Valladolid, Spain
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What Should Be Considered in the Evidence-Based Practice Competency-Based Curriculum for Undergraduate Nursing Students? From the Student's Point of View. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182010965. [PMID: 34682713 PMCID: PMC8536150 DOI: 10.3390/ijerph182010965] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/31/2021] [Revised: 10/15/2021] [Accepted: 10/18/2021] [Indexed: 11/29/2022]
Abstract
Background: The nursing curriculum should be systematically developed to improve the evidence-based practice (EBP) competencies of undergraduate nursing students. We attempted to identify the factors important for developing or improving the EBP-integrated nursing curriculum. Methods: This study adopted the qualitative research design using qualitative content analysis. A total of 168 study participants were included in the study. The participants were third-year nursing students at a private university located in southeastern South Korea. An open-ended question was asked: “To improve students’ EBP competencies during theory classes, on-campus practicums, or clinical practicums, what do you think is necessary?” Result(s): The analysis presented thirty themes, which were grouped into 10 sub-categories and further into four categories, and finally into three main categories. The students responded that they needed to form their own attitudes toward EBP. Regarding educator-related needs, students responded that effective teaching and learning methods should be used in classes. The students also suggested that the EBP process should be applied during clinical practicum. Regarding school-related needs, students suggested that EBP education should be applied at the beginning of the curriculum. Furthermore, the students recommended that repeated teaching should be used for EBP, and that EBP education should be connected to the major courses. Conclusions: The development of EBP competencies among undergraduate students is an important factor that can impact the nursing quality and patient safety. Based on the findings of this study, multidimensional efforts are needed to improve the liberal arts education of students and strengthen the educators’ competencies of EBNP and EBTP. Furthermore, schools should strive to assess students’ educational needs regularly and integrate the subsequent EBP-integrated nursing curricula consistent with these needs.
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Kerr H, Rainey D. Addressing the current challenges of adopting evidence-based practice in nursing. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2021; 30:970-974. [PMID: 34514831 DOI: 10.12968/bjon.2021.30.16.970] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
This aim of this article is to explore the current position of evidence-based practice (EBP) in nursing. The article provides an overview of the historical context and emergence of EBP with an outline of the EBP process. There is an exploration of the current challenges facing the nursing profession as it endeavours to adopt EBP into care delivery, along with actions to address these challenges. There will also be a discussion on how to integrate EBP into undergraduate nursing curricula as academic institutions implement the Future nurse standards of proficiency from the Nursing and Midwifery Council.
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Affiliation(s)
- Helen Kerr
- Senior Lecturer, School of Nursing and Midwifery, Medical Biology Centre, Queen's University Belfast
| | - Deborah Rainey
- Senior Lecturer, School of Nursing and Midwifery, Medical Biology Centre, Queen's University Belfast
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Rodríguez-Nogueira Ó, Leirós-Rodríguez R, Pinto-Carral A, Álvarez-Álvarez MJ, Morera-Balaguer J, Moreno-Poyato AR. Examining the Association between Evidence-Based Practice and Burnout among Spanish Physical Therapists: A Cross-Sectional Study. J Pers Med 2021; 11:jpm11080805. [PMID: 34442449 PMCID: PMC8400199 DOI: 10.3390/jpm11080805] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2021] [Revised: 08/13/2021] [Accepted: 08/16/2021] [Indexed: 11/16/2022] Open
Abstract
The aim of this study was to quantify the level of burnout and competence for evidence-based practice among Spanish physical therapists and to determine if there is a relationship between these and other socio-professional factors. A cross-sectional study with 472 Spanish Physiotherapists. An electronic survey was conducted that included the Maslach Burnout Inventory, Evidence-Based Practice Questionnaire and sociodemographic data. The three subscales of the Burnout correlated with attitude and total Evidence-Based Practice Questionnaire. Attitude and practice for evidence-based practice, educational level and experience were the variables that showed the greatest influence on burnout. Burnout and the degree of evidence-based practice were identified as being discretely related. Specifically, it seems that the evidence-based practice could improve the lack of personal accomplishment, meaning that through interventions perceived as more effective and advantageous, a sense of mastery and self-efficacy is experienced.
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Affiliation(s)
- Óscar Rodríguez-Nogueira
- SALBIS Research Group, Nursing and Physical Therapy Department, Universidad de León, Astorga Ave. 15, 24401 Ponferrada, Spain; (Ó.R.-N.); (A.P.-C.); (M.J.Á.-Á.)
| | - Raquel Leirós-Rodríguez
- SALBIS Research Group, Nursing and Physical Therapy Department, Universidad de León, Astorga Ave. 15, 24401 Ponferrada, Spain; (Ó.R.-N.); (A.P.-C.); (M.J.Á.-Á.)
- Correspondence:
| | - Arrate Pinto-Carral
- SALBIS Research Group, Nursing and Physical Therapy Department, Universidad de León, Astorga Ave. 15, 24401 Ponferrada, Spain; (Ó.R.-N.); (A.P.-C.); (M.J.Á.-Á.)
| | - Mª José Álvarez-Álvarez
- SALBIS Research Group, Nursing and Physical Therapy Department, Universidad de León, Astorga Ave. 15, 24401 Ponferrada, Spain; (Ó.R.-N.); (A.P.-C.); (M.J.Á.-Á.)
| | - Jaume Morera-Balaguer
- Nursing and Physical Therapy Department, Universidad Cardenal Herrera-CEU, Plaça Reis Catòlics 19, 03204 Elche, Spain;
| | - Antonio R. Moreno-Poyato
- Department of Public Health, Mental Health and Maternal and Child Health Nursing, Universitat de Barcelona, 08907 L’Hospitalet de Llobregat, Spain;
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Menzies JC, Emms K, Valler T. Developing research knowledge and capability in undergraduate nurses: evaluation of targeted placements. J Res Nurs 2021; 26:408-424. [PMID: 35251270 PMCID: PMC8894643 DOI: 10.1177/17449871211003112] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
BACKGROUND There are few opportunities for undergraduate nurses to undertake experiential learning about research design and conduct. The project aim was to implement and evaluate a placement to support the development of research knowledge and skills. METHODS Establishment of a four-week placement, with allocation to a registered quality improvement/service evaluation project. Evaluation was obtained through questionnaires; student experience (pre, post and one year), supervisor experience and organisational impact (presentations, conference and grant submissions). RESULTS 24 students (five cohorts) were allocated to 17 projects (2017-2019). 100% of students enjoyed the placement, gained research knowledge and insight into clinical care. At one year (n = 15), 88% of students would consider undertaking a service evaluation and 65% (n = 11) would consider further post-graduate study. All supervisors (n = 20) reported the initiative valuable for student development. All project results were shared with relevant local teams to enable service planning and results from five projects been presented at eight national and international conferences. Three projects have contributed directly to further research grant submissions. CONCLUSION The programme supports the development of undergraduate nurses to be research ready and facilitates organisations to address high-priority safety and quality topics. Further resources are required to be able to increase placement capacity.
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Affiliation(s)
- Julie C Menzies
- Senior Lecturer, School of Nursing, University of Birmingham, UK
| | - Karl Emms
- Senior Lecturer, School of Nursing, University of Birmingham, UK
| | - Tracey Valler
- Senior Lecturer, School of Nursing, University of Birmingham, UK
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Evidence-based practice and evidence-informed practice competencies in undergraduate pre-registration nursing curricula: A document analysis at a university in England. TEACHING AND LEARNING IN NURSING 2021. [DOI: 10.1016/j.teln.2021.02.006] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
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Nursing educators' and undergraduate nursing students' beliefs and perceptions on evidence-based practice, evidence implementation, organizational readiness and culture: An exploratory cross-sectional study. Nurse Educ Pract 2021; 54:103122. [PMID: 34174719 DOI: 10.1016/j.nepr.2021.103122] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2020] [Revised: 05/18/2021] [Accepted: 06/15/2021] [Indexed: 01/21/2023]
Abstract
AIMS To describe the undergraduate nursing students' and nursing educators' evidence-based practice beliefs, their extent of evidence-based practice implementation and their perspectives regarding organizational culture for evidence-based practice. To identify any relationship between the mentioned variables. BACKGROUND The integration of evidence-based practice in nursing curricula is crucial to educate nursing students to incorporate evidence-based practice in their future clinical practice. Therefore, to promote its integration within nursing education, it is important to deeply understand how prepared academic institutions are for teaching about and supporting evidence-based practice integration. DESIGN Cross-sectional study. METHODS Nursing educators and undergraduate nursing students from nine Portuguese nursing schools were invited to participate in this study through an electronic survey comprising socio-demographic questions and the scales. RESULTS Sixty-eight nursing educators replied to the survey. Most were female, have PhD and have evidence-based practice training. They showed mean scores of 88.92 ± 8.18 for evidence-based practice beliefs, 40.20 ± 18.93 for evidence-based practice implementation and 80.59 ± 17.52 for evidence-based practice organizational culture and readiness. Concerning nursing educator sample, there were moderate and statistically significant relationship between: evidence-based practice beliefs and implementation; and evidence-based practice beliefs and organizational culture and readiness for school-wide integration of evidence-based practice. Between evidence-based practice implementation and organizational culture and readiness for school-wide integration of evidence-based practice, there was a small relationship. One hundred and sixty-seven undergraduate nursing students answered the survey. Mostly, they were female and were in third or fourth year of their nursing degree. Similarly, to educators, students showed mean scores of 58.69 ± 6.92 for evidence-based practice beliefs, 32.37 ± 16.97 for evidence-based practice implementation and 84.20 ± 23.48 for evidence-based practice organizational culture and readiness. Regarding undergraduate nursing student sample, there were moderate and statistically significant relationship between the different variables. CONCLUSIONS Both nursing educators and undergraduate nursing students had strong evidence-based practice beliefs, but low levels of evidence-based practice implementation. In nursing educators' and undergraduate nursing students' perspectives, there were opportunities in their schools for the development of an evidence-based practice culture. Based on results, support for development and testing of interventions, specifically tailored for promoting evidence-based practice implementation in nursing educational contexts, is recommended.
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Henttonen A, Fossum B, Scheja M, Teräs M, Westerbotn M. Nursing students' expectations of the process of writing a bachelor's thesis in Sweden: A qualitative study. Nurse Educ Pract 2021; 54:103095. [PMID: 34049033 DOI: 10.1016/j.nepr.2021.103095] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2020] [Revised: 04/09/2021] [Accepted: 05/19/2021] [Indexed: 11/26/2022]
Abstract
While performing various academic work, such as writing a bachelor's thesis, are known to be challenging for university students, less is known about students' expectations in this regard. AIM The aim was to describe students' expectations of the upcoming process of writing a bachelor's thesis. DESIGN The study employed an explorative, qualitative approach with a single, written open-ended question design. METHODS The data were collected consecutively 2013-2016 in class. A total of 93 final-year students volunteered and provided hand-written accounts which were analyzed using qualitative content analysis. RESULTS The students' accounts revealed three generic categories of expectations: Gaining professional knowledge and competency, Planning and organizing the work, and Taking stock of personal resources. Writing a bachelor's thesis was a new challenge for most of the students and the answers testify to mixed feelings about the upcoming work and its supervision. CONCLUSIONS The nursing students' expectations included present and future competencies, skills and abilities. In promoting development of transferable skills and knowledge, educators of future health-care professionals would be well advised to invite students to reflect on and discuss, their expectations prior to writing a bachelor's thesis and similar academic student papers. This study adds to the research on students' studying and learning in nursing education by bringing to the fore students' expectations of academic learning tasks as an important aspect to consider in higher education contexts, both nationally and internationally.
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Affiliation(s)
- Ani Henttonen
- Sophiahemmet University, Dept. of Health Promoting Science, Stockholm, Sweden; Karolinska Institutet, Södersjukhuset, Dept. of Clinical Science and Education, Stockholm, Sweden.
| | - Bjöörn Fossum
- Sophiahemmet University, Dept. of Nursing Science, Stockholm, Sweden; Karolinska Institutet, Södersjukhuset, Dept. of Clinical Science and Education, Stockholm, Sweden.
| | - Max Scheja
- Stockholm University, Dept. of Education, Stockholm, Sweden.
| | - Marianne Teräs
- Stockholm University, Dept. of Education, Stockholm, Sweden.
| | - Margareta Westerbotn
- Sophiahemmet University, Dept. of Nursing Science, Stockholm, Sweden; Karolinska Institutet, Södersjukhuset, Dept. of Clinical Science and Education, Stockholm, Sweden.
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Wakibi S, Ferguson L, Berry L, Leidl D, Belton S. Teaching evidence-based nursing practice: A systematic review and convergent qualitative synthesis. J Prof Nurs 2021; 37:135-148. [PMID: 33674084 DOI: 10.1016/j.profnurs.2020.06.005] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2020] [Revised: 06/06/2020] [Accepted: 06/09/2020] [Indexed: 10/24/2022]
Abstract
BACKGROUND The benefits that ensue evidence-based nursing practice (EBNP) in health care settings have been globally communicated to the nurses. However, the current clinical activities surrounding EBNP demand the involvement of nursing schools to accelerate this practice. OBJECTIVES The purpose of this study was to synthesize, describe, and explore the evidence available to teach EBNP to undergraduate student nurses, so the students can continue to integrate EBNP in clinical settings upon becoming professional nurses. DESIGN Systematic review with convergent qualitative synthesis. DATA SOURCES Five electronic databases were searched; CINAHL, MEDLINE, EMBASE, ERIC, and Web of Science Core Collection. REVIEW METHODS This study followed the guidelines for writing systematic reviews by the Joanna Briggs Institute. RESULTS Two themes were generated; educational strategies, and EBNP knowledge and implementation. The latter theme had six sub-themes of timing, duration, content, delivery method, context, and prerequisites while the former theme had four sub-themes of knowledge acquisition, EBNP use and research utilization, collaborative teaching, and barriers and facilitators. CONCLUSION Well-designed educational strategies have a positive impact on students' EBNP knowledge and skills. These strategies are well suited for promoting EBNP implementation in clinical settings when students qualify as nurses.
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Affiliation(s)
| | | | - Lois Berry
- University of Saskatchewan, Saskatoon, SK, Canada.
| | - Don Leidl
- University of Saskatchewan, Saskatoon, SK, Canada.
| | - Sara Belton
- University of Saskatchewan, Saskatoon, SK, Canada.
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Park JE, Hwang JI. Psychometric Evaluation of the Korean Version of the Student Evidence-Based Practice Questionnaire (S-EBPQ). Asian Nurs Res (Korean Soc Nurs Sci) 2020; 15:47-52. [PMID: 33227456 DOI: 10.1016/j.anr.2020.10.003] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2020] [Revised: 09/27/2020] [Accepted: 10/14/2020] [Indexed: 10/23/2022] Open
Abstract
PURPOSE Evidence-based practice (EBP) is a key competency that undergraduate nursing students need to learn, as EBP competence is essential for the effective implementation of EBP. However, few studies have comprehensively assessed the aspects of EBP competence using a reliable and valid measure specific to Korean nursing students. This study aimed to translate the Student Evidence-Based Practice Questionnaire (S-EBPQ) into Korean and evaluate its psychometric properties. METHODS The original S-EBPQ was translated into Korean. After a pilot test, a convenience sample of 249 college students with more than four weeks of clinical training experience was selected from three universities in September 2017. Reliability and construct validity were evaluated using exploratory and confirmatory factor analyses. Concurrent validity was evaluated by correlating the measure with informatics competency. RESULTS The exploratory factor analysis revealed four factors that explained 66.3 of the variance. The confirmatory factor analysis yielded a 4-factor structure (χ2/df = 1.52, p < .001, standardized root-mean-square residual = .07, root-mean-square error of approximation = .07, goodness of fit index = .84, comparative fit index = .91). The Cronbach's α was .81 for the total scale. The scale's correlation with informatics competency was r = .55. CONCLUSIONS The Korean S-EBPQ is a reliable and valid tool that has utility for assessing EBP competence in Korean nursing students and for making comparisons of the EBP competence of nursing students from other countries.
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Affiliation(s)
- Jung Eun Park
- Department of Nursing, Graduate School, Kyung Hee University, Seoul, Republic of Korea
| | - Jee-In Hwang
- College of Nursing Science, Kyung Hee University, Seoul, Republic of Korea.
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Labrague LJ, McEnroe-Petitte D, D'Souza MS, Cecily HSJ, Edet OB, Ibebuike JE, Venkatesan L. Capability beliefs and the intention to adopt evidence-based practices in the future among nursing students: An international study. J Prof Nurs 2020; 36:301-307. [PMID: 33039062 DOI: 10.1016/j.profnurs.2020.01.006] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2019] [Revised: 01/08/2020] [Accepted: 01/10/2020] [Indexed: 11/25/2022]
Abstract
BACKGROUND Capability beliefs and the intention to adopt EBP in future nursing practice have been identified as strong antecedents of subsequent utilization of EBP. Despite this, a multicountry comparison may yield interesting findings that can be useful in designing empirically based and culturally tailored strategies to facilitate and enhance students' capability beliefs as well as their intentions to integrate evidence into nursing practice. AIMS AND OBJECTIVES This report sought to compare capability beliefs and intentions to adopt EBP in the future among student nurses from four countries-specifically, Oman, India, Nigeria, and Saudi Arabia-and to identify specific variables that predict the intention to adopt EBP. METHODS This study employed a descriptive, cross-sectional, comparative research design to gather data from a convenience sample of 1387 nursing students from four countries using self-report questionnaires that captured their EBP capability beliefs and their intention to adopt EBP in clinical practice upon graduation. This study adhered to STROBE guideline for cross-sectional studies. RESULTS Overall, nursing students reported a high intent to adopt EBP in their future nursing practice; however, the exact rate varied according to the country of origin. Students' gender, student track, education, country of origin, access to the internet, and capability beliefs were seen as important in explaining the likelihood of future implementation of evidence in clinical nursing practice. Capability beliefs among students were moderate, with large differences observed between countries. CONCLUSIONS Although the surveyed nursing students reported moderate capability beliefs, their intention to adopt and integrate EBP in their future nursing practice was relatively high. RELEVANCE TO CLINICAL PRACTICE The findings of this study highlight the critical role of nurse educators and nurse administrators in fostering EBP capability beliefs and future intentions to adopt among students through curricular review, implementation of evidence-based strategies, and the promotion of EBP culture within the clinical learning sites.
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Amit-Aharon A, Melnikov S, Warshawski S. The effect of evidence-based practice perception, information literacy self-efficacy, and academic motivation on nursing students' future implementation of evidence-based practice. J Prof Nurs 2020; 36:497-502. [PMID: 33308546 DOI: 10.1016/j.profnurs.2020.04.001] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2019] [Revised: 03/20/2020] [Accepted: 04/01/2020] [Indexed: 11/20/2022]
Abstract
BACKGROUND Evidence-based practice (EBP) in nursing is an important tool for promoting quality care and improving patient outcomes. Global evidence suggests that the rate of EBP implementation among nurses and nursing students is low. The effects of EBP perception, information literacy self-efficacy, and academic motivation on nursing students' future implementation of EBP have not been fully explored. PURPOSE To examine the effect of EBP perception, information literacy self-efficacy, and academic motivation on future implementation of EBP among pre-registration nursing students. METHOD A cross-sectional study used a self-administered structured questionnaire and analyzed data from 148 pre-registration nursing students at a university in central Israel. A hierarchical forced steps regression analysis was conducted to predict future implementation of EBP. RESULTS Information literacy self-efficacy, EBP perception, and intrinsic academic motivation to experience stimulation, may predict EBP future implementation. The model explained 46.3% of the variance. CONCLUSION The results indicate the importance of information literacy skills and positive attitudes to EBP, as well as of intrinsic academic motivation, for enhancing future implementation of EBP among nursing students.
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Affiliation(s)
- Anat Amit-Aharon
- Nursing Department, School of Health Professions, Sackler Faculty of Medicine, Tel-Aviv University, Tel Aviv, Israel.
| | - Semyon Melnikov
- Nursing Department, School of Health Professions, Sackler Faculty of Medicine, Tel-Aviv University, Tel Aviv, Israel
| | - Sigalit Warshawski
- Nursing Department, School of Health Professions, Sackler Faculty of Medicine, Tel-Aviv University, Tel Aviv, Israel
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Sánchez-García I, Ureña Molina MDP, López-Medina IM, Pancorbo-Hidalgo PL. Knowledge, skills and attitudes related to evidence-based practice among undergraduate nursing students: A survey at three universities in Colombia, Chile and Spain. Nurse Educ Pract 2019; 39:117-123. [PMID: 31449990 DOI: 10.1016/j.nepr.2019.08.009] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2018] [Revised: 07/23/2019] [Accepted: 08/18/2019] [Indexed: 11/29/2022]
Abstract
Teaching nursing students about the model of evidence-based practice is a challenge for university faculty. The aim of this study was to measure knowledge, skills and attitudes related to evidence-based practice among undergraduate nursing students, as well as associated factors. The study involved a cross-sectional design using a survey of all students enrolled in a Bachelor of Nursing programme (1st to 4th year) in three nursing faculties of universities in Chile, Colombia and Spain. The Spanish version of the Evidence-Based Competence Questionnaire was used to measure knowledge, skills, attitudes and overall competency. In total, 875 students completed the questionnaire. The overall score of competency in evidence-based practice was similar in all three universities (range 1-5) (3.63 in Chile, 3.58 in Colombia and 3.68 in Spain). The score of self-rated attitudes was strongly correlated with the overall competency measured. More hours of training in research methods and reading nursing journals articles in the last month were the factors associated with higher scores in evidence-based practice competency. The undergraduate nursing students at the three universities surveyed obtained a high score in overall competency in evidence-based practice. No differences were found among them, despite the different approaches used in educational programmes.
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Affiliation(s)
- Inmaculada Sánchez-García
- Department of Nursing, Universidad de Jaen. Nursing department, Las Lagunillas S/n. 23071, Jaén, Spain.
| | - Maria Del Pilar Ureña Molina
- Universidad Francisco de Paula Santander. Avenida Gran Colombia, 12E-96. Barrio Colsag, San José de Cúcuta, Colombia.
| | - Isabel M López-Medina
- Department of Nursing, Universidad de Jaen. Nursing department, Las Lagunillas S/n. 23071, Jaén, Spain.
| | - Pedro L Pancorbo-Hidalgo
- Department of Nursing, Universidad de Jaen. Nursing department, Las Lagunillas S/n. 23071, Jaén, Spain.
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Larsen CM, Terkelsen AS, Carlsen AMF, Kristensen HK. Methods for teaching evidence-based practice: a scoping review. BMC MEDICAL EDUCATION 2019; 19:259. [PMID: 31296212 PMCID: PMC6624945 DOI: 10.1186/s12909-019-1681-0] [Citation(s) in RCA: 62] [Impact Index Per Article: 12.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/17/2018] [Accepted: 06/23/2019] [Indexed: 05/26/2023]
Abstract
BACKGROUND This scoping review aims to gather and map inspiration, ideas and recommendations for teaching evidence-based practice across Professional Bachelor Degree healthcare programmes by mapping literature describing evidence-based practice teaching methods for undergraduate healthcare students including the steps suggested by the Sicily Statement. METHODS A computer-assisted literature search using PubMed, Cinahl, PsycINFO, and OpenGrey covering health, education and grey literature was performed. Literature published before 2010 was excluded. Students should be attending either a Professional Bachelor's degree or a Bachelor's degree programme. Full-text articles were screened by pairs of reviewers and data extracted regarding: study characteristics and key methods of teaching evidence-based practice. Study characteristics were described narratively. Thematic analysis identified key methods for teaching evidence-based practice, while full-text revisions identified the use of the Sicily Statement's five steps and context. RESULTS The database search identified 2220 records. One hundred ninety-two records were eligible for full-text assessment and 81 studies were included. Studies were conducted from 2010 to 2018. Approximately half of the studies were undertaken in the USA. Study designs were primarily qualitative and participants mainly nursing students. Seven key methods for teaching evidence-based practice were identified. Research courses and workshops, Collaboration with clinical practice and IT technology were the key methods most frequently identified. Journal clubs and Embedded librarians were referred to the least. The majority of the methods included 2-4 of the Sicily Statement's five steps, while few methods referred to all five steps. CONCLUSIONS This scoping review has provided an extensive overview of literature describing methods for teaching EBP regarding undergraduate healthcare students. The two key methods Research courses and workshops and Collaboration with clinical practice are advantageous methods for teaching undergraduate healthcare students evidence-based practice; incorporating many of the Sicily Statement's five steps. Unlike the Research courses and workshop methods, the last step of evaluation is carried out partly or entirely in a clinical context. Journal clubs and Embedded librarians should be further investigated as methods to reinforce existing methods of teaching. Future research should focus on methods for teaching EBP that incorporate as many of the five steps of teaching and conducting EBP as possible.
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Affiliation(s)
- Camilla Marie Larsen
- Health Sciences Research Centre, UCL University College, Niels Bohrs Allé 1, 5230 Odense M, Denmark
- Department of Physiotherapy, UCL University College, Niels Bohrs Allé 1, 5230 Odense M, Denmark
- Research Unit for Musculoskeletal Function and Physiotherapy, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej 55, 5230 Odense M, Denmark
| | - Anne Seneca Terkelsen
- Health Sciences Research Centre, UCL University College, Niels Bohrs Allé 1, 5230 Odense M, Denmark
| | - Anne-Marie Fiala Carlsen
- Research Service, UCL Library, UCL University College, Niels Bohrs Allé 1, 5230 Odense M, Denmark
| | - Hanne Kaae Kristensen
- Health Sciences Research Centre, UCL University College, Niels Bohrs Allé 1, 5230 Odense M, Denmark
- Department of Clinical Research, University of Southern Denmark, Winsløwparken 19, 5000 Odense, Denmark
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Kumah EA, McSherry R, Bettany‐Saltikov J, Hamilton S, Hogg J, Whittaker V, van Schaik P. PROTOCOL: Evidence-informed practice versus evidence-based practice educational interventions for improving knowledge, attitudes, understanding, and behavior toward the application of evidence into practice: A comprehensive systematic review of undergraduate students. CAMPBELL SYSTEMATIC REVIEWS 2019; 15:e1015. [PMID: 37131476 PMCID: PMC8356512 DOI: 10.1002/cl2.1015] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Affiliation(s)
| | - Robert McSherry
- School of Health and Social CareTeesside UniversityMiddlesbroughUK
| | | | - Sharon Hamilton
- School of Health and Social CareTeesside UniversityMiddlesbroughUK
| | - Julie Hogg
- School of Health and Social CareTeesside UniversityMiddlesbroughUK
| | - Vicki Whittaker
- School of Health and Social CareTeesside UniversityMiddlesbroughUK
| | - Paul van Schaik
- School of Social Sciences, Humanities LawTeesside UniversityMiddlesbroughUK
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Oh EG, Yang YL. Evidence-based nursing education for undergraduate students: A preliminary experimental study. Nurse Educ Pract 2019; 38:45-51. [PMID: 31176243 DOI: 10.1016/j.nepr.2019.05.010] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2018] [Revised: 03/25/2019] [Accepted: 05/26/2019] [Indexed: 10/26/2022]
Abstract
With increasing needs for evidence-based practice, the well-designed EBP education is necessary to enhance the critical thinking and decision-making skills of nursing undergraduates. This study is to evaluate the effectiveness of an evidence-based practice education program with blended learning on undergraduate nursing students. In this preliminary experimental study, 45 senior nursing undergraduates were recruited from a university in Seoul, Korea. Self-selection was used to create two groups: an intervention group and a control group consisting of 21 and 24 students, respectively. The intensive 30-hours evidence-based practice education program was provided to the intervention group. Evidence-based practice knowledge, self-efficacy, and evidence utilization were evaluated as outcome variables at baseline and two months after the intervention. There were no significant differences between the intervention and control groups on the background characteristics and outcome variables (p > .05). There were significant increases in evidence-based practice knowledge (Z = -5.28), self-efficacy (t = -6.42), resource utilization (Z = -2.60), and databases utilization (t = -2.98) in the intervention group, when compared with the control group (p < .01). Further studies are recommended to develop the evidence-based practice train-the-trainer program for nursing educators and to maximize the effectiveness of utilizing blended learning in evidence-based practice education.
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Affiliation(s)
- Eui Geum Oh
- Mo-Im Kim Nursing Research Institute, Yonsei University College of Nursing, Seoul, Republic of Korea.
| | - You Lee Yang
- Mo-Im Kim Nursing Research Institute, Yonsei University College of Nursing, Seoul, Republic of Korea.
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Labrague LJ, McEnroe-Petitte D, D'Souza MS, Cecily HSJ, Fronda DC, Edet OB, Ibebuike JE, Venkatesan L, Almazan JU, Al Amri M, Mirafuentes EC, Cayaban ARR, Al Yahyaei A, Bin Jumah JA. A Multicountry Study on Nursing Students' Self-Perceived Competence and Barriers to Evidence-Based Practice. Worldviews Evid Based Nurs 2019; 16:236-246. [PMID: 31025477 DOI: 10.1111/wvn.12364] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/09/2018] [Indexed: 12/22/2022]
Abstract
BACKGROUND Nursing education and training are essential in the attainment of evidence-based practice (EBP) competence in nursing students. Although there is a growing literature on EBP among nursing students, most of these studies are confined to a single cultural group. Thus, cross-cultural studies may provide shared global perspectives and theoretical understandings for the advancement of knowledge in this critical area. AIMS This study compared self-perceived EBP competence among nursing students in four selected countries (India, Saudi Arabia, Nigeria, and Oman) as well as perceived barriers to EBP adoption. METHODS A descriptive, cross-sectional, and comparative survey of 1,383 nursing students from India, Saudi Arabia, Nigeria, and Oman participated in the study. The Evidence-Based Practice Questionnaire (EBP-COQ) and the BARRIERS scale were used to collect data during the months of January 2016 to August 2017. RESULTS Cross-country comparisons revealed significant differences in EBP competence (F = 24.437, p < .001), knowledge (F = 3.621, p = .013), skills (F = 9.527, p < .001), and attitudes (F = 74.412, p < .001) among nursing students. Three variables including nursing students' gender (β = .301, p < .001), type of institution, (β = -0.339, p = .001), and type of nursing student (β = .321, p < .001) were associated with EBP competence. Barriers to EBP adoption included having no authority to change patient care policies (M = 1.65, SD = 1.05), slow publication of evidence (M = 1.59, SD = 1.01), and paucity of time in the clinical area to implement the evidence (M = 1.59, SD = 1.05). LINKING EVIDENCE TO ACTION Both academe and hospital administration can play a pivotal role in the successful acquisition of EBP competence in nursing students.
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Kim JS, Gu MO, Chang H. Effects of an evidence-based practice education program using multifaceted interventions: a quasi-experimental study with undergraduate nursing students. BMC MEDICAL EDUCATION 2019; 19:71. [PMID: 30832639 PMCID: PMC6399807 DOI: 10.1186/s12909-019-1501-6] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/11/2018] [Accepted: 02/20/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND Although Evidence-Based Practice (EBP) should be introduced early on in nursing education to develop students' independence and self-learning ability, there are few such courses for undergraduate nursing students in Korea. This study examined the effects of the EBP education program for undergraduate nursing students (EBP-EPUNS) on nursing students' knowledge, skills, attitudes, competencies, and future use of EBP. METHODS A quasi-experimental study design with pre-test, intervention, and post-test was used. The participants were 44 nursing students (experimental: 22, control: 22). A 20-h long EBP-EPUNS consisting of 5-step EBP components was provided through 8 sessions spread across 4 weeks. RESULTS An independent t-test and a repeated-measures ANOVA showed that the experimental group had statistically significant higher post-test scores on EBP knowledge (p < 0.001), skills (p < 0.001), attitudes (p < 0.001), competencies (p < 0.001), future use of EBP (p = 0.001), and critical thinking (p < 0.001), compared to the control group. CONCLUSION The EBP education program was effective in improving the knowledge, skills, attitudes, competencies, and future use of EBP among nursing students. Hence, we recommend the EBP education program as a general education course for undergraduate nursing students to promote needed proficiency in EBP.
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Affiliation(s)
- Jeong Sook Kim
- Department of Nursing, Jinju Health College, 52655, 51, Uibyeong-ro, Jinju, Gyeongnam South Korea
| | - Mee Ock Gu
- College of Nursing, Gerontological Health Research Center in Institute of Health Sciences, Gyeongsang National University, 52727, 816-15, Jinju-daero, Jinju, Gyeongnam South Korea
| | - HeeKyung Chang
- College of Nursing, Gerontological Health Research Center in Institute of Health Sciences, Gyeongsang National University, 52727, 816-15, Jinju-daero, Jinju, Gyeongnam South Korea
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Labrague LJ, McEnroe-Pettite D, Tsaras K, D'Souza MS, Fronda DC, Mirafuentes EC, Yahyei AA, Graham MM. Predictors of evidence-based practice knowledge, skills, and attitudes among nursing students. Nurs Forum 2018; 54:238-245. [PMID: 30582630 DOI: 10.1111/nuf.12323] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Abstract
PROBLEM Evidence-based practice (EBP) competence is one of the most desirable outcomes in nursing education. Assessment of knowledge, skills, and attitudes of nursing students regarding EBP is vital in examining the extent to which current approaches to EBP teaching is effective. PURPOSE This study examined the predictors of knowledge, skills, and attitudes regarding EBP among Omani nursing students. METHODS This study utilized a descriptive, cross-sectional approach. Two hundred and forty-eight nursing students enrolled in one of the universities in Oman participated in the study during the months of May 2016 to August 2017. The evidence-based practice questionnaire (EBP-COQ) was used for data collection. Descriptive and inferential statistical tools were used to analyze the data. FINDINGS The mean values for the three EBP domains (knowledge, skills, and attitudes) were 3.41 (SD = 0.66), 3.62 (SD = 0.51), and 3.41 (SD = 0.68), respectively. Nursing students' sex (being female), classification (being a registered nurse to Bachelors of Science degree in Nursing nursing student), and access to the internet and to nursing journals strongly predicted the knowledge, skills, and attitudes regarding EBP. Overall, 79.0% of Omani nursing students intended to adopt EBP in the future. CONCLUSIONS Omani nursing students possessed moderate knowledge, skills, and attitudes on EBP; however, more efforts are needed to ensure that future Omani nurses are competent and confident to apply EBP in the actual clinical area. Both academe and the hospital administration play a pivotal role in the acquisition and achievement of EBP competence in student nurses.
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Affiliation(s)
| | | | - Konstantinos Tsaras
- Nursing Department, Technological Educational Institute of Thessaly, Larissa, Greece
| | | | | | | | - Asma Al Yahyei
- College of Nursing, Sultan Qaboos University, Muscat, Oman
| | - Marleise McBean Graham
- The UWI School of Nursing, Faculty of Medical Sciences, University of the West Indies, Mona Campus, Kingston, Jamaica
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Karlberg Traav M, Forsman H, Eriksson M, Cronqvist A. First line nurse managers' experiences of opportunities and obstacles to support evidence-based nursing. Nurs Open 2018; 5:634-641. [PMID: 30338109 PMCID: PMC6178359 DOI: 10.1002/nop2.172] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2017] [Revised: 05/20/2018] [Accepted: 05/30/2018] [Indexed: 11/30/2022] Open
Abstract
AIM The aim was to explore first line nurse managers' experiences of opportunities and obstacles to support evidence-based nursing. DESIGN A qualitative study with a phenomenographical approach. METHOD Data were collected through focus group interviews with 15 first line nurse managers' in four settings. RESULTS The results are presented in four categories of description headed: Manage the everyday work vs. evidence-based nursing; Uncertainties about evidence-based nursing and nursing research; Time as a reality, as an approach; and Shaping awareness-towards an active approach to evidence-based nursing. The overarching category of description has been formulated as follows: The internal relation-how active leadership influences evidence-based nursing. The outcome space is presented as: The individual path-how to make vision and reality become a working entity around evidence-based nursing.
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Affiliation(s)
- Malin Karlberg Traav
- Department of Health Care ScienceErsta Sköndal Bräcke University CollegeStockholmSweden
- Faculty of Medicine and Health, School of Health SciencesÖrebro UniversityÖrebroSweden
| | - Henrietta Forsman
- School of Education, Health and Social StudiesDalarna UniversityFalunSweden
| | - Mats Eriksson
- Faculty of Medicine and Health, School of Health SciencesÖrebro UniversityÖrebroSweden
| | - Agneta Cronqvist
- Department of Health Care ScienceErsta Sköndal Bräcke University CollegeStockholmSweden
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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: 117] [Impact Index Per Article: 19.5] [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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Cardoso D, Santos E, Cardoso ML, Oliveira CR, Rodrigues MA, Apóstolo J. Instruments for measuring undergraduate nursing students' knowledge, attitudes and skills in evidence-based practice: a systematic review protocol. ACTA ACUST UNITED AC 2018; 15:1979-1986. [PMID: 28800044 DOI: 10.11124/jbisrir-2016-003218] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
REVIEW QUESTION/OBJECTIVE The objective of this systematic review is to identify and assess the properties of instruments for measuring undergraduate nursing students' knowledge, attitudes and skills in evidence-based practice (EBP).More specifically, the review questions are as follows.
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Affiliation(s)
- Daniela Cardoso
- 1Health Sciences Research Unit: Nursing, Nursing School of Coimbra, Coimbra, Portugal 2Nursing School of Coimbra, Coimbra, Portugal 3Portugal Centre for Evidence-Based Practice: a Joanna Briggs Institute Centre of Excellence, Health Sciences Research Unit: Nursing, Nursing School of Coimbra, Coimbra, Portugal 4Faculty of Medicine, University of Coimbra, Coimbra, Portugal 5Emergency Department: Centro Hospitalar e Universitário de Coimbra (CHUC), Coimbra, Portugal 6Center for Neuroscience and Cell Biology, University of Coimbra, Coimbra, Portugal
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Schaefer JD, Welton JM. Evidence based practice readiness: A concept analysis. J Nurs Manag 2018; 26:621-629. [DOI: 10.1111/jonm.12599] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/15/2017] [Indexed: 11/29/2022]
Affiliation(s)
| | - John M. Welton
- University of Colorado Denver College of Nursing; Aurora CO
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Teaching evidence based practice to undergraduate nursing students. J Prof Nurs 2017; 33:447-451. [DOI: 10.1016/j.profnurs.2017.06.003] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2016] [Revised: 04/28/2017] [Accepted: 06/02/2017] [Indexed: 11/20/2022]
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Sukkarieh-Haraty O, Hoffart N. Integrating Evidence-Based Practice into a Lebanese Nursing Baccalaureate Program: Challenges and Successes. Int J Nurs Educ Scholarsh 2017; 14:/j/ijnes.2017.14.issue-1/ijnes-2017-0026/ijnes-2017-0026.xml. [DOI: 10.1515/ijnes-2017-0026] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2017] [Accepted: 08/21/2017] [Indexed: 12/27/2022]
Abstract
AbstractEvidence-based practice (EBP) is defined as “the conscientious use of current best evidence in making clinical decisions about patient care.” This paper describes how we have developed the evidence-based practice concept and integrated it into two courses at two different levels of the BSN curriculum. Students apply EBP knowledge and process by using the PICO clinical question (Population, Intervention, Comparison and Outcome), whereby they observe a selected clinical skill, and then compare their observations to hospital protocol and against the latest evidence-based practice guidelines. The assignment for the second course requires students to pick a more complex clinical skill and to support proposed changes in practice with scholarly literature. Assessment of student learning and course evaluation has shown that the overall experience of integrating EBP projects into the curriculum is fruitful for students, clinical agencies, and faculty.
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Affiliation(s)
- Ola Sukkarieh-Haraty
- Alice Ramez Chagoury School of Nursing, Lebanese American University Byblos Campus, Byblos, Lebanon
| | - Nancy Hoffart
- School of Nursing, University of North Carolina at Greensboro, Greensboro, NC, USA
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