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Wudu MA, Tarekegn SM, Wondifraw EB, Birhanu TA, Hailu MK, Bekalu YE, Yosef ST, Belete MA. Uptake of evidence-based practice and its predictors among nurses in Ethiopia: a systematic review and meta-analysis. Front Pharmacol 2024; 15:1421690. [PMID: 39092215 PMCID: PMC11291372 DOI: 10.3389/fphar.2024.1421690] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2024] [Accepted: 06/17/2024] [Indexed: 08/04/2024] Open
Abstract
Background: While evidence-based practice has demonstrated its capacity to enhance healthcare quality and bolster clinical outcomes, the translation of research into clinical practice encounters persistent challenges. In Ethiopia, there remains a dearth of comprehensive and nationally representative data concerning the extent of Evidence-based practice adoption among nurses. Thus, this systematic review and meta-analysis endeavors to assess the overall prevalence of Evidence-based practice implementation and delve into its determinants among Ethiopian nurses. Methods: A systematic review and meta-analysis were conducted following the PRISMA guidelines. In order to identify pertinent studies, a search was conducted across PubMed, Scopus, Google Scholar, and EMBASE databases. A weighted inverse variance random-effects model was employed to estimate the pooled prevalence. Cochrane's Q-test and I2 statistics were calculated to assess heterogeneity among studies. Funnel plots and Egger's test were utilized to evaluate publication bias. Pooled implementation rates and meta-regression analysis were carried out using STATA 17. Results: Of the total 1,590 retrieved articles, twelve studies including 4,933 nurses were included in the final analysis. The pooled prevalence of Evidence-based practice uptake among nurses in Ethiopia is 53% (95% CI: 46%-60%). Having knowledge about Evidence-based practice (AOR = 2.29; 95% CI: 1.90, 2.69; I2 = 70.95%), holding a favorable attitude towards Evidence-based practice (AOR = 2.56; 95% CI: 1.63, 3.49; I2 = 88.39%), occupying a head nurse position (AOR = 3.15; 95% CI: 1.85, 4.46; I2 = 87.42%), possessing effective communication skills (AOR = 4.99; 95% CI: 1.47, 8.51; I2 = 99.86%), and having access to Evidence-based practice guidelines (AOR = 1.90; 95% CI: 1.55, 2.24; I2 = 57.24%) were identified as predictors of the uptake of Evidence-based practice. Conclusion: Only half of Ethiopia's nurses exhibit a strong embrace of Evidence-Based Practice within clinical settings, underscoring the urgent necessity for coordinated endeavors to cultivate this essential practice. Possessing knowledge, effective communication skills, access to updated guidelines, maintaining a positive attitude towards Evidence-Based Practice, and holding a position as head nurse emerged as predictors of successful implementation of Evidence-Based Practice. Hence, policymakers must prioritize capacity-building initiatives, disseminate the latest EBP guidelines widely, and strengthen mentorship roles for head nurses. Systematic Review Registration: https://www.crd.york.ac.uk/prospero/#searchadvanced, identifier CRD42023488943.
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Affiliation(s)
- Muluken Amare Wudu
- Department of Pediatrics and Child Health Nursing, College of Medicine and Health Sciences, Wollo University, Dessie, Ethiopia
| | - Setegn Mihret Tarekegn
- Department of Pediatrics and Child Health Nursing, School of Nursing and Midwifery, College of Medicine and Health Science, Wollo University, Dessie, Ethiopia
| | - Endalk Birrie Wondifraw
- Department of Pediatrics and Child Health Nursing, College of Medicine and Health Sciences, Wollo University, Dessie, Ethiopia
| | - Tarikua Afework Birhanu
- Department of Pediatrics and Child Health Nursing, College of Medicine and Health Sciences, Wollo University, Dessie, Ethiopia
| | - Molla Kassa Hailu
- Department of Pediatrics and Child Health Nursing, College of Medicine and Health Sciences, Wollo University, Dessie, Ethiopia
| | - Yemane Eshetu Bekalu
- Department of Public Health, ALKAN Health Sciences and Business College, Dessie, Ethiopia
| | - Selamyhun Tadesse Yosef
- Department of Medical Laboratory Science, College of Medicine and Health Sciences, Woldiya University, Woldiya, Ethiopia
| | - Melaku Ashagrie Belete
- Department of Medical Laboratory Science, College of Medicine and Health Sciences, Wollo University, Dessie, Ethiopia
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Li H, Xu R, Gao D, Fu H, Yang Q, Chen X, Hou C, Gao J. Evidence-based practice attitudes, knowledge and skills of nursing students and nurses, a systematic review and meta-analysis. Nurse Educ Pract 2024; 78:104024. [PMID: 38901274 DOI: 10.1016/j.nepr.2024.104024] [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: 01/25/2024] [Revised: 05/05/2024] [Accepted: 06/07/2024] [Indexed: 06/22/2024]
Abstract
AIM/OBJECTIVE This study aims to carry out a meta-analysis of attitudes, knowledge, and skills level of nursing students and nurses in EBP, providing a reference for optimizing EBP education strategies. BACKGROUND At present, no meta-analysis has been performed to quantitatively synthesize the attitudes, knowledge and skill levels of nursing students and nurses toward EBP. This makes it difficult to precisely identify the true level of EBP among nurses, implying that there is no evidence to support the adoption of EBP teaching strategies approaches. DESIGN A total of 9 Chinese and English databases including CNKI, Wan fang, VIP, CBM, PubMed, Embase, Web of Science, Cochrane Library and CINAHL were used to search cross-sectional quantitative articles on EBP attitudes, knowledge and skills level of nurses and nursing students. The search time limit was from the inception of the database to September 2023. METHODS Two researchers independently screened the literature and extracted the data. The Agency for Healthcare Research and Quality (AHRQ) was used to assess the quality of the included studies. Stata15.0 software was used for statistical analysis to summarize the scores of EBP attitude, knowledge and skills level of nursing students and nurses included in the study. RESULTS A total of 25 cross-sectional studies from 13 countries were included, involving 11363 nursing students and nurses. The meta-analysis results revealed that nursing students and nurses lacked evidence-based practical knowledge and skills, with pooled mean scores of 3.06 (95 % CI: 2.72, 3.39), 2.91 (95 % CI: 2.60, 3.22), 4.31 (95 % CI: 4.08, 4.54) and 4.45 (95 % CI: 4.20, 4.70). In contrast, nursing students and nurses revealed a positive attitude towards EBP, with pooled mean scores of 3.57 (95 % CI: 3.28, 3.86) and 5.11 (95 % CI: 4.80, 5.42). Subgroup analysis revealed that senior nursing students and nurses with master's degree or above had higher attitudes, knowledge and skills. CONCLUSIONS In summary, nursing students and nurses have a positive attitude towards EBP. However, they seem to lack the necessary knowledge and skills. Therefore, nursing educators should consider this as an opportunity to strengthen the teaching of their evidence-based practical knowledge and skills. This will lay a reference for developing nursing discipline.
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Affiliation(s)
- Hang Li
- College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, Sichuan 611137, China.
| | - Ran Xu
- College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, Sichuan 611137, China.
| | - Di Gao
- Hospital of Chengdu University of Traditional Chinese Medicine, Chengdu, Sichuan, 610032, China.
| | - Han Fu
- College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, Sichuan 611137, China.
| | - Qing Yang
- College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, Sichuan 611137, China.
| | - XinYu Chen
- College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, Sichuan 611137, China.
| | - Chaoming Hou
- College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, Sichuan 611137, China.
| | - Jing Gao
- College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, Sichuan 611137, China.
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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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Jamaldeen J, Nalamate R, Kurien M, Basheer A, Rose. Otolaryngologists' Initiative for Collaborative Tracheostomy Care: Knowledge, Attitude and Skill in Tracheostomy Care Among Nurses - An Interventional Study from India. Indian J Otolaryngol Head Neck Surg 2023; 75:1-7. [PMID: 37362136 PMCID: PMC10163569 DOI: 10.1007/s12070-023-03682-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2023] [Accepted: 03/03/2023] [Indexed: 06/28/2023] Open
Abstract
Introduction: Tracheostomy-related adverse events are a global problem, requiring coordinated approach for care of tracheostomised patients. The concept of 'collaborative tracheostomy care' was introduced by Global Tracheostomy Collaborative in 2012. For successful post tracheostomy outcome, nursing care is vital. Data on their knowledge, attitude and skills regarding tracheostomy care including outcome of a structured interventional workshop is not available from India. Methods: A validated questionnaire with items pertaining to knowledge, attitude and skills regarding tracheostomy care was administered to nurses working in intensive care units and wards. Following this, a workshop was conducted for hands-on training in tracheostomy care using didactic lectures, videos and simulation-based training. The participants took a post-test immediately and after three months. Skills were assessed before and three months after the workshop using a checklist. Results: Among 386 participants who attended the pre-test and workshop, 285 (74.2%) underwent post-test immediately and three months later. Overall mean knowledge score (± SD) of the participants in pre-workshop was 6.8 ± 3.5, immediate post-test score was 15.9 ± 2.7 and three months later was 11.6 ± 3.5 (p < 0.001) out of total score 20. The baseline score was significantly higher among ICU nurses. Three months post workshop skill assessment revealed no statistically significant increase in the proportion of participants who performed skills related to suctioning procedure. Conclusion: Knowledge, attitude and practice regarding tracheostomy care is inadequate among nurses. Otolaryngologists-driven structured intervention with didactic lectures, videos and hands-on training can improve all three domains to positively impact outcomes in post tracheostomy patient care. Supplementary Information The online version contains supplementary material available at 10.1007/s12070-023-03682-9.
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Affiliation(s)
- Jishana Jamaldeen
- Department of ENT, Dr Moopen’s Medical College, Wayanad, 673577 Kerala India
| | | | - Mary Kurien
- Department of ENT, Pondicherry Institute of Medical Sciences, Puducherry, India
| | - Aneesh Basheer
- Department of General Medicine, Dr Moopen’s Medical College, Wayanad, India
| | - Rose
- College of Nursing, Pondicherry Institute of Medical Sciences, Puducherry, India
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Gómez-Salgado J, Rodríguez-Almagro J, Molina-Alarcón M, Martínez-Galiano JM, Solano-Ruiz MDC, Hernández Martínez A. Commitment, perception and evidence-based practice training in Spanish nursing students: A multicentre cross-sectional study. J Clin Nurs 2023; 32:715-725. [PMID: 35289018 PMCID: PMC10078770 DOI: 10.1111/jocn.16280] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2021] [Revised: 01/28/2022] [Accepted: 02/21/2022] [Indexed: 12/23/2022]
Abstract
AIMS AND OBJECTIVES To evaluate the commitment and level of self-perceived training in evidence-based practice among students of the Nursing degree of five Spanish universities. BACKGROUND In university Health Sciences degrees, evidence-based clinical practice can directly or indirectly impact the quality of care, the cost of the service provided and the safety of clinical practice. DESIGN Multicentre cross-sectional observational study according to STROBE guidelines. METHODS The evidence-based skills in Practice questionnaire (CACH-PBE, for its acronym in Spanish) and the Utrecht Work Engagement Student Scale (UWES-9S) were used. The study was performed in five Spanish universities (Alicante, Castilla La Mancha, Jaen, Huelva and Seville) from October to December 2020, with 755 participants (Nursing students). RESULTS A total mean score of 91.9 points (SD = 11.81) was observed for the CACH-PBE questionnaire and of 36.8 points (SD = 8.48 points) for the UWES-9S. In addition, the multivariate analysis predicted that variables such as sex, academia, university, intention to do a Master or Doctorate degree, the level of work engagement, and the previous training in evidence-based clinical practice were associated with a greater perception of evidence-based practice. CONCLUSION The sample of Nursing degree students has intermediate-high levels of knowledge, skills and attitudes regarding evidence-based practice and work commitment, with differences observed between each of the universities. RELEVANCE TO CLINICAL PRACTICE Nursing students should develop from intermediate to high levels of knowledge, skills and attitudes regarding evidence-based practice and work commitment. There are various actions to promote EBP, such as the incorporation of a specific course covering the subject into the nursing curriculum, and the selection, for clinical practices, of care units that implemented evidence-based care.
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Affiliation(s)
- Juan Gómez-Salgado
- Department of Sociology, Social Work and Public Health, Faculty of Labour Sciences, University of Huelva, Huelva, Spain.,Safety and Health Postgraduate Programme, Universidad Espíritu Santo, Samborondón, Ecuador
| | - Julián Rodríguez-Almagro
- Department of Nursing, Physiotherapy and Occupational Therapy, Faculty of Nursing, University of Castilla-La Mancha, Ciudad Real, Spain
| | - Milagros Molina-Alarcón
- Department of Nursing, Physiotherapy and Occupational Therapy, Faculty of Nursing, University of Castilla-La Mancha, Albacete, Spain
| | - Juan Miguel Martínez-Galiano
- Department of Nursing, University of Jaen, Jaen, Spain.,Consorcio de Investigación Biomédica en Red de Epidemiología y Salud Pública (CIBERESP), Barcelona, Spain
| | | | - Antonio Hernández Martínez
- Department of Nursing, Physiotherapy and Occupational Therapy, Faculty of Nursing, University of Castilla-La Mancha, Ciudad Real, Spain
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Hwang S, Kim HK. The effects of maternal-child nursing clinical practicum using virtual reality on nursing students' competencies: a systematic review. KOREAN JOURNAL OF WOMEN HEALTH NURSING 2022; 28:174-186. [PMID: 36403570 PMCID: PMC9619156 DOI: 10.4069/kjwhn.2022.09.13] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2022] [Revised: 09/12/2022] [Accepted: 09/13/2022] [Indexed: 12/14/2022] Open
Abstract
PURPOSE This study aimed to investigate the effects of virtual reality used in maternal-child nursing clinical practicums on nursing students' competencies through a systematic review. METHODS The inclusion criteria were peer-reviewed papers in English or Korean presenting analytic studies of maternal-child nursing practicums using virtual reality. An electronic literature search of the Cochrane Library, CINAHL, EMBASE, ERIC, PubMed, and Research Information Sharing System databases was performed using combinations of the keywords "nursing student," "virtual reality," "augmented reality," "mixed reality," and "virtual simulation" from February 4 to 15, 2022. Quality appraisal was performed using the RoB 2 and ROBINS-I tools for randomized controlled trials (RCTs) and non-RCTs, respectively. RESULTS Of the seven articles identified, the RCT study (n=1) was deemed to have a high risk of bias, with some items indeterminable due to a lack of reported details. Most of the non-RCT studies (n=6) had a moderate or serious risk of bias related to selection and measurement issues. Clinical education using virtual reality had positive effects on knowledge, skills, satisfaction, self-efficacy, and needs improvement; however, it did not affect critical thinking or self-directed learning. CONCLUSION This study demonstrated that using virtual reality for maternal-child nursing clinical practicums had educational effects on a variety of students' competencies. Considering the challenges of providing direct care in clinical practicums, virtual reality can be a viable tool that supplements maternal-child nursing experience. Greater rigor and fuller reporting of study details are required for future research.
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Affiliation(s)
| | - Hyun Kyoung Kim
- Corresponding author: Hyun Kyoung Kim Department of Nursing, Kongju National University, Gongju 32588, Korea Tel: +82-41-850-0308 E-mail:
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A teaching role practicum during the COVID-19 for final year nursing students in Spain: A qualitative study. J Prof Nurs 2022; 42:51-57. [PMID: 36150878 PMCID: PMC9180557 DOI: 10.1016/j.profnurs.2022.06.005] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2022] [Revised: 06/02/2022] [Accepted: 06/02/2022] [Indexed: 12/24/2022]
Abstract
Background Due to the COVID-19 pandemic, suspension of face-to-face learning and clinical placements for nursing students in Spain led us to expand and adapt clinical training to a teaching role. Final-year nursing students conducted an online clinical training focused on developing their health education competence. Purpose The aim of this study was to explore the experiences of final-year nursing students who completed their clinical training in a teaching role practicum during the pandemic outbreak (March–June 2020). Method A qualitative content analysis of reflective journals from eighteen final-year nursing students was conducted. Findings Three themes were revealed: 1) An array of emotions due to not being able to complete their final clinical placement and deciding not to join the nursing workforce; 2) Perceived benefits of a teaching role such as being able to help, contributing to knowledge, acquiring competence, and learning support and companionship; and 3) Recognizing the teaching role as fundamental to the nursing profession and becoming aware of the importance of scientific evidence in clinical practice. Discussion Nursing students appreciated how teaching and health education are an integral part of the nurse's role. A teaching role allowed final-year students to acquire competence in a key nursing role during the pandemic outbreak providing a good practice for nursing education.
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Degu AB, Yilma TM, Beshir MA, Inthiran A. Evidence-based practice and its associated factors among point-of-care nurses working at the teaching and specialized hospitals of Northwest Ethiopia: A concurrent study. PLoS One 2022; 17:e0267347. [PMID: 35511810 PMCID: PMC9070954 DOI: 10.1371/journal.pone.0267347] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2021] [Accepted: 04/07/2022] [Indexed: 11/19/2022] Open
Abstract
Evidence-based practice (EBP) is the application of the best scientific evidence for clinical decision-making in professional patient care. In Ethiopia, the majority of nursing care is based on experience, tradition, intuition, common sense, and untested hypotheses. Evidence-based clinical practice has the potential to increase the quality of healthcare services while also lowering costs and increasing clinical outcomes. An institutional-based concurrent study design method of quantitative and qualitative research was conducted from Feb. 30 to Apr. 20, 2020. Systematic random sampling and purposive sampling techniques were used to select the study participants for the quantitative and qualitative analyses, respectively. To collect quantitative data, a pretested, structured, and self-administered questionnaire was used, and to collect qualitative data, an in-depth interview guided by questions was used. EBP was found to be significantly associated with educational level (AOR = 2.15, CI (1.15–4.02)), administrative support for EBP (AOR = 1.89, CI (1.22–2.91)), attitude toward EBP (AOR = 1.80, CI (1.24–2.62)), and preference of available information sources (AOR: 2.32, CI (1.58–3.39). The four main themes that emerged from the conventional content data analysis were the advantages of EBP application, barriers to EBP implementation, enabling factors for EBP, and evidence sharing. According to the findings of this study, only a few nurses used EBP at a high level. The implementation of EBP was positively associated with educational level, attitude toward EBP, administrative support, and the availability of information resources, as confirmed by the qualitative study. There must be an intervention program to facilitate the implementation of evidence in nursing practice by stakeholders to improve and increase the efficacy of practicing EBP.
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Affiliation(s)
- Abebe Birhanu Degu
- Department of Health Informatics, College of Medicine and Health Sciences, University of Gondar, Gondar, Ethiopia
- * E-mail:
| | - Tesfahun Melese Yilma
- Department of Health Informatics, College of Medicine and Health Sciences, University of Gondar, Gondar, Ethiopia
| | - Miftah Abdella Beshir
- Department of Health Informatics, College of Medicine and Health Sciences, University of Gondar, Gondar, Ethiopia
| | - Anushia Inthiran
- Department of Accounting and Information Systems, College of Business and Law, University of Canterbury, Meremere, New Zealand
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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: 3] [Impact Index Per Article: 1.5] [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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Knowledge of evidence-based research methodology amongst orthodontic postgraduate residents in four universities: An international survey. Int Orthod 2022; 20:100609. [PMID: 35093271 DOI: 10.1016/j.ortho.2022.100609] [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: 12/19/2021] [Revised: 01/03/2022] [Accepted: 01/04/2022] [Indexed: 11/21/2022]
Abstract
AIM The aim of this international survey was to assess knowledge concerning the design, conduct, critical appraisal and synthesis of clinical studies among senior orthodontic postgraduate residents. MATERIALS AND METHODS Senior postgraduate residents from four universities in Europe and the United States were invited to complete a custom questionnaire. The overall correct answer score and proportion of residents correctly answering each of the 10 questions within the survey were analysed with descriptive statistics, analysis-of-variance, chi-squares test and linear regression at 5%. RESULTS A total of 46 residents with mean age of 30.4 years scored an overall % correct score of 48.8%±13.8%, with the % of correct answers to each question ranging from 7 to 89%. The worst-answered questions pertained to correctly characterizing sensitivity and specificity (7%), number needed to treat (9%), credibility of trial synthesis in meta-analysis (35%) and publication bias (37%). The vast majority of postgraduate students could correctly identify entities that can be blinded in a randomized trial (89%), statistical power of a trial (74%) and proper methods for random allocation sequence (67%). No statistically significant differences were found among the four included universities, while residents having obtained another degree apart from dentistry scored better than others (+9.5%; 95% confidence interval: 0.6% to 18.5%; P=0.04). CONCLUSIONS Postgraduate residents in orthodontics possessed moderate knowledge on evidence-based methodology. Efforts should be reinforced to assimilate research methodology perspectives in the postgraduate curricula of universities, in order to further augment critical training of orthodontic specialists.
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González LMP, Fonseca DA, Bermeo RNZ. Evidence-based practice competences in nursing students at a university in Colombia. NURSE EDUCATION TODAY 2021; 107:105094. [PMID: 34450536 DOI: 10.1016/j.nedt.2021.105094] [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: 01/25/2021] [Revised: 06/14/2021] [Accepted: 08/05/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Learning about evidence-based practice (EBP) is an essential and relevant aspect in the training of nursing professionals. This study aimed to determine competence level regarding EBP in nursing students at a private university in the city of Cali, Valle del Cauca. METHOD This was a correlational, descriptive, and observational study. STUDY POPULATION Senior students that were part of a nursing program in the city of Cali in 2020 were the study group. A validated CACH-EBP questionnaire was used for measuring competence in EBP and its related factors, such as attitude, skills, and knowledge. RESULTS A total of 207 students participated in the study, of which 84.5% were women. The overall instrument competence score was 3.4 out of 5. Factor scores were 3.7 for attitude, 3.0 for skills, and 3.1 for knowledge. CONCLUSION Nursing students have a positive attitude toward EBP, which can facilitate its implementation in practice.
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Song CE, Jang A. Simulation design for improvement of undergraduate nursing students' experience of evidence-based practice: A scoping-review protocol. PLoS One 2021; 16:e0260238. [PMID: 34793579 PMCID: PMC8601474 DOI: 10.1371/journal.pone.0260238] [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: 11/01/2021] [Accepted: 11/03/2021] [Indexed: 11/30/2022] Open
Abstract
Simulation may be an effective educational strategy for undergraduate nursing students to experience evidence-based practice. The aim of this scoping review is to explore such simulations to discover the design characteristics that best achieve this goal. In this review, we will consider studies in which the focus was on evidence-based practice-related simulation programs for undergraduate students in academic, clinical, or virtual settings. We will also focus on the active learning strategies applied in such simulation programs. This scoping review will be conducted in accordance with the Joanna Briggs Institute methodology. Studies will be searched in Medical Literature Analysis and Retrieval System Online (MEDLINE; PubMed), the Cumulative Index to Nursing and Allied Health Literature (CINAHL), the Education Resources Information Center (ERIC), and the Excerpta Medica database (EMBASE). Sources of unpublished studies/gray literature will not be included in this scoping review. Data extraction will be undertaken by using a data-extraction tool developed by the reviewers, based on the National League for Nursing Jeffries Simulation Theory. Via a narrative summary and tabulated results, we will describe how the simulation programs were designed or implemented in an undergraduate curriculum.
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Affiliation(s)
- Chi Eun Song
- Department of Nursing, Nambu University, Gwangju, South Korea
- * E-mail:
| | - Aeri Jang
- Department of Nursing, Nambu University, Gwangju, South Korea
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Ruzafa-Martinez M, Leal-Costa C, Garcia-Gonzalez J, Sánchez-Torrano M, Ramos-Morcillo AJ. Evaluation of evidence-based practice learning among undergraduate nursing students: Relationship between self-reported and objective assessment. NURSE EDUCATION TODAY 2021; 105:105040. [PMID: 34242905 DOI: 10.1016/j.nedt.2021.105040] [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: 01/28/2021] [Revised: 06/07/2021] [Accepted: 06/24/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Self-reported scales and objective measurement tools are used to assess Evidence-based Practice (EBP) learning. An agreement between these measures has not been widely investigated among nursing students. OBJECTIVE The aim of the present study was to examine the relationship between EBP competency in undergraduate nursing students, defined as the capability to choose and use an integrated combination of EBP knowledge, skills and attitudes, evaluated with the self-reported EBP-COQ questionnaire and the final test score of an EBP course included in a Nursing Degree Program. DESIGN A cross-sectional study was carried out. SETTINGS University of Murcia (Spain), Nursing Degree, academic year 2019/2020. PARTICIPANTS The study population was comprised by 210 4th-year undergraduate nursing students enrolled in the Clinical Practice and Evidence-based Nursing course. All the students were invited to participate. METHODS A validated EBP-COQ questionnaire (1 "lowest score" to 5 "highest score") and an objective test (score from 0 to 10) were used to assess EBP competency. The SPSS 26.0 program was used to perform descriptive, bivariate and multivariate analyses. RESULTS 152 students participated (response rate 72.4%), the sample was 81.4% female, and the median age was 20 years old; 76.3% attended more than 75% of the class hours. After the EBP course, the students obtained a high overall EBP competency score (mean = 4.21; SD = 0.26). The mean score on the objective test was 6.86 (SD = 1.36). A moderate positive correlation was found between the subjective and objective EBP competency measurements (Pearson's correlation coefficient 0.5; p < 0.0001). CONCLUSIONS Our findings contribute with new and significant evidence of the convergent validity of the EBP-COQ questionnaire, which increases the value of this instrument for evaluating the EBP competency of Nursing Degree students.
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Affiliation(s)
- Maria Ruzafa-Martinez
- Nursing Department, Faculty of Nursing, University of Murcia, Edificio 23, Campus de Espinardo, 30100 Murcia, Spain.
| | - Cesar Leal-Costa
- Nursing Department, Faculty of Nursing, University of Murcia, Edificio 23, Campus de Espinardo, 30100 Murcia, Spain.
| | - Jessica Garcia-Gonzalez
- Nursing Department, Faculty of Health and Social Sciences, University of Murcia, Campus de Lorca, 30800 Lorca, Murcia, Spain.
| | | | - Antonio Jesús Ramos-Morcillo
- Nursing Department, Faculty of Nursing, University of Murcia, Edificio 23, Campus de Espinardo, 30100 Murcia, Spain.
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Alconero-Camarero AR, Sarabia-Cobo C, Antonín-Martin M, Borras-Santos A, Edo-Gual M, Gea-Caballero V, Gómez-Urquiza JL, González-López JR, Martínez-Momblán MA, Meneses-Monroy A, Montaña-Peironcely M, Serrano-Gómez D, Santillán-García A. Design of the EBE-ST Questionnaire among Nursing Students: Multicenter Study from Eight Universities in Spain. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18116145. [PMID: 34200218 PMCID: PMC8201097 DOI: 10.3390/ijerph18116145] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/25/2021] [Revised: 05/27/2021] [Accepted: 06/04/2021] [Indexed: 11/30/2022]
Abstract
Background: Twenty years after the degree in nursing was introduced in Spain, the subject of evidence-based nursing is still unstructured and unestablished in most faculties. Moreover, there are hardly any rigorous studies at a national level that evaluate the current state of this competence in our faculties. Understanding the starting point is essential for the curricular design to ensure that evidence-based practice is implemented among future professionals. Aim: To design and validate an evidence-based nursing competency questionnaire for fourth-year nursing students. Methods: A specific questionnaire was developed and validated (EBE-ST). A cross-sectional survey design with psychometric validation of an instrument. Participants were 304 senior year nursing students from eight universities in Spain (2020). Results: The EBE-ST questionnaire is composed of 33 items that determine eight factors. It presents adequate reliability and validity (alpha = 0.882), measuring knowledge, attitudes and the practical application of evidence-based practice. Conclusions: We have created an instrument with good psychometric properties to measure evidence-based practice competence among senior nursing students. The heterogeneity of knowledge regarding evidence-based nursing in our country suggests that further reflection is warranted on the incorporation of this topic during undergraduate training. We have designed and validated an evidence-based nursing competency questionnaire specific to nursing students.
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Affiliation(s)
- Ana Rosa Alconero-Camarero
- IDIVAL Nursing Research Group, Department of Nursing, University of Cantabria, Avenida Valdecilla s/n, 39005 Santander, Spain;
| | - Carmen Sarabia-Cobo
- IDIVAL Nursing Research Group, Department of Nursing, University of Cantabria, Avenida Valdecilla s/n, 39005 Santander, Spain;
- Correspondence: ; Tel.: +34-942-202239
| | - Montserrat Antonín-Martin
- Escola Universitària d’Infermeria, Escoles Universitàries Gimbernat, Universitat Autònoma de Barcelona Avinguda de la Generalitat, Sant Cugat del Vallès, 08174 Barcelona, Spain; (M.A.-M.); (A.B.-S.); (M.E.-G.)
| | - Alicia Borras-Santos
- Escola Universitària d’Infermeria, Escoles Universitàries Gimbernat, Universitat Autònoma de Barcelona Avinguda de la Generalitat, Sant Cugat del Vallès, 08174 Barcelona, Spain; (M.A.-M.); (A.B.-S.); (M.E.-G.)
| | - Montserrat Edo-Gual
- Escola Universitària d’Infermeria, Escoles Universitàries Gimbernat, Universitat Autònoma de Barcelona Avinguda de la Generalitat, Sant Cugat del Vallès, 08174 Barcelona, Spain; (M.A.-M.); (A.B.-S.); (M.E.-G.)
| | - Vicente Gea-Caballero
- Nursing School La Fe, Adscript Center of University of Valencia, Research Group GREIACC, Health Research Institut La Fe, Pabellon Docente. Torre H. Avinguda de Fernando Abril Martorell, 106, 46026 Valencia, Spain;
| | - José Luis Gómez-Urquiza
- Facultad de Ciencias de la Salud, Universidad de Granada, Avenida de la Ilustración 60, 18071 Granada, Spain;
| | - José Rafael González-López
- Department of Nursing, Faculty of Nursing, Physiotherapy and Podiatry, Universidad de Sevilla, C/Avenzoar 6, 41009 Seville, Spain;
| | - María Antonia Martínez-Momblán
- Escola d’Infermeria, Facultat de Medicina i Ciències de la Salut, Campus Bellvitge, Universidad de Barcelona, Carrer de Casanova, 143, 08036 Bellvitge, Spain;
| | - Alfonso Meneses-Monroy
- Facultad de Enfermería, Fisioterapia y Podología, Universidad Complutense de Madrid, Plaza de Ramón y Cajal, 3, 28040 Madrid, Spain;
| | - Montserrat Montaña-Peironcely
- Grup Recerca d’Infermeria, Institut d’Investigació i Innovació Parc Taulí (I3PT), Parc Taulí Hospital Universitari, Universitat Autònoma de Barcelona, Parc del Taulí, 08208 Sabadell, Spain;
| | - Diego Serrano-Gómez
- Facultad de Ciencias de la Salud, Universidad de Burgos, Paseo de los Comendadores, s/n, 09001 Burgos, Spain;
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Heikkilä A, Kaučič BM, Filej B, Salminen L, Katajisto J, Leino-Kilpi H. Slovenian nursing students' competence in research utilization, and the support they received during clinical practice. CENTRAL EUROPEAN JOURNAL OF NURSING AND MIDWIFERY 2021. [DOI: 10.15452/cejnm.2021.12.0013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
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Abu-Baker NN, AbuAlrub S, Obeidat RF, Assmairan K. Evidence-based practice beliefs and implementations: a cross-sectional study among undergraduate nursing students. BMC Nurs 2021; 20:13. [PMID: 33413336 PMCID: PMC7791790 DOI: 10.1186/s12912-020-00522-x] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2020] [Accepted: 12/15/2020] [Indexed: 11/29/2022] Open
Abstract
Background Integrating evidence-based practice (EBP) into the daily practice of healthcare professionals has the potential to improve the practice environment as well as patient outcomes. It is essential for nurses to build their body of knowledge, standardize practice, and improve patient outcomes. This study aims to explore nursing students’ beliefs and implementations of EBP, to examine the differences in students’ beliefs and implementations by prior training of EBP, and to examine the relationship between the same. Methods A cross-sectional survey design was used with a convenience sample of 241 nursing students from two public universities. Students were asked to answer the questions in the Evidence-Based Practice Belief and Implementation scales. Results This study revealed that the students reported a mean total belief score of 54.32 out of 80 (SD = 13.63). However, they reported a much lower implementation score of 25.34 out of 72 (SD = 12.37). Students who received EBP training reported significantly higher total belief and implementation scores than those who did not. Finally, there was no significant relationship between belief and implementation scores (p > .05). Conclusion To advance nursing science, enhance practice for future nurses, and improve patient outcomes, it is critical to teach nursing students not only the value of evidence-based knowledge, but also how to access this knowledge, appraise it, and apply it correctly as needed.
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Affiliation(s)
- Nesrin N Abu-Baker
- Faculty of Nursing, Community and Mental Health Nursing Department, Jordan University of Science & Technology, P.O Box 3030, Irbid, 22110, Jordan.
| | - Salwa AbuAlrub
- Faculty of Irbid College, Department of Applied Sciences, Al-Balqa Applied University, P.O. Box 1293, Irbid, Jordan
| | - Rana F Obeidat
- Faculty of Nursing, Zarqa University, 247D Khawarezmi Building, Zarqa, Jordan
| | - Kholoud Assmairan
- Faculty of Nursing, Al-Albayt University, P.O Box 130040, Mafraq, 25113, Jordan
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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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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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