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Huang F, Tham KLS, Kwan EWY. Exploring post-registration nursing students' perceptions and learning experiences of peer-led simulation: A qualitative study. NURSE EDUCATION TODAY 2024; 142:106354. [PMID: 39167875 DOI: 10.1016/j.nedt.2024.106354] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/20/2024] [Revised: 07/11/2024] [Accepted: 08/13/2024] [Indexed: 08/23/2024]
Abstract
BACKGROUND In nursing education, often dominated by instructor-led simulations (ILS), there is a growing demand to explore alternative approaches, such as peer-led simulation (PLS), in the training of post-registration nursing students. PLS shifts learners into leadership roles, fostering scenario design and facilitation among peers. Despite existing literature on ILS versus PLS, there remains a gap in the effectiveness of combined PLS and ILS for post-registration nursing students. This study aims to investigate the factors influencing the learning experience of post-registration nursing students and their perceptions of PLS as an instructional strategy. METHODS This qualitative study was implemented from October 2022 to April 2023. The entire student cohorts (n = 20) were recruited from the Advanced Diploma in Nursing (Peri-anaesthesia) programme. The students underwent both ILS (14h) and PLS (11h) as part of the mandatory activities within a 60-h module on "Crisis Management in Anaesthesia". Three semi-structured focus group discussions (FGDs) with 16 participants were conducted. The FGDs were guided by six questions on students learning experiences that were validated using the Delphi method. RESULTS The thematic analysis revealed four major themes concerning their learning experiences: the learning journey, enablers, barriers and perceived benefits of including PLS. Among the enablers, one notable finding was learners' appreciation for their ability to apply evidence-based practice (EBP) principles, which played a significant role in achieving conceptual fidelity in their developed scenarios. CONCLUSION The qualitative findings underscore the importance of PLS in fostering dynamic learning environments, vital for educators across disciplines. By actively participating in scenario design and facilitation, students enhance their understanding of theoretical concepts and clinical competency. PLS implementation provides insights into students' learning needs and challenges, benefiting educators in refining teaching strategies and enhancing educational effectiveness.
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Affiliation(s)
- Fang Huang
- School of Health and Social Sciences, Nanyang Polytechnic, Singapore.
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Latif A, Ali W, Haleem S, Mahmood F, Munir T, Virani N, Khan H, Qadir M, Roshan R, Hooda K, Khan NM, Zafar A, Pronovost P. Implementation and long-term efficacy of a multifaceted intervention to reduce central line-associated bloodstream infections in intensive care units of a low-middle-income country. Am J Infect Control 2024; 52:819-826. [PMID: 38336128 DOI: 10.1016/j.ajic.2024.02.001] [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: 10/28/2023] [Revised: 02/01/2024] [Accepted: 02/01/2024] [Indexed: 02/12/2024]
Abstract
BACKGROUND Central line-associated bloodstream infections (CLABSIs) pose a significant risk to critically ill patients, particularly in intensive care units (ICU), and are a significant cause of hospital-acquired infections. We investigated whether implementation of a multifaceted intervention was associated with reduced incidence of CLABSIs. METHODS This was a prospective cohort study over nine years. We implemented a bundled intervention approach to prevent CLABSIs, consisting of a comprehensive unit-based safety program (CUSP). The program was implemented in the Neonatal ICU, Medical ICU, and Surgical ICU departments at the Aga Khan University Hospital in Pakistan. RESULTS The three intervention ICUs combined were associated with an overall 36% reduction in CLABSI rates and a sustained reduction in CLABSI rates for > a year (5 quarters). The Neonatal ICU experienced a decrease of 77% in CLABSI rates lasting ∼1 year (4 quarters). An attendance rate above 88% across all stakeholder groups in each CUSP meeting correlated with a better and more sustained infection reduction. CONCLUSIONS Our multifaceted approach using the CUSP model was associated with reduced CLABSI-associated morbidity and mortality in resource-limited settings. Our findings suggest that a higher attendance rate (>85%) at meetings may be necessary to achieve sustained effects post-intervention.
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Affiliation(s)
- Asad Latif
- Department of Anesthesiology, Aga Khan University Medical College, Karachi, Pakistan; Alumni Centre for Patient Safety, Aga Khan University Medical College, Karachi, Pakistan.
| | - Wajid Ali
- Alumni Centre for Patient Safety, Aga Khan University Medical College, Karachi, Pakistan; Office of the Dean, Aga Khan University Medical College, Karachi, Pakistan
| | - Sohail Haleem
- Spencer Center for Vision Research, Byers Eye Institute, Stanford University, Palo Alto, USA
| | - Faisal Mahmood
- Department of Medicine, Aga Khan University Medical College, Karachi, Pakistan
| | - Tahir Munir
- Department of Anesthesiology, Aga Khan University Medical College, Karachi, Pakistan
| | - Nazleen Virani
- Department of Infection Prevention and Hospital Epidemiology, Aga Khan University Hospital, Karachi, Pakistan
| | - Hamza Khan
- Alumni Centre for Patient Safety, Aga Khan University Medical College, Karachi, Pakistan
| | - Maqbool Qadir
- Madinat Zayed Hospital, Abu Dhabi, United Arab Emirates
| | - Rozina Roshan
- Department of Infection Prevention and Hospital Epidemiology, Aga Khan University Hospital, Karachi, Pakistan
| | | | - Nadeem Mustafa Khan
- Office of the Vice President, Health Services, Aga Khan University, Karachi, Pakistan
| | - Afia Zafar
- Department of Pathology and Laboratory Medicine, Aga Khan University Medical College, Karachi, Pakistan
| | - Peter Pronovost
- Chief Quality and Clinical Transformation Officer, University Hospitals, Cleveland, USA
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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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Lloyd B, Timothy K, Bradshaw C, Doody O. Cultivating student researchers: Reflections on a summer undergraduate student fellowship scheme. Midwifery 2024; 133:103989. [PMID: 38626506 DOI: 10.1016/j.midw.2024.103989] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2023] [Revised: 03/20/2024] [Accepted: 04/02/2024] [Indexed: 04/18/2024]
Affiliation(s)
- Barbara Lloyd
- Associate Professor, Department of Nursing and Midwifery, Faculty of Education and Health Sciences, Health Research Institute, University of Limerick, Limerick, Ireland.
| | - Khayla Timothy
- BSc Midwifery Student Department of Nursing and Midwifery, University of Limerick, Ireland
| | - Carmel Bradshaw
- Associate Professor, Department of Nursing and Midwifery, Faculty of Education and Health Sciences, Health Research Institute, University of Limerick, Limerick, Ireland.
| | - Owen Doody
- Associate Professor, Department of Nursing and Midwifery, Faculty of Education and Health Sciences, Health Research Institute, University of Limerick, Limerick, Ireland.
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Jeong D, Park C, Sugimoto K, Jeon M, Kim D, Eun Y. Effectiveness of an Evidence-Based Practice Education Program for Undergraduate Nursing Students: A Systematic Review and Meta-Analysis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2024; 21:637. [PMID: 38791851 PMCID: PMC11121330 DOI: 10.3390/ijerph21050637] [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: 03/22/2024] [Revised: 05/10/2024] [Accepted: 05/15/2024] [Indexed: 05/26/2024]
Abstract
This systematic review and meta-analysis examined the impact of evidence-based practice (EBP) education programs on undergraduate nursing students, focusing on enhancing EBP competency, critical thinking, and problem-solving ability. METHODS The search, conducted through PubMed, Cochrane Library, EMBASE, CINAHL, and Web of Science up to December 2023, included studies published in English and Korean and adhered to PRISMA guidelines. Qualitative appraisal of the studies was conducted using the revised ROB II for randomized trials and the ROBINS-I for non-randomized trials. For the meta-analysis, the effect size of the intervention was calculated as a standardized mean difference. RESULTS In our study, 11 studies met our inclusion criteria, and 8 studies of those were included in the meta-analysis. The effect sizes for EBP competency, critical thinking, and problem-solving ability were 1.55, 1.29, and 0.65, respectively. The meta-regression analysis indicated that tailored education programs of 4-7 weeks and being in the 4th grade significantly enhanced EBP competency. CONCLUSION These findings support the development of a customizable and applied EBP education actively for students, preparing nursing students to effectively implement EBP in clinical settings after graduation. Despite the significant effect size of the outcome variables, the high heterogeneity suggests the need for further investigation to validate the EBP educational outcomes for nursing students.
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Affiliation(s)
- Dain Jeong
- College of Nursing, University of Illinois Chicago, Chicago, IL 60612, USA; (D.J.); (K.S.)
| | - Chang Park
- Department of Population Health Nursing Science, College of Nursing, University of Illinois Chicago, Chicago, IL 60612, USA;
| | - Keiko Sugimoto
- College of Nursing, University of Illinois Chicago, Chicago, IL 60612, USA; (D.J.); (K.S.)
| | - Miyang Jeon
- College of Nursing, Institute of Medical Sciences, Gyeongsang National University, Jinju 52727, Republic of Korea;
| | - Dooyoung Kim
- College of Nursing, Gyeongsang National University, Jinju 52727, Republic of Korea;
| | - Young Eun
- College of Nursing, Institute of Medical Sciences, Gyeongsang National University, Jinju 52727, Republic of Korea;
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Hartley LA. Using evidence to identify teaching strategies to improve student competencies. Worldviews Evid Based Nurs 2024; 21:223-226. [PMID: 38129961 DOI: 10.1111/wvn.12697] [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: 10/28/2022] [Revised: 09/18/2023] [Accepted: 11/19/2023] [Indexed: 12/23/2023]
Abstract
BACKGROUND Organizational assessment revealed opportunities to develop a critical mass of faculty educated about EBP and integrate competencies into practice. The faculty orientation online program did not include information about the EBP process, teaching strategies, or student competencies. PURPOSE The purpose of this EBP project was to investigate the best teaching strategies that foster student competencies. IMPLEMENTATION PLAN Based on the evidence, an online EBP module was developed including the best teaching strategies for instruction of EBP, the student competencies that must be mastered and teaching barriers that must be overcome. The results and implementation plan were presented to leaders and faculty Online Council for feedback, approval, and buy-in. OUTCOMES Twenty-five faculty completed the EBP online module over 1 year providing examples for teaching strategies that related EBP to clinical practice, teaching methods that engaged students and examples of assignments that promoted student competency. IMPLICATIONS FOR PRACTICE Using evidence to develop an EBP module for faculty orientation to online teaching provided a cost-effective way to develop a critical mass of faculty educated in EBP teaching strategies and methods that foster student competencies.
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Nielsen LD, Løwe MM, Mansilla F, Jørgensen RB, Ramachandran A, Noe BB, Egebæk HK. Interventions, methods and outcome measures used in teaching evidence-based practice to healthcare students: an overview of systematic reviews. BMC MEDICAL EDUCATION 2024; 24:306. [PMID: 38504255 PMCID: PMC10953117 DOI: 10.1186/s12909-024-05259-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/29/2023] [Accepted: 03/04/2024] [Indexed: 03/21/2024]
Abstract
BACKGROUND To fully implement the internationally acknowledged requirements for teaching in evidence-based practice, and support the student's development of core competencies in evidence-based practice, educators at professional bachelor degree programs in healthcare need a systematic overview of evidence-based teaching and learning interventions. The purpose of this overview of systematic reviews was to summarize and synthesize the current evidence from systematic reviews on educational interventions being used by educators to teach evidence-based practice to professional bachelor-degree healthcare students and to identify the evidence-based practice-related learning outcomes used. METHODS An overview of systematic reviews. Four databases (PubMed/Medline, CINAHL, ERIC and the Cochrane library) were searched from May 2013 to January 25th, 2024. Additional sources were checked for unpublished or ongoing systematic reviews. Eligibility criteria included systematic reviews of studies among undergraduate nursing, physiotherapist, occupational therapist, midwife, nutrition and health, and biomedical laboratory science students, evaluating educational interventions aimed at teaching evidence-based practice in classroom or clinical practice setting, or a combination. Two authors independently performed initial eligibility screening of title/abstracts. Four authors independently performed full-text screening and assessed the quality of selected systematic reviews using standardized instruments. Data was extracted and synthesized using a narrative approach. RESULTS A total of 524 references were retrieved, and 6 systematic reviews (with a total of 39 primary studies) were included. Overlap between the systematic reviews was minimal. All the systematic reviews were of low methodological quality. Synthesis and analysis revealed a variety of teaching modalities and approaches. The outcomes were to some extent assessed in accordance with the Sicily group`s categories; "skills", "attitude" and "knowledge". Whereas "behaviors", "reaction to educational experience", "self-efficacy" and "benefits for the patient" were rarely used. CONCLUSIONS Teaching evidence-based practice is widely used in undergraduate healthcare students and a variety of interventions are used and recognized. Not all categories of outcomes suggested by the Sicily group are used to evaluate outcomes of evidence-based practice teaching. There is a need for studies measuring the effect on outcomes in all the Sicily group categories, to enhance sustainability and transition of evidence-based practice competencies to the context of healthcare practice.
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Affiliation(s)
- Lea D Nielsen
- Nursing Education & Department for Applied Health Science, University College South Denmark, Degnevej 17, 6705, Esbjerg Ø, Denmark.
| | - Mette M Løwe
- Department of Oncology, Hospital of Lillebaelt, Beriderbakken 4, 7100, Vejle, Denmark
| | - Francisco Mansilla
- Biomedical Laboratory Science & Department for Applied Health Science, University College South Denmark, Degnevej 17, 6705, Esbjerg Ø, Denmark
| | - Rene B Jørgensen
- Physiotherapy Education & Department for Applied Health Science, University College South Denmark, Degnevej 17, 6705, Esbjerg Ø, Denmark
| | - Asviny Ramachandran
- Occupational Therapy Education & Department for Applied Health Science, University College South Denmark, Degnevej 17, 6705, Esbjerg Ø, Denmark
| | - Bodil B Noe
- Department for Applied Health Science, University College South Denmark, Degnevej 17, 6705, Esbjerg Ø, Denmark
| | - Heidi K Egebæk
- Centre for Clinical Research and Prevention, Section for Health Promotion and Prevention, Bispebjerg and Frederiksberg Hospital, Nordre Fasanvej 57, 2000, Frederiksberg, Denmark
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Burton TA, Gauci SA, Heslop LM, Andrew SJ. Comparison of the traditional and block mode of delivery on undergraduate nursing students' perceived levels of preparedness to use evidence-based practice: a two-group experimental study. Int J Nurs Educ Scholarsh 2024; 21:ijnes-2023-0082. [PMID: 38252935 DOI: 10.1515/ijnes-2023-0082] [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: 08/22/2023] [Accepted: 01/06/2024] [Indexed: 01/24/2024]
Abstract
OBJECTIVES To examine how delivery time impacted on undergraduate nursing students' preparedness for evidence-based practice (EBP) by comparing the traditional semester mode and block mode of delivery models. METHODS This two-group experimental study compared the traditional semester and block modes of delivery using a self-reported questionnaire. The factor of time was the variable in relation to learning with the block mode delivery being in a compressed timeframe. RESULTS From a purposive sample, 219 students participated in the self-reported questionnaire. There were only two significant differences were the block mode of delivery students responded less positively to the statements 'the unit of study prepared them for knowledge and skills for EBP' and 'EBP should be discussed and shared in practice'. CONCLUSIONS The transition from the traditional semester mode to the block mode delivery has had minimal impact on undergraduate nursing students' perceptions of EBP and its application to clinical practice.
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Affiliation(s)
- Trish A Burton
- College of Healthcare Sciences, James Cook University, Cairns, QLD, Australia
| | - Sally A Gauci
- Institute for Health & Sport, Victoria University, Melbourne, VIC, Australia
| | - Liza M Heslop
- College of Healthcare Sciences, James Cook University, Cairns, QLD, Australia
| | - Sharon J Andrew
- Institute for Health & Sport, Victoria University, Melbourne, VIC, Australia
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Shaw CA, Maxfield MD. Evidence-Based Practice Mission Possible: An Innovative Teaching Strategy for New Graduate Nurses. J Nurses Prof Dev 2024; 40:57-60. [PMID: 38157209 DOI: 10.1097/nnd.0000000000001027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2024]
Abstract
Interactive strategies to teach nurse residents about evidence-based practice (EBP) can instill the confidence to question practice and ensure best care for patients. A nurse residency program with the Mission Possible theme transformed nurses into EBP agents that must solve the EBP process, step-by-step. Clues interspersed with didactic lessons guide the teams through the EBP mission. This creative option for teaching EBP may assist other educators in finding interactive learning opportunities for this content.
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Gartrell K, Warren JI, Fontelo P. PubMed4Hh: A Point-of-Care Mobile App for Evidence-Based Clinical Decision Support for Nurse Residents in Maryland. Comput Inform Nurs 2023; 41:983-992. [PMID: 38062547 PMCID: PMC10746293 DOI: 10.1097/cin.0000000000001063] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2023]
Abstract
Evidence-based clinical decision-making is considered a core competency for professional nurses. However, barriers such as lack of time in clinical practice; information overload; restricted access to resources; lack of evidence appraisal skills, awareness, and knowledge; and unreliable resources prevent them from adopting evidence-based practice. This study examined the usefulness of the PubMed4Hh (PubMed for Handhelds) mobile application for clinical decision-making at the point of care among Maryland newly licensed RNs. Using iOS and Android smartphones, 178 newly licensed RNs participated in a 6-month trial from November 2019 to April 2020. Nurses manually entered free-text queries or used voice inputs on the "Patient, Intervention, Comparison, Outcome" or "askMEDLINE" search engines. The results retrieved were presented as journal article abstracts or short summaries called "the bottom line," designed for quick reading at the point of care. Both Patient, Intervention, Comparison, Outcome and askMEDLINE were rated highly for their usefulness, and participants said they would continue using PubMed4Hh and recommend it to others. Newly licensed RNs had a significantly higher perception of the usefulness of PubMed4Hh when the results of "the bottom line" or abstracts confirmed, led, or modified their nursing skills, knowledge, or the patient's care plan.
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Affiliation(s)
- Kyungsook Gartrell
- Author Affiliations: Department of Organizational Systems and Adult Health, University of Maryland School of Nursing, Baltimore (Dr Gartrell); Maryland Organization of Nurse Leaders, Inc/Maryland Nurse Residency Collaborative, Ellicott City (Dr Warren); and Applied Clinical Informatics Branch, National Library of Medicine, Bethesda (Dr Fontelo), MD
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Silva C, Lopez T. Effective Strategies for Teaching Evidence-Based Practice in Undergraduate Nursing Programs. Nurse Educ 2023; 48:E183-E185. [PMID: 37000842 DOI: 10.1097/nne.0000000000001403] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/03/2023]
Abstract
BACKGROUND Literature shows that nursing program graduates cannot apply skills related to evidence-based practice (EBP) on graduation. However, the influence of EBP on quality and safety in nursing is well documented and shows that innovative strategies for teaching the content need to be explored. PROBLEM Teaching EBP in nursing programs is challenging due to students' attitudes and lack of engagement. These challenges are compounded when the program is accelerated or an undergraduate completion program. APPROACH A literature search was conducted to identify best practices for improving the quality of EBP courses. The findings, along with the application of EBP 7 steps, were identified and implemented in the course redesign. CONCLUSIONS A structured and sequential approach to learning core skills related to EBP may be an effective method of improving course quality and application of EBP skills upon graduation.
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Affiliation(s)
- Clarissa Silva
- Assistant Professor (Drs Silva and Lopez), Gayle Greve Hunt School of Nursing, Texas Tech University Health Sciences Center, El Paso
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Adler RH, Sickora C. Research, Practice and Teaching United: Implementing AACN Academic Guidelines in a Community Based Behavioral Health Setting. J Prof Nurs 2023; 49:21-25. [PMID: 38042557 DOI: 10.1016/j.profnurs.2023.08.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2023] [Revised: 08/03/2023] [Accepted: 08/06/2023] [Indexed: 12/04/2023]
Abstract
The Essentials: Core Competencies for Professional Nursing Education (2021) published by the American Association of Colleges of Nursing encourages bridging the gap between education and practice and continues to support the importance of providing clinical educational experiences in diverse settings. Another AACN document, Defining Scholarship for Academic Nursing Task Force Consensus Position Statement (2018), strongly encourages nursing faculty to engage in scholarship, a tradition that is integral to academic positions. This article demonstrates how these two important documents, one aimed at student competencies and curriculum and the other at nursing faculty development, can be connected to the mutual benefit of faculty and students alike. By revisiting Boyer's model of scholarship, the authors offer a new look at the integration of experiential learning that includes clinical practice, research, and competency-based education. The case study demonstrates that students and faculty can meet the tripartite mission of nursing education by creatively engaging in a community-based setting where they actively participate in all three pillars of academic nursing.
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Affiliation(s)
- Rachel H Adler
- School of Nursing, University of Texas Health Science Center at San Antonio 7703 Floyd Curl Drive, Mail Code 7951 San Antonio, Texas 78229-3900.
| | - Cindy Sickora
- School of Nursing, University of Texas Health Science Center at San Antonio 7703 Floyd Curl Drive, Mail Code 7951 San Antonio, Texas 78229-3900
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Schetaki S, Patelarou E, Giakoumidakis K, Kleisiaris C, Patelarou A. Evidence-Based Practice Competency of Registered Nurses in the Greek National Health Service. NURSING REPORTS 2023; 13:1225-1235. [PMID: 37755348 PMCID: PMC10536009 DOI: 10.3390/nursrep13030105] [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: 07/31/2023] [Revised: 09/03/2023] [Accepted: 09/06/2023] [Indexed: 09/28/2023] Open
Abstract
Nurses' competency toward evidence-based practice (EBP) has been extensively investigated by several studies worldwide. However, factors affecting the competence of Greek nurses working in the NHS have not been fully investigated in terms of EBP. Thus, this study aimed to explore the impact of the individual qualifications of nurses on their competence toward EBP. Data from 473 registered nurses working in 10 hospitals in the Greek National Health Service (NHS) were collected between October and December 2020 using a convenience sampling method in a cross-section design. The Greek version of the 35-item (five-point Likert scale) Evidence-Based Practice Competency Questionnaire for Professional Registered Nurses (EBP-COQ Prof) was used to assess the competence level of nurses, focusing on attitudes, skills, and knowledge, as well as the utilization of EBP in clinical practice. One-way ANOVA and Pearson coefficient tests were applied to compare the possible differences among variables (two or more groups) as appropriate. A multi-factorial regression model was applied to explore participants' qualifications, including demographics (MSc degree, gender, English language knowledge, etc.) as independent variables, and to control for potential confounding effects toward EBP competency. The p-values < 0.05 were considered statistically significant. The mean age of the 473 participants (402 women and 71 men) was 44.7 ± 9.2 years old. The mean value of competence subscales was found as follows: attitudes 3.9 ± 0.6, knowledge 3.7 ± 0.6, skills 3.1 ± 0.8, and utilization 3.4 ± 0.7. A multivariate regression analysis revealed that associates of "Master's degree" (t = 3.039, p = 0.003), "Writing an academic article" (3.409, p = 0.001), "Working in a University clinic" (2.203, p = 0.028), and "Computer Skills" (2.404, p = 0.017) positively affected "Attitudes", "Knowledge", "Skills", and "Utilization", respectively. The research data suggest that nurses working in the Greek NHS were limited in competence regarding EBP in comparison with other European countries. Therefore, vocational, educational, and training programs tailored to EBP enhancement are crucially important. This study was not registered.
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Affiliation(s)
| | | | | | | | - Athina Patelarou
- Department of Nursing, School of Health Sciences, Hellenic Mediterranean University, 71410 Heraklion, Greece; (S.S.); (E.P.); (K.G.); (C.K.)
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Li Q, Tang S, Yu X, Glenny AM, Hua F. THE CONTENTS, METHODS, AND ASSESSMENT OF EVIDENCE-BASED DENTISTRY EDUCATION: A SCOPING REVIEW. J Evid Based Dent Pract 2023; 23:101895. [PMID: 37689454 DOI: 10.1016/j.jebdp.2023.101895] [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: 02/18/2023] [Revised: 05/06/2023] [Accepted: 05/24/2023] [Indexed: 09/11/2023]
Abstract
OBJECTIVE With evidence-based dentistry (EBD) having a far-reaching influence on oral healthcare, dental educators worldwide have made joint efforts to integrate EBD-related knowledge and skills into dental education. The present scoping review aims to identify and summarize the existing teaching contents, teaching methods, and assessment strategies of EBD education. METHODS Electronic (PubMed and Embase) and manual searches were performed to identify articles related to both "dental education" and "evidence-based practice." Based on predetermined eligibility criteria, articles were selected by 2 reviewers, independently and in duplicate. Data synthesis was conducted based on teaching contents, teaching strategies, and teaching assessment. RESULTS Of the 1758 articles found in the literature searches, 74 were deemed eligible and included in this review. A total of 4 basic skills (problem formulation, literature searching, critical appraisal, and research methodology), 5 teaching methods, and 6 assessment strategies were identified. In most of the articles, 2, or more skills were taught, and a combination of traditional strategies for teaching and its assessment (eg, courses and questionnaire survey) was involved. Other teaching methods, such as journal clubs and workshops, were seldom used, and validated assessment tools accounted for a relatively small proportion of the assessment strategies involved. CONCLUSIONS The contents, methods and assessment of EBD education have been widely studied and discussed. However, the current literature focuses mainly on teaching of critical appraisal skills, traditional teaching methods, and short-term outcome assessments. Future research in this area can be aimed at integrating all EBD-related skills into educational models, studying multifaceted teaching approaches, and developing comprehensive teaching outcome assessment methods based on validated tools and dental patient-reported outcomes.
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Affiliation(s)
- Qiujing Li
- Hubei-MOST KLOS & KLOBM, School & Hospital of Stomatology, Wuhan University, Wuhan, China
| | - Shijia Tang
- Hubei-MOST KLOS & KLOBM, School & Hospital of Stomatology, Wuhan University, Wuhan, China
| | - Xueqian Yu
- Library, School & Hospital of Stomatology, Wuhan University, Wuhan, China
| | - Anne-Marie Glenny
- Division of Dentistry, School of Medical Sciences, Faculty of Biology, Medicine and Health, The University of Manchester, Manchester, UK
| | - Fang Hua
- Hubei-MOST KLOS & KLOBM, School & Hospital of Stomatology, Wuhan University, Wuhan, China; Division of Dentistry, School of Medical Sciences, Faculty of Biology, Medicine and Health, The University of Manchester, Manchester, UK; Center for Evidence-Based Stomatology, School & Hospital of Stomatology, Wuhan University, Wuhan, China; Center for Orthodontics and Pediatric Dentistry at Optics Valley Branch, School & Hospital of Stomatology, Wuhan University, Wuhan, China.
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Välimäki MA, Kirsi H, Yang M, Lantta T, Varpula J, Liu G, Tang Y, Chen W, Hu S, Chen J, Löyttyniemi E, Li X. Online training to improve evidence-based leadership competencies among nurse leaders in Finland and China: study protocols for two randomised feasibility trials. BMJ Open 2023; 13:e067306. [PMID: 37580090 PMCID: PMC10432629 DOI: 10.1136/bmjopen-2022-067306] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/09/2022] [Accepted: 07/31/2023] [Indexed: 08/16/2023] Open
Abstract
INTRODUCTION This study protocol describes two randomised feasibility trials that will evaluate the feasibility and preliminary effectiveness of an online training course to improve evidence-based leadership competences among nurse leaders working in hospitals in Finland and China. METHODS AND ANALYSIS Two randomised, parallel-group studies will be conducted separately: one in Finland (n=140) and one in China (n=160). Nurse leaders who fulfil the eligibility criteria will be randomly allocated (1:1) to participate in either the online evidence-based leadership training or conventional online training (reading material only). The primary outcomes will be acceptance of the online course (logging into the platform) and adherence in the online course (returned course tasks and drop-out rate of the participants). The secondary outcomes will be acceptance of the study regarding recruitment, feasibility of the eligibility criteria and outcome measures and potential effectiveness of the online course on leadership skills, evidence-based knowledge, attitudes, practice, self-efficacy, self-esteem and intention to leave. In addition, the feedback will be asked after the course. ETHICS AND DISSEMINATION Two separate trials have received ethical clearance from local ethics committees (12/2022 in Finland, E2021167 in China). Permission to conduct the study will be granted by hospital authorities. All participants will provide electronic informed consent before baseline data are collected. The trial results will be published locally, nationally and internationally in professional and peer-reviewed journals, and shared at national and international meetings and conferences. TRIAL REGISTRATION NUMBERS NCT05244512; NCT05244499.
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Affiliation(s)
- Maritta Anneli Välimäki
- Department of Nursing Science, Faculty of Medicine, University of Turku, Turku, Finland
- Xiangya Research Center of Evidence-Based Healthcare, Xiangya School of Nursing, Central South University, Changsha, China
| | - Hipp Kirsi
- Department of Nursing Science, Faculty of Medicine, University of Turku, Turku, Finland
| | - Min Yang
- West China School of Public Health and the 4th West China Hospital, Sichuan University, Chengdu, China
- Faculty of Health, Art and Design, Swinburne University of Technology, Hawthorn, Victoria, Australia
| | - Tella Lantta
- Department of Nursing Science, Faculty of Medicine, University of Turku, Turku, Finland
- Department of Nursing, Faculty of Health and Education, Manchester Metropolitan University, Manchester, UK
| | - Jaakko Varpula
- Department of Nursing Science, Faculty of Medicine, University of Turku, Turku, Finland
| | - Gaoming Liu
- Department of Nursing, Hunan Cancer Hospital, Changsha, China
| | - Yao Tang
- Xiangya Nursing School, Central South University, Changsha, China
| | - Wenjun Chen
- Xiangya Nursing School, Central South University, Changsha, China
- School of Nursing, University of Ottawa, Ottawa, Ontario, Canada
| | - Shuang Hu
- Xiangya Nursing School, Central South University, Changsha, China
| | - Jiarui Chen
- Xiangya Nursing School, Central South University, Changsha, China
| | - Eliisa Löyttyniemi
- Department of Biostatistics, Faculty of Medicine, University of Turku, Turku, Finland
| | - Xianhong Li
- Xiangya Nursing School, Central South University, Changsha, China
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Song C, Jang A. Mock trial as a simulation strategy allowing undergraduate nursing students to experience evidence-based practice: A scoping-review. PLoS One 2023; 18:e0289789. [PMID: 37561724 PMCID: PMC10414593 DOI: 10.1371/journal.pone.0289789] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2022] [Accepted: 07/25/2023] [Indexed: 08/12/2023] Open
Abstract
OBJECTIVE The purpose of this scoping review was to determine the underlying design of simulations that help undergraduate nursing students acquire evidence-based practice (EBP) experiences. METHOD The JBI methodology was used for this review. The inclusion criteria were studies conducted in academic, clinical, or virtual settings that examined simulation programs designed to facilitate the acquisition of EBP by undergraduate nursing students. A comprehensive search was performed on Jan 3, 2022, using the 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). Grey literature was not included. Publication year was limited to 2020 and later. There was no language restriction. Data were extracted using a tool developed by the reviewers and based on the National League for Nursing Jeffries Simulation Theory. RESULT A total of 12,931 articles were found, and after duplicate articles and articles deemed ineligible based on the title and abstract (12,914 articles), 17 published papers were examined. The full texts of these studies were reviewed for eligibility, and one study was selected for the present scoping review. The selected study examined a mock trial designed to allow undergraduate nursing students to experience the ethical decision-making based on a diversity of evidence. The program reported in the study consisted of a prebriefing-simulation (mock)-debriefing structure with verified positive effects on EBP education. CONCLUSION A mock trial is a useful educational strategy for allowing undergraduate nursing students to experience EBP, but a creative method should be found that can modify the mock trial for practical operation as the designing the program demands high levels of human and material resources. REGISTRATION OSF Registries, https://osf.io/gdtyu, We updated OSF registry data for documenting important protocol amendments.
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Affiliation(s)
- Chieun Song
- Department of Nursing, Nambu University, Gwangju, South Korea
| | - Aeri Jang
- Department of Nursing, Nambu University, Gwangju, South Korea
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Ruzafa-Martínez M, Molina-Rodríguez A, Pérez-Muñoz V, Leal-Costa C, Ramos-Morcillo AJ. Effectiveness of the flipped classroom methodology on the learning of evidence-based practice of nursing students: Quasi-experimental design. NURSE EDUCATION TODAY 2023; 128:105878. [PMID: 37352765 DOI: 10.1016/j.nedt.2023.105878] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/17/2023] [Revised: 04/24/2023] [Accepted: 06/12/2023] [Indexed: 06/25/2023]
Abstract
BACKGROUND International organizations recognize the importance of evidence-based practice (EBP) for nurses. The objective of teaching EBP in the Nursing degree is to train future nurses on this subject. Different teaching models exist for this, from less active traditional models to more active ones such as the flipped classroom. OBJECTIVE To compare the degree of EBP competence of undergraduate nursing students after an EBP course, through the application of a traditional methodology versus a flipped classroom methodology. DESIGN Quasi-experimental study of non-equivalent groups. SETTING The study was composed by a group of students who received training on EBP with the traditional model (face-to-face), and another intervention group with whom the flipped classroom model was utilized, using the online teaching platform EBP-eToolkit. PARTICIPANTS The study was conducted with 4th-year Nursing degree students enrolled in the course evidence-based practice, in academic years 2019/20 and 2021/2022. METHODS Before and after the course, the students completed a questionnaire about EBP competence (EBP-COQ), and an objective test was given at the end of the year. RESULTS A sample of 152 students in the face-to-face group (control), and 143 students in the flipped classroom group (intervention) participated. The intervention group significantly improved its competence on attitude (p = 0.01, η2 = 0.022), skills (p = 0.019, η2 = 0.018), and global competence in EBP (p = 0.003, η2 = 0.030), with respect to those who were taught using the traditional method. However, there were no significant differences in the impact on knowledge, neither through the self-report dimension of the EBP-COQ (p = 0.188) nor the final test score, control group 6.89 (SD: 1.35) and flipped classroom group 7.12 (SD: 1.53) (p = 0.206). CONCLUSIONS The flipped classroom model is adequate for the teaching of EBP to undergraduate nursing students. It produced a slight increase in attitude, as well as in skills and global competence in EBP. Nevertheless, this increase was not significantly different from face-to-face learning in terms of impact on EBP knowledge.
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Affiliation(s)
| | | | - Verónica Pérez-Muñoz
- University of Murcia, Department of Sociosanitary Care, Faculty of Social and Health Sciences, Spain.
| | - César Leal-Costa
- Department of Nursing, Faculty of Nursing, University of Murcia, Spain.
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Ramalho A, Petrica J. Knowledge in Motion: A Comprehensive Review of Evidence-Based Human Kinetics. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6020. [PMID: 37297624 PMCID: PMC10252659 DOI: 10.3390/ijerph20116020] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Revised: 05/21/2023] [Accepted: 05/30/2023] [Indexed: 06/12/2023]
Abstract
This comprehensive review examines critical aspects of evidence-based human kinetics, focusing on bridging the gap between scientific evidence and practical implementation. To bridge this gap, the development of tailored education and training programs is essential, providing practitioners with the expertise and skills to effectively apply evidence-based programs and interventions. The effectiveness of these programs in improving physical fitness across all age groups has been widely demonstrated. In addition, integrating artificial intelligence and the principles of slow science into evidence-based practice promises to identify gaps in knowledge and stimulate further research in human kinetics. The purpose of this review is to provide researchers and practitioners with comprehensive information on the application of scientific principles in human kinetics. By highlighting the importance of evidence-based practice, this review is intended to promote the adoption of effective interventions to optimize physical health and enhance performance.
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Affiliation(s)
- André Ramalho
- Sport, Health & Exercise Research Unit (SHERU), Polytechnic Institute of Castelo Branco, 6000-266 Castelo Branco, Portugal
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Milani GP, Corsello A, Fadda M, Falvo I, Bianchetti MG, Peroni D, Chiappini E, Cantoni B, Sannino P, Destrebecq A, Marchisio P. Approach to fever in children among final-year nursing students: a multicenter survey. BMC Nurs 2023; 22:119. [PMID: 37055757 PMCID: PMC10100172 DOI: 10.1186/s12912-023-01263-3] [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: 11/10/2022] [Accepted: 03/22/2023] [Indexed: 04/15/2023] Open
Abstract
BACKGROUND Unfounded concerns regarding fever are increasingly observed among nurses worldwide. However, no study has so far explored the preferred approach towards pediatric fever among nursing students. Therefore, we aimed to investigate the attitude towards pediatric fever among final-year nursing students. METHODS Between February and June 2022, final-year nursing students of 5 Italian university hospitals were asked to answer an online survey on their approach to fever in children. Both quantitative and qualitative methods were utilized. Multiple regression models were employed to explore the existence of moderators on fever conceptions. RESULTS The survey was filled in by 121 nursing students (response rate 50%). Although most students (98%) do not consider discomfort to treat fever in children, only a minority would administer a second dose of the same antipyretic in nonresponsive cases (5.8%) or would alternate antipyretic drugs (13%). Most students would use physical methods to decrease fever (84%) and do not think that fever has mainly beneficial effects in children (72%). The own know-how adequacy on fever was inversely associated (OR 0.33, 95% CI 0.13-0.81) with the beliefs that high fever might lead to brain damage. No further predictive variable was significantly associated with the concern that fever might be associated with brain damage, the advice of physical methods use, and the assumption that fever has mostly positive effects. DISCUSSION This study shows for the first time that misconceptions and inappropriate attitudes towards fever in children are common among final-year nursing students. Nursing students could potentially be ideal candidates for improving fever management within clinical practice and amongst caregivers.
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Affiliation(s)
- Gregorio P Milani
- Department of Clinical Sciences and Community Health, Università degli Studi di Milano, Milan, Italy.
- Pediatric Unit, Fondazione IRCCS Ca' Granda Ospedale Maggiore Policlinico, via della Commenda 9, Milan, 20122, Italy.
| | - Antonio Corsello
- Department of Clinical Sciences and Community Health, Università degli Studi di Milano, Milan, Italy
- Pediatric Unit, Fondazione IRCCS Ca' Granda Ospedale Maggiore Policlinico, via della Commenda 9, Milan, 20122, Italy
| | - Marta Fadda
- Institute of Public Health, Faculty of Biomedical Sciences, Università della Svizzera italiana, Lugano, Switzerland
| | - Ilaria Falvo
- Institute of Public Health, Faculty of Biomedical Sciences, Università della Svizzera italiana, Lugano, Switzerland
| | - Mario G Bianchetti
- Faculty of Biomedical Sciences, Università della Svizzera Italiana, Lugano, Switzerland
| | - Diego Peroni
- Department of Clinical and Experimental Medicine, Section of Pediatrics, University of Pisa, Pisa, Italy
| | - Elena Chiappini
- Pediatric Infectious Disease Unit, Department of Health Sciences, Meyer Children's University Hospital, University of Florence, Florence, Italy
| | - Barbara Cantoni
- Direzione Professioni Sanitarie, Fondazione IRCCS Ca' Granda Ospedale Maggiore Policlinico, Milan, Italy
| | - Patrizio Sannino
- Direzione Professioni Sanitarie, Fondazione IRCCS Ca' Granda Ospedale Maggiore Policlinico, Milan, Italy
| | - Anne Destrebecq
- Department of Biomedical Sciences for Health, University of Milan, Milan, Italy
| | - Paola Marchisio
- Department of Clinical Sciences and Community Health, Università degli Studi di Milano, Milan, Italy
- Department of Pathophysiology and Transplantation, University of Milan, Milan, Italy
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20
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Velarde-García JF, Álvarez-Embarba B, Moro-Tejedor MN, Rodríguez-Leal L, Arrogante O, Alvarado-Zambrano MG, Pérez-Corrales J, Palacios-Ceña D. Barriers and Facilitators to the Learning and Acquisition of Research Competencies among Nursing Students through Active Methodologies: A Qualitative Study Using Reflective Writing. Healthcare (Basel) 2023; 11:healthcare11081078. [PMID: 37107912 PMCID: PMC10137807 DOI: 10.3390/healthcare11081078] [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: 02/16/2023] [Revised: 04/01/2023] [Accepted: 04/06/2023] [Indexed: 04/29/2023] Open
Abstract
BACKGROUND The development of educational research, critical thinking skills, and evidence-based practice requires proposals for educational innovation. The purpose of this study was to explore the perspectives of undergraduate nursing students on the barriers and facilitators after the implementation of a novel activity within the course of research methodology, composed of three active learning strategies: (a) project-based learning; (b) small-group learning; and (c) self-directed learning. METHODS A qualitative exploratory study using reflective writing was conducted at the Nursing Department of the Red Cross School (Spain). Seventy-four nursing students participated in the study, enrolled in the research methodology course. Purposive sampling was used. Online reflective notes were collected from a script of open-ended questions. An inductive thematic analysis was performed. RESULTS The new proposals facilitated learning of the subject matter and its contents. They were useful and enabled the students to put the contents into practice. In addition, they improved the students' organization, planning, and involvement. The barriers identified were a lack of time, ambiguity, inadequate tutoring or novelty of the work, and inequity in the distribution of tasks and workloads. CONCLUSIONS Our findings shed light on the barriers and facilitators identified by nursing students when implementing an educational innovation proposal, using three active learning methodologies as learning tools for the subject of nursing research.
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Affiliation(s)
- Juan Francisco Velarde-García
- Department of Nursing, Red Cross College of Nursing, Universidad Autónoma de Madrid, Avenida Reina Victoria 28, 28003 Madrid, Spain
- Research Nursing Group of Instituto de Investigación Sanitaria Gregorio Marañón (IiSGM), Calle del Dr. Esquerdo, 46, 28007 Madrid, Spain
- Research Group of Humanities and Qualitative Research in Health Science (Hum & QRinHS), Universidad Rey Juan Carlos, Avenida Atenas s/n, 28922 Alcorcón, Spain
| | - Beatriz Álvarez-Embarba
- Department of Nursing, Red Cross College of Nursing, Universidad Autónoma de Madrid, Avenida Reina Victoria 28, 28003 Madrid, Spain
| | - María Nieves Moro-Tejedor
- Department of Nursing, Red Cross College of Nursing, Universidad Autónoma de Madrid, Avenida Reina Victoria 28, 28003 Madrid, Spain
- Research Nursing Group of Instituto de Investigación Sanitaria Gregorio Marañón (IiSGM), Calle del Dr. Esquerdo, 46, 28007 Madrid, Spain
| | - Leyre Rodríguez-Leal
- Department of Nursing, Red Cross College of Nursing, Universidad Autónoma de Madrid, Avenida Reina Victoria 28, 28003 Madrid, Spain
| | - Oscar Arrogante
- Research Nursing Group of Instituto de Investigación Sanitaria Gregorio Marañón (IiSGM), Calle del Dr. Esquerdo, 46, 28007 Madrid, Spain
- Faculty of Nursing, Physiotherapy and Podology, Complutense University of Madrid, Plaza de Ramón y Cajal, 3, 28040 Madrid, Spain
| | | | - Jorge Pérez-Corrales
- Research Group of Humanities and Qualitative Research in Health Science (Hum & QRinHS), Universidad Rey Juan Carlos, Avenida Atenas s/n, 28922 Alcorcón, Spain
- Department of Physical Therapy, Occupational Therapy, Physical Medicine and Rehabilitation, Universidad Rey Juan Carlos, Avenida Atenas s/n, 28922 Alcorcón, Spain
| | - Domingo Palacios-Ceña
- Research Group of Humanities and Qualitative Research in Health Science (Hum & QRinHS), Universidad Rey Juan Carlos, Avenida Atenas s/n, 28922 Alcorcón, Spain
- Department of Physical Therapy, Occupational Therapy, Physical Medicine and Rehabilitation, Universidad Rey Juan Carlos, Avenida Atenas s/n, 28922 Alcorcón, Spain
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Amania AC, Colson S, Brereton S, Timmins F. The professional development of nursing in France and challenges with the support of evidence based nursing practice. Nurse Educ Pract 2023; 68:103589. [PMID: 36889167 DOI: 10.1016/j.nepr.2023.103589] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/26/2023]
Affiliation(s)
| | | | - Siobhán Brereton
- School of Nursing, Midwifery & Health Systems, University College Dublin, Ireland
| | - Fiona Timmins
- School of Nursing, Midwifery & Health Systems, University College Dublin, Ireland
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Chays-Amania A, Mayen S, Colson S. Letter to the editor: 'Academic-clinical nursing partnership use an evidence-based practice model'. J Clin Nurs 2023; 32:645-646. [PMID: 35560844 DOI: 10.1111/jocn.16221] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2021] [Accepted: 01/05/2022] [Indexed: 01/18/2023]
Affiliation(s)
- Audrey Chays-Amania
- SMPM, Aix Marseille Universite, Marseille, France.,Ecole des Sciences Infirmières, Marseille, France
| | - Sandrine Mayen
- Ecole des Sciences Infirmières, Marseille, France.,CEReSS, Centre Hospitalier Pays d'Aix, SMPM, Aix- Marseille Universite, Marseille, France.,Centre Hospitalier du pays d'Aix, Aix-en-Provence, France
| | - Sébastien Colson
- Ecole des Sciences Infirmières, Marseille, France.,CEReSS, SMPM, Aix Marseille Universite, Marseille, France
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Schetaki S, Patelarou E, Giakoumidakis K, Trivli A, Kleisiaris C, Patelarou A. Translation and Validation of the Greek Version of the Evidence-Based Practice Competency Questionnaire for Registered Nurses (EBP-COQ Prof©). NURSING REPORTS 2022; 12:693-707. [PMID: 36278762 PMCID: PMC9590042 DOI: 10.3390/nursrep12040069] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2022] [Revised: 09/10/2022] [Accepted: 09/22/2022] [Indexed: 09/15/2023] Open
Abstract
(1) Background: Evidence-based nursing is the benchmark of the nursing profession. It is widely recognized that evidence enhances knowledge, skills, and competencies in nursing education and thus the quality of patient care. Although several proposals have been introduced to reinforce nurses through education in evidence-based practice (EBP) for clinical practice, there is no validated EBP competence tool to determine how nurses approach evidence-based nursing in healthcare practices in Greece. Therefore, the aim of the present study was to translate and validate the Greek version of the Evidence-Based Practice Competency Questionnaire, Professional version (EBP-COQ Prof©). (2) Methods: A cross-sectional study was conducted in a sample of registered nurses working in the public sector. (3) Results: 414 clinical nurses were recruited in total with a response rate of 75.3% and a mean age of 43 years old. Most of the nursing personnel were females, 354 (85.5%), and there were 60 (14.5%) males. Confirmatory factor analysis (CFA) showed a confirmation of the developer's four-factor design. The estimated association between items on each scale showed a strong relationship. The competence questionnaire showed a high internal consistency between the components of attitude, knowledge, skills, and utilization. (4) Conclusions: The competence questionnaire shows a strong relationship between four the components, highlighting the four factors that should be promoted to improve the use of EBP nursing practices.
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Affiliation(s)
- Stefania Schetaki
- Department of Nursing, Faculty of Health Sciences, Hellenic Mediterranean University, 71410 Heraklion, Greece
| | - Evridiki Patelarou
- Department of Nursing, Faculty of Health Sciences, Hellenic Mediterranean University, 71410 Heraklion, Greece
| | | | | | - Christos Kleisiaris
- Department of Nursing, Faculty of Health Sciences, Hellenic Mediterranean University, 71410 Heraklion, Greece
| | - Athina Patelarou
- Department of Nursing, Faculty of Health Sciences, Hellenic Mediterranean University, 71410 Heraklion, Greece
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Zia Z, Salehi A, Amini M, Vardanjani HM, Tavabe MS. Relationship between research self-efficacy and evidence-based practice in the medical students. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2022; 11:221. [PMID: 36177414 PMCID: PMC9514302 DOI: 10.4103/jehp.jehp_1233_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/19/2021] [Accepted: 10/23/2021] [Indexed: 06/16/2023]
Abstract
BACKGROUND Due to the rapid advancement of medical knowledge, promotion in research is necessary to have the best clinical practice. Research Self-efficacy (RSE) is the researcher's confidence in their ability to conduct a specific study. The Evidence-Based Practice (EBP) represents how to improve the quality of care and treatment of patients. RSE and EBP are the cornerstones of successful research and then efficacious medical practice. This study aims to evaluate RSE and acceptance of EBP and their correlation among medical students. MATERIALS AND MEHODS This is a cross-sectional study designed on 600 clinical students at the medical school of Shiraz, using a census method in 2020. Students were invited to fill out the standardized Phillips and Russell's questionnaires about RSE (4 domains, 33 questions) and Rubin and Parrish's questionnaire of EBP (10 questions). The gathered data were analyzed through the SPSS at α = 0.05 using descriptive statistics, t-test, Chi-square, and multiple linear regressions. RESULTS There was a positive correlation between EBP and RSE score (P < 0.05). The results of linear regression test showed that all variables had a significant effect on our response variables and their effect were significant (P < 0.05). The highest mean score in RSE was shown in the subscale of writing skills (52.54). The lowest score was observed in the subscale of quantitative (student's subjective assessment of their ability to work with statistically related data and formulas) as well as computer skills (35.61). CONCLUSIONS Students who participated in a research project, workshop, or Master of Public Health program got a higher RSE and EBP. Due to the positive correlation between RSE and EBP, we conclude that trained physicians who can research independently and use research evidence can find the best treatment approach for patients. These finding support the importance of integrating research education in medical curriculum to increase RSE and finally improvement of EBP among medical students.
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Affiliation(s)
- Zahra Zia
- Department of MPH, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Alireza Salehi
- MD, MPH, PhD Associate Professor of Epidemiology, Shiraz University of Medical Sciences Shiraz, Iran
| | - Mitra Amini
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | | | - Malihe Sousani Tavabe
- Research Center for Traditional Medicine and History of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
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Baixinho CL, Ferreira ÓR, Medeiros M, de Oliveira ESF. Participation of Nursing Students in Evidence-Based Practice Projects: Results of Two Focus Groups. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19116784. [PMID: 35682366 PMCID: PMC9180395 DOI: 10.3390/ijerph19116784] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/21/2022] [Revised: 05/30/2022] [Accepted: 05/31/2022] [Indexed: 11/21/2022]
Abstract
The development of true evidence-based practice requires that practitioners have the knowledge and skills to research, analyze, and use evidence. These skills must be acquired in pre-graduate training. The objective of the present study was to analyze the contributions of students’ participation in knowledge translation projects to clinical practice for evidence-based learning. This was a qualitative, descriptive, and exploratory study that used focus groups. Scripted interviews were administered. The design of the study included five phases and took place in the partnering institutions of the Safety Transition Project, involving fifteen participants. The study was authorized by the Research Ethics Committee. The data were analyzed following the steps encoding the categories, storage and recovery, and (3) interpretation and using computer software (WebQDA®, Ludomédia, Aveiro, Portugal). Four categories were identified: learning evidence; communicating science; evidence-based practice; and developing skills. The successful implementation of evidence-based practice education resulted in students who understand its importance and use it competently. Further research should explore the skills developed by nurses involved in similar projects and their contribution to an EBP culture.
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Affiliation(s)
- Cristina Lavareda Baixinho
- Nursing School of Lisbon, Nursing Research, Innovation and Development Centre of Lisbon (CIDNUR), 1900-160 Lisbon, Portugal;
- Center for Innovative Care and Health Technology (ciTechCare), Polytechnic of Leiria, 2411-901 Leiria, Portugal
- Correspondence: ; Tel.: +35-19-3325-4269
| | - Óscar Ramos Ferreira
- Nursing School of Lisbon, Nursing Research, Innovation and Development Centre of Lisbon (CIDNUR), 1900-160 Lisbon, Portugal;
| | - Marcelo Medeiros
- Nursing School, Federal University of Goiás, Goiânia 74690-900, Brazil;
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Helgøy KV, Bonsaksen T, Røykenes K. Research-based education in undergraduate occupational therapy and physiotherapy education programmes: a scoping review. BMC MEDICAL EDUCATION 2022; 22:358. [PMID: 35545770 PMCID: PMC9097417 DOI: 10.1186/s12909-022-03354-2] [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: 12/10/2021] [Accepted: 04/08/2022] [Indexed: 05/21/2023]
Abstract
BACKGROUND In a research-based learning environment, students learn how to become critical thinkers and lifelong learners, and to generate discipline-enriching knowledge. Research training is important for all healthcare professionals and the integration of research in education can be one approach to improve evidence-based practice among future professionals. The purpose of this scoping review was to identify studies reporting on research-based education in undergraduate occupational therapy and physiotherapy curricula to document the current state of knowledge and to map factors that reflect and support the implementation of research-based education in undergraduate occupational therapy and physiotherapy programmes. METHODS A scoping review was used to systematically select and summarize existing literature. The search was conducted using a combination of keywords and MeSH terms in the following databases: EBSCO (Academic Search Elite, CINAHL, ERIC), MEDLINE, Embase, Education Source and grey literature. A thematic analysis identified strategies used to implement and promote research-based education in occupational therapy and physiotherapy bachelor programmes. RESULTS The database search identified 3068 records. 75 were eligible for full-text assessment and 27 studies were included. The studies were published between 1999 and 2021 and were conducted in Norway, Canada, South Africa, Australia, the United Kingdom, the United States, New Zealand, Ireland, Taiwan, Italy, and Iran. The study designs were mainly quantitative and qualitative, and studies included primarily occupational therapy and physiotherapy students. We identified the following four strategies: 'student engagement in research', 'curriculum improvement regarding EBP', 'EBP teaching' and 'journal club', where 'EBP teaching' was most frequently identified. CONCLUSIONS Findings from this scoping review suggest that ensuring students' competence in research methods is necessary for students to be able to read and understand research articles, which are important as foundational skills in undergraduate research training. Journal clubs can be a foundation for student engagement with research literature, and students' basic research skills may be facilitated through their involvement in research projects and by conducting systematic reviews. Further, cooperation with clinical practice is important, and the awareness of research-based education should be increased among both faculty members and students.
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Affiliation(s)
- Kjersti Velde Helgøy
- Center of Diakonia and Professional Practice, VID Specialized University, Oslo, Norway.
| | - Tore Bonsaksen
- Department of Health and Nursing Science, Faculty of Social and Health Sciences, Inland Norway University of Applied Science, Elverum, Norway
- Department of Health, Faculty of Health Studies, VID Specialized University, Sandnes, Norway
| | - Kari Røykenes
- Faculty of Health Studies, VID Specialized University, Bergen, Norway
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Abstract
A sense of belonging is a prerequisite for the professional and clinical success of nursing students. The objective of this study was to elucidate whether students’ participation in projects oriented toward translating knowledge into clinical practice promoted a sense of belonging and assisted with their integration into clinical practice services. Fifteen students were distributed into two focus groups, and the study was carried out by means of a semi-structured interview script using the research question as a starting point for directing the discussion toward more specific topics. Qualitative analysis followed a predefined protocol. WebQDA® software was used to organize and analyze the findings, as well as to increase their rigor. The study design was approved by an ethics committee. Three categories related to belongingness emerged from the data analysis: integration, participation, and collaborative work. Belongingness was a central element for integrating students into services, and it influenced their clinical education, their motivation, and the quality of their experience. It also allowed them to learn about evidence, communicate science, carry out evidence-based practice, and develop competencies. Concurrently, student integration was facilitated by the sharing of knowledge between professors and nurses, and the existence of ongoing work with clinical practice services.
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Ferreira ÓR, Baixinho CL, Medeiros M, Oliveira ESFD. Learning to use evidence at nursing undergraduation: a contribution to collective health. CIENCIA & SAUDE COLETIVA 2022. [DOI: 10.1590/1413-81232022275.15672021en] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Abstract There is universal agreement that health professionals have not implementing evidence-based practice as would be desirable and recommended by science and international institutions with responsibility for the guidelines issued for health contexts. This focus group with eight participants aimed to understand the perspective of students from the undergraduate nursing course on their involvement in a project of knowledge transfer to the clinic. Qualitative analysis followed the coding steps; storage/retrieval and interpretation of the findings and it was carried out by using a software for qualitative data analysis. This study is authorized by an Ethics Committee and respected the principles inherent to the investigation. The four categories that emerged from the content analysis were: Belonging, Using Evidence, Improving Care and Developing Competencies. The analysis of categories, subcategories and verbatim transcripts allowed us to conclude that participation in transference projects for clinics, according to the students, generates learning opportunities about the implementation and communication of evidence, facilitates integration in the service, participation, collaborative work and the development of transversal skills.
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Ferreira ÓR, Baixinho CL, Medeiros M, Oliveira ESFD. Learning to use evidence at nursing undergraduation: a contribution to collective health. CIENCIA & SAUDE COLETIVA 2022; 27:1723-1730. [PMID: 35544802 DOI: 10.1590/1413-81232022275.15672021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2021] [Accepted: 11/15/2021] [Indexed: 11/21/2022] Open
Abstract
There is universal agreement that health professionals have not implementing evidence-based practice as would be desirable and recommended by science and international institutions with responsibility for the guidelines issued for health contexts. This focus group with eight participants aimed to understand the perspective of students from the undergraduate nursing course on their involvement in a project of knowledge transfer to the clinic. Qualitative analysis followed the coding steps; storage/retrieval and interpretation of the findings and it was carried out by using a software for qualitative data analysis. This study is authorized by an Ethics Committee and respected the principles inherent to the investigation. The four categories that emerged from the content analysis were: Belonging, Using Evidence, Improving Care and Developing Competencies. The analysis of categories, subcategories and verbatim transcripts allowed us to conclude that participation in transference projects for clinics, according to the students, generates learning opportunities about the implementation and communication of evidence, facilitates integration in the service, participation, collaborative work and the development of transversal skills.
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Affiliation(s)
- Óscar Ramos Ferreira
- Departamento de Fundamentos de Enfermagem, Escola Superior de Enfermagem de Lisboa. Av. Prof. Egas Moniz. 1600-190 Lisboa Portugal.
| | | | - Marcelo Medeiros
- Faculdade de Enfermagem, Universidade Federal de Goiás. Goiânia GO Brasil
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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 H, Zhao R, Yang Y. A Qualitative Study on Knowledge, Attitude, and Practice of Nursing Students in the Early Stage of the COVID-19 Epidemic and Inspiration for Nursing Education in Mainland China. Front Public Health 2022; 10:845588. [PMID: 35359792 PMCID: PMC8964035 DOI: 10.3389/fpubh.2022.845588] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2021] [Accepted: 02/16/2022] [Indexed: 11/28/2022] Open
Abstract
Background: At the beginning of the COVID-19 outbreak, there was a lack of sufficient nursing experience for pneumonia caused by COVID-19. All nursing decisions had to be innovatively made and measures taken by nurses using their existing knowledge and skills. This required nurses to have a solid theoretical understanding of infectious diseases and epidemiology, evidence-based solid practice skills, and problem-solving skills. The COVID outbreak reminded undergraduates to master relevant knowledge and abilities during school study. Methods Qualitative research on knowledge, attitude, and practice (KAP) of the COVID-19 epidemic was conducted using semi-structured interviews among sophomore nursing students in the university. Based on the characteristics of the KAP of nursing students, we analyzed the deficiencies of the knowledge and ability to deal with large-scale public health emergencies in the second-year nursing education. Results A total of 12 subject headings and 41 sublevel headings were identified from three aspects of KAP. The subject headings included knowledge aspect (the origin of the disease, the route of transmission, main symptoms, the epidemiological characteristics of the disease, scientific cognition of information sources), attitude aspect (different emotional experiences, a certain degree of influence, different views on the development trend of the epidemic, support the government's prevention and control strategies), and behavior aspect (do an excellent job in self-protection, help family members to protect, and participate in social anti-epidemic actions). According to this analysis, second-year nursing students have three deficiencies in dealing with large-scale public health emergencies: knowledge of infectious diseases and epidemiology, evidence-based practice skills, and problem- solving ability. Conclusion When students start nursing professional courses, the knowledge of infectious diseases and epidemiology, training of evidence-based practice skills, and problem-solving ability should be strengthened to improve the ability of nursing undergraduates to respond to large-scale public health emergencies after entering the workplace.
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Affiliation(s)
- Houxiu Zhou
- Department of Nursing, Army Medical University (Third Military Medical University), Chongqing, China
| | - Rongrong Zhao
- Department of Nursing, Army Medical University (Third Military Medical University), Chongqing, China
| | - Yanni Yang
- Department of Nursing, Army Medical University (Third Military Medical University), Chongqing, China
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Shorey S, Chua JYX. Nursing students' insights of learning evidence-based practice skills using interactive online technology: Scoping review. Nurs Health Sci 2021; 24:83-92. [PMID: 34923735 DOI: 10.1111/nhs.12915] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2021] [Revised: 12/12/2021] [Accepted: 12/13/2021] [Indexed: 12/01/2022]
Abstract
This scoping review aims to explore nursing students' insights of learning evidence-based practice skills through the use of interactive online technology. Studies were obtained from seven electronic databases (PubMed, Embase, CINAHL, PsycINFO, Web of Science, Scopus, and ProQuest Dissertations and Theses Global) until May 2021. This review adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Reviews and was guided by the Arksey and O'Malley framework (Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 2005, 8(1), 19-32). Findings were analyzed using thematic analysis. Three themes were derived from the 22 included studies: (1) embracing new changes, (2) challenges to tackle, and (3) towards future improvement. Many nursing students reported positive learning experiences of evidence-based practice skills using interactive online technology. The challenges faced by students and suggestions for improvement were discussed. Future online evidence-based practice courses should consider blended pedagogies, providing students with effective scaffolding (step-by-step guidance) and allowing students to choose their preferred instructional strategies. Thorough planning, testing, and orientation should be conducted before the programs' implementation. Lastly, future studies should aim to achieve higher study rigor to obtain more accurate results.
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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, Singapore
| | - Joelle Yan Xin Chua
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
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Patelarou A, Schetaki S, Giakoumidakis K, Lialiou P, Patelarou E. Validation of the Evidence-Based Practice Competence Questionnaire for Nursing Students: A Cross-Sectional Study in Greece. NURSING REPORTS 2021; 11:765-774. [PMID: 34968267 PMCID: PMC8715452 DOI: 10.3390/nursrep11040073] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2021] [Revised: 09/16/2021] [Accepted: 09/28/2021] [Indexed: 11/21/2022] Open
Abstract
(1) Background: evidence-based nursing has been widely adopted by healthcare facilitators, and it is predicated on the connection between research evidence and clinical practice. The knowledge and implementation of evidence-based practice (EBP) depend on a variety of long-established barriers and attitudes. The purpose of this study was to translate and validate the Greek version of the evidence-based practice competence questionnaire (EBP-COQ) and test it on a sample of Greek undergraduate nursing students. (2) Methods: a cross-sectional analysis was conducted on data obtained between November 2018 and January 2019. A convenience sample of 320 Greek undergraduate nursing students participated in a survey to examine the psychometric properties of the tool. The reliability and validity of the tool was examined. Cronbach’s coefficient alpha was used to determine the scale’s internal consistency reliability. (3) Results: the EBP-COQ was translated and validated. The estimated Cronbach’s alpha was higher than 0.70 for all scales. Of the participants, 22.5% were men and 77.5% were women, while 31% of them were in their final year of nursing education. A total of 61% of the students stated that they had not participated in an EBP seminar in the past. High Spearman’s correlation coefficients were found for “Knowledge in EBP” with “Personal attitude towards EBP” (rs = 0.329, p < 0.001). (4) Conclusions: the Greek version of the EBP-COQ is a valid instrument that can be used in the Greek population. It provides information about attitude, knowledge and skills in the EBP approach.
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Affiliation(s)
- Athina Patelarou
- Department of Nursing, Faculty of Health Sciences, Hellenic Mediterranean University, Heraklion, 71004 Crete, Greece; (S.S.); (E.P.)
- Correspondence:
| | - Stefania Schetaki
- Department of Nursing, Faculty of Health Sciences, Hellenic Mediterranean University, Heraklion, 71004 Crete, Greece; (S.S.); (E.P.)
| | | | | | - Evridiki Patelarou
- Department of Nursing, Faculty of Health Sciences, Hellenic Mediterranean University, Heraklion, 71004 Crete, Greece; (S.S.); (E.P.)
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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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What are the effects of teaching Evidence-Based Health Care (EBHC) at different levels of health professions education? An updated overview of systematic reviews. PLoS One 2021; 16:e0254191. [PMID: 34292986 PMCID: PMC8297776 DOI: 10.1371/journal.pone.0254191] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2021] [Accepted: 06/21/2021] [Indexed: 01/08/2023] Open
Abstract
BACKGROUND Evidence-based healthcare (EBHC) knowledge and skills are recognised as core competencies of healthcare professionals worldwide, and teaching EBHC has been widely recommended as an integral part of their training. The objective of this overview of systematic reviews (SR) was to update evidence and assess the effects of various approaches for teaching evidence-based health care (EBHC) at undergraduate (UG) and postgraduate (PG) medical education (ME) level on changes in knowledge, skills, attitudes and behaviour. METHODS AND FINDINGS This is an update of an overview that was published in 2014. The process followed standard procedures specified for the previous version of the overview, with a modified search. Searches were conducted in Epistemonikos for SRs published from 1 January 2013 to 27 October 2020 with no language restrictions. We checked additional sources for ongoing and unpublished SRs. Eligibility criteria included: SRs which evaluated educational interventions for teaching EBHC compared to no intervention or a different strategy were eligible. Two reviewers independently selected SRs, extracted data and evaluated quality using standardised instrument (AMSTAR2). The effects of strategies to teach EBHC were synthesized using a narrative approach. Previously published version of this overview included 16 SR, while the updated search identified six additional SRs. We therefore included a total of 22 SRs (with a total of 141 primary studies) in this updated overview. The SRs evaluated different educational interventions of varying duration, frequency, and format to teach various components of EBHC at different levels of ME (UG, PG, mixed). Most SRs assessed a range of EBHC related outcomes using a variety of assessment tools. Two SRs included randomised controlled trials (RCTs) only, while 20 reviews included RCTs and various types of non-RCTs. Diversity of study designs and teaching activities as well as aggregated findings at the SR level prevented comparisons of the effects of different techniques. In general, knowledge was improved across all ME levels for interventions compared to no intervention or pre-test scores. Skills improved in UGs, but less so in PGs and were less consistent in mixed populations. There were positive changes in behaviour among UGs and PGs, but not in mixed populations, with no consistent improvement in attitudes in any of the studied groups. One SR showed improved patient outcomes (based on non-randomised studies). Main limitations included: poor quality and reporting of SRs, heterogeneity of interventions and outcome measures, and short-term follow up. CONCLUSIONS Teaching EBHC consistently improved EBHC knowledge and skills at all levels of ME and behaviour in UGs and PGs, but with no consistent improvement in attitudes towards EBHC, and little evidence of the long term influence on processes of care and patient outcomes. EBHC teaching and learning should be interactive, multifaceted, integrated into clinical practice, and should include assessments. STUDY REGISTRATION The protocol for the original overview was developed and approved by Stellenbosch University Research Ethics Committee S12/10/262. UPDATE OF THE OVERVIEW Young T, Rohwer A, Volmink J, Clarke M. What are the effects of teaching evidence-based health care (EBHC)? Overview of systematic reviews. PLoS One. 2014;9(1):e86706. doi: 10.1371/journal.pone.0086706.
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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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