Do judgements about pre-service teachers’ self-efficacy covary with their capacity to design and deliver evidence-based practice?

2019 ◽  
pp. 1-16
Author(s):  
Julie Lancaster ◽  
Alan Bain
Keyword(s):  
Self Efficacy ◽  
Evidence Based Practice ◽  
Evidence Based

scholarly journals Effectiveness of an Evidence-Based Practice Educational Intervention among School Nurses

2020 ◽  
Vol 17 (11) ◽  
pp. 4063
Author(s):  
Pei-Lin Hsieh ◽  
Sue-Hsien Chen
Keyword(s):  
Self Efficacy ◽  
Primary Schools ◽  
Flipped Classroom ◽  
Evidence Based Practice ◽  
Quality Care ◽  
School Nurses ◽  
Evidence Based ◽  
Learning Technology ◽  
Post Test

The evidence-based practice (EBP) approach to high-quality care is designed to improve patient outcomes. However, little research has been conducted to determine how EBP is adopted and implemented among school nurses in Taiwan. This study evaluated an EBP training program implemented among school nurses in Taiwan to determine whether and how effectively it improved their knowledge levels, attitudes, skills, and self-efficacy. A pretest-posttest research design was employed. Participants were recruited via convenience sampling from among 193 primary schools throughout Tao-Yuan and New Taipei City in Taiwan. The EBP program implemented both mobile learning technology and the flipped classroom format. The learning outcomes were evaluated before, immediately after, and at a 3-month follow-up. In this regard, the data were collected using the School Nurse Evidence-Based Practice Questionnaire. The results showed that the participant scores for the items of knowledge and self-efficacy significantly increased over the study period. Somewhat differently, scores for the skill items significantly increased from the pre-test to the immediate post-test, but significantly decreased from the immediate post-test to the final follow-up. Overall, however, the EBP program led to marked improvements in knowledge, skills, and self-efficacy. These findings can help guide the development of a creative evidence-based school nursing curriculum.

Validity and Reliability of the Evidence-Based Practice Self-Efficacy Scale

2009 ◽  
Vol 31 (8) ◽  
pp. 1090-1091 ◽  
Author(s):  
Sharon Tucker ◽  
Marianne E. Olson ◽  
Doreen K. Frusti
Keyword(s):  
Self Efficacy ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Validity And Reliability

Evidence-Based Practice Self-efficacy Scale

2009 ◽  
Vol 23 (4) ◽  
pp. 207-215 ◽  
Author(s):  
SHARON J. TUCKER ◽  
MARIANNE E. OLSON ◽  
DOREEN K. FRUSTI
Keyword(s):  
Self Efficacy ◽  
Evidence Based Practice ◽  
Evidence Based

scholarly journals Evidence-based practice self-efficacy of speech-language pathologists across settings

2020 ◽  
Author(s):  
◽  
Misty Tilmon
Keyword(s):  
Clinical Judgment ◽  
Self Efficacy ◽  
Graduate Program ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Master's Level ◽  
Years Of Experience ◽  
Structured Interviews ◽  
Speech Language Pathologists ◽  
Significant Difference

The purpose of this mixed-methods sequential explanatory study was to explore self-efficacy of speech-language pathologists (SLPs) employed in various settings. Self-efficacy of master's level SLPs was compared across settings to determine if differences existed in each of four experience groups. Self-efficacy ratings were also compared based on degree held, area of practice, and years of experience. Participants (n = 342) completed a survey containing 10 demographic questions, 11 items from Salbach and Jaglal's (2010) Evidence-Based Practice Confidence (EPIC) scale, and 2 open-ended questions regarding factors impacting self-efficacy. Participants (n=34) completed semi structured interviews to further explore factors influencing self-efficacy. No significant difference was noted in self-efficacy of master's level SLPs among settings. There was a significant difference between self-efficacy ratings based on degree held and years of experience. A significant difference in self-efficacy was found based on practice category (i.e., identification of knowledge gap, critical appraisal of research, development of treatment plans based on evidence, clinical judgment, and client preferences). Qualitative analysis revealed graduate program and post-graduate factors which impacted self efficacy ratings both positively and negatively.

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