scholarly journals Effectiveness of an Evidence-Based Practice educational intervention with second-year nursing students

2018 ◽  
Vol 26 (0) ◽  
Author(s):  
Desirée Mena-Tudela ◽  
Víctor Manuel González-Chordá ◽  
Agueda Cervera-Gasch ◽  
María Loreto Maciá-Soler ◽  
María Isabel Orts-Cortés
Keyword(s):  
Nursing Students ◽  
Educational Intervention ◽  
Repeated Measures ◽  
Critical Incident ◽  
Evidence Based Practice ◽  
Critical Incident Technique ◽  
Evidence Based ◽  
Clinical Clerkship ◽  
Significant Difference ◽  
Second Year

ABSTRACT Objectives: to evaluate the effectiveness of an educational intervention on the knowledge, skills and attitudes of evidence-based practice among second-year nursing students. Method: a quasi-experimental before-and-after study. The study population consisted of 120 students enrolled in the Nursing Care in Healthcare Processes course. The educational intervention was based on theoretical and practical classes about the evidence-based practice process and the use of the critical incident technique during the clinical clerkship. Effectiveness was measured with the Evidence-Based Practice Competence Questionnaire in three paired measures using repeated-measures analysis of variance. Results: the mean scores of the Evidence-Based Practice Competence Questionnaire were 79.83 (CI 95% 78.63-81.03) for the basal measurement, 84.53 (CI 95% 83.23-85.83) for the intermediate measurement, and 84.91 (CI 95% 83.26-86.55) for the final measurement, with a statistically significant difference among the three paired measurements (p<0.001). There were statistically significant differences in Attitudes (p = 0.034) and Knowledge (p <0.001) but not in Skills (p = 0.137). Conclusion: this educational intervention based on theoretical and practical classes about the evidence-based practice process and the use of the critical incident technique during the clinical clerkship enhances evidence-based practice competence among second-year nursing degree students.

scholarly journals Assessing the Effect of Virtual Education on Information Literacy Competency for Evidence-based Practice of the Undergraduate Nursing Students 

2020 ◽  
Author(s):  
Maryam Shamsaee ◽  
Parvin Magholian ◽  
Leila Ahmadian ◽  
Jamileh Farokhzadian ◽  
Farhad Fatehi
Keyword(s):  
Nursing Students ◽  
Information Literacy ◽  
Information Seeking ◽  
Search Strategy ◽  
Evidence Based Practice ◽  
Intervention Group ◽  
Virtual Education ◽  
Control Group ◽  
Evidence Based ◽  
Significant Difference

Abstract Background: Information literacy is one of the important prerequisites for an effective evidence-based practice (EBP). Therefore, it is necessary to pay attention to curricular development and use new educational methods such as virtual education to strengthen information literacy competency in nursing students. This study investigated the effect of virtual education on nursing students’ information literacy competency for EBP.Methods: This interventional study was performed with two groups of intervention and control and a pretest and posttest design. Seventy-nine nursing students were selected and assigned into the intervention or control groups by random sampling. Virtual education of the information literacy was uploaded on a website in the form of seven modules delivered in four weeks. Questionnaires of demographic information and information literacy for EBP were used to collect data before and one month after the virtual education.Results: The results showed no significant difference between the control and intervention groups in all dimensions of information literacy competency in the pre-test stage. In the post-test, the virtual education improved some dimensions of information literacy competency for EBP including information seeking skills (t= 3.144, p= 0.002) and knowledge about search operators (t= 39.84, p= 0.001) in the intervention groups compared with the control group. Virtual education of the information literacy did not have any significant effect on nursing students in terms of use of different information resources and development of search strategy and frequency of the correct answer to the question of formulating a search strategy in intervention group (p>0.05). Conclusion: Virtual education had a significant effect some demotions of the information literacy competency for EBP in nursing students. Nursing professors and educators are recommended to train information literacy by integrating virtual and face-to-face education. Researchers should also examine the effectiveness of these interventions, their barriers and facilitators.

scholarly journals Preceptor Understanding, Comfort, and Use Related to Evidence-Based Practice Competencies

2015 ◽  
Vol 10 (3) ◽  
pp. 236-243
Author(s):  
W. David Carr ◽  
Jennifer L. Volberding ◽  
Ben Timson
Keyword(s):  
Athletic Training ◽  
Educational Intervention ◽  
Repeated Measures ◽  
Evidence Based Practice ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Evidence Based ◽  
Education Intervention ◽  
Significance Level ◽  
National Athletic Trainers Association

Context The Fifth Edition of the National Athletic Trainers' Association Athletic Training Education Competencies includes the significant addition of competencies covering evidence-based practice (EBP). While the concept of EBP is not new, the terminology in the Competencies may be new to clinical practitioners who did not receive the same educational experiences. Objective The objective was to explore the understanding, comfort, and use related to EBP competencies by preceptors. Specifically, we explored the efficacy of an educational intervention designed to increase preceptors' understanding of, comfort with, and use of the EBP competencies. Design Participants were assigned to an experimental or control group. A pretest and posttest design was used to measure understanding, comfort, and use. An educational intervention designed to increase understanding, comfort, and use of the EBP competencies was used with the experimental group. The education intervention was a combination of presentations, student-led article reviews, and a student-led project. Setting The study was completed at a large state-affiliated Midwest university. Patients or Other Participants Nineteen preceptors from the collegiate and high school setting (12 men and 7 women, average age = 32 ± 8.3 years, average experience = 8.1 ± 8.8 years). Main Outcome Measures A survey instrument (EBP Preceptor Survey) was designed and tested for reliability (α = .979). All participants completed the EBP Preceptor Survey before and then after the intervention. Experimental preceptors completed the education intervention. Repeated-measures analysis of covariance was used to detect pretest to posttest differences at the P ≤ .01 significance level. Results Statistically significant results indicate that after the intervention the experimental preceptors increased understanding for 4 of the 14 competencies, comfort for 9 of the 14 competencies, and use for 1 of the 14 competencies. Conclusions A focused education intervention may increase understanding and comfort but might not increase use of EBP concepts.

Efficacy of Active and Passive Evidence-Based Practice Training for Postgraduate Medical Residents: A Non-Randomized Controlled Trial

2021 ◽  
Author(s):  
Hassan Goodarzi ◽  
Ehsan Teymourzadeh ◽  
Siyavash Rahimi ◽  
Taha Nasiri
Keyword(s):  
Educational Intervention ◽  
Evidence Based Practice ◽  
Controlled Trial ◽  
Intervention Group ◽  
Active Group ◽  
Medical Residents ◽  
Evidence Based ◽  
Test Analysis ◽  
Significant Difference ◽  
Passive Group

Abstract ObjectiveThis study examined the effects of two evidence-based practice (EBP) educational programs for postgraduate medical residents on their attitude, behavior, knowledge, outcome, and competencies in EBP. ResultsThirty-nine and thirty postgraduate medical residents were recruited for the active intervention and passive intervention groups. 66.6% of the active group participants and 66.6% of participants in the passive group were males (p>0.05). Participants in the active group were significantly younger than the passive group (p<0.0001). The active and passive intervention groups were not significantly different from each other at the baseline in the EBP-KABQ questionnaire (p>0.05). However, most questions were significantly different from the pre-intervention measurement and the passive intervention group after the educational intervention. Before the educational intervention, both groups had similar ACE tool scores (4.14 ± 1.72 in the active group vs. 4.79 ± 0.94 in the passive group, p>0.05). However, educational intervention in both groups led to a significant difference between groups (8.86 ± 2.62 vs. 7.31 ± 2.92, p= 0.029, in the active and passive group, respectively). Paired t-test analysis revealed that our intervention has lead to a significant increase in ACE tool scores in both groups (p<0.000, in both groups).

scholarly journals Efficacy of active and passive evidence-based practice training for postgraduate medical residents: a non-randomized controlled trial

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Hassan Goodarzi ◽  
Ehsan Teymourzadeh ◽  
Siyavash Rahimi ◽  
Taha Nasiri
Keyword(s):  
Educational Intervention ◽  
Evidence Based Practice ◽  
Controlled Trial ◽  
Intervention Group ◽  
Final Analysis ◽  
Medical Residents ◽  
Evidence Based ◽  
Test Analysis ◽  
Journal Clubs ◽  
Significant Difference

Abstract Objective This study examined the effects of two evidence-based practice (EBP) educational programs for postgraduate medical residents on their attitude, behavior, knowledge, outcome, and competencies in EBP. Results Forty-five and thirty-five medical residents were recruited in the active and passive educational intervention groups, respectively. Among those, 39 and 30 participants were included in the final analysis. The participants of the active group received 12 h of EBP-structured presentation. The passive educational group received EBP education through their daily rounds, evidence-based journal clubs, and morning reports. Participants were evaluated with EBP-KABQ and ACE tools questionnaires. The active and passive intervention groups were not significantly different from each other at the baseline in the EBP-KABQ questionnaire and ACE tools score (p > 0.05). However, most questions in the EBP-KABQ questionnaire were significantly different from the pre-intervention measurement and the passive intervention group after the educational intervention. Educational intervention in both groups led to a significant difference in ACE tools score between groups (8.86 ± 2.62 vs. 7.31 ± 2.92, p = 0.029, in the active and passive groups, respectively). Paired t-test analysis revealed that our intervention led to a significant increase in ACE tool scores in both groups (p < 0.000, in both groups).

HUBUNGAN PENGETAHUAN TERHADAP KOMPETENSI MAHASIWA PROFESI NERS DALAM PENERAPAN EVIDENCE BASED PRACTICE

2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Hasniatisari Harun ◽  
Yusshy Kurnia Herliani ◽  
Anita Setyawati
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Quantitative Research ◽  
Evidence Based Practice ◽  
Sampling Technique ◽  
Nursing Program ◽  
Evidence Based ◽  
Professional Nursing ◽  
Professional Nurses ◽  
High Competence

Professional nurses could be prepared through professional nursing programs. Professional nursing program is part of the nursing education program. One of the competencies required to be professional nurses is implementing evidence-based practice (EBP) to explore the best nursing interventions for patients to get optimal outcome. Nursing students have learned EBP during bachelor degree by analysis case using the EBP method. However, evaluation related  students' understanding of the method and its application of EBP to the clinical practice was none. The purpose of this study was to determine the relationship of knowledge with student competency in the implementation of evidence based practice (EBP) to managed patients in the medical surgical nursing stage. This research is quantitative research. The sample in this study was 120 nursing students who were at professional nursing program that were recruited using total sampling technique. The instrument used is the Evidence Based Practice Questionnaire (EBPQ) questionnaire. The results showed that more than half of the respondents had high knowledge (68%), and high competence (49%). This study shows a meaningful relationship between knowledge of student competence in applying EBP (r = .6070, p <0.01). The findings of this study are important for recommendations related to developing teaching materials in nursing education related to for providing the best service for patients.

scholarly journals Perceptions and Attitudes towards Evidence Based Practice among Nurses and Nursing Students in Nepal

2017 ◽  
Vol 13 (4) ◽  
pp. 308-315 ◽  
Author(s):  
S. Karki ◽  
R. Acharya ◽  
H. Budhwani ◽  
P. Shrestha ◽  
P. Chalise ◽  
...  
Keyword(s):  
Nursing Students ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Study Objective ◽  
Knowledge And Skills ◽  
Professional Students ◽  
Positive Attitudes ◽  
Perceptions And Attitudes

Background As the evidence based practice (EBP) movement expands, there is a need for health leaders and educators in each country to assess the extent to which health professional students and practitioners are prepared to locate, evaluate, and apply evidence to guide their practice.Objective The study objective was to explore nurses’ and nursing students’ perceptions and attitudes towards EBP.Method This was a descriptive cross-sectional survey administered to all 273 nurses and nursing students from Nepal who attended an EBP conference. The survey instrument that was used by Majid in Singapore was adapted for use in this study with permission from the author.Result In total, 121 nurses participated in the study. The majority (93%) of respondents reported that they had no previous training in EBP. The respondents’ perceptions of their EBP knowledge and skills were variable, but most of them demonstrated positive attitudes toward EBP. Respondents identified a number of barriers that limit the implementation of EBP in Nepal. The greatest barriers were lack of time and resources, difficulty understanding research articles and translating the findings to practice, and limited autonomy to change practice based on evidence.Conclusion Although respondents had positive attitudes towards EBP, their knowledge and skills were limited and barriers to implementation existed. Nursing faculty can use the findings to guide implementation of EBP into curricula, and nursing administrators and clinicians can use the findings to guide practice to promote EBP.

Instruments for measuring undergraduate nursing students’ knowledge, attitudes and skills in evidence-based practice

2017 ◽  
Vol 15 (8) ◽  
pp. 1979-1986 ◽  
Author(s):  
Daniela Cardoso ◽  
Eduardo Santos ◽  
Maria L. Cardoso ◽  
Catarina R. Oliveira ◽  
Manuel A. Rodrigues ◽  
...  
Keyword(s):  
Nursing Students ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

scholarly journals Journal Clubs

2020 ◽  
Author(s):  
Cecilia Black Fylking ◽  
Elin Opheim
Keyword(s):  
Applied Sciences ◽  
Nursing Students ◽  
Evidence Based Practice ◽  
Theory And Practice ◽  
Research Articles ◽  
Evidence Based ◽  
Journal Clubs ◽  
University Of Applied Sciences ◽  
The Subject ◽  
Academic Genre

Journal clubs are closely interlinked with evidence based practice. At Faculty of Social and Health Sciences at Inland Norway University of Applied Sciences our students are required to write literature reviews for their bachelor degree, and there is an increasing need for guiding the students into academic methodology through critically assessing research articles.  The purposes of starting journal clubs at our faculty is to guide the students into the academic genre, to help them gain confidence in reading research articles, and to broaden the perspective between theory and practice. Better semester grade is a secondary goal to our aim as it probably is hard to operationalize. We wish to establish a cooperation with the faculty staff, especially the ones involved in teaching evidence based practice.  Wilson & Deighton (2016) describes that students find it difficult to approach research articles, and that journal clubs are suitable and an activating manner to introduce the students to the academic genre. Deenadayalan et al. (2008) comments that using case studies as a basis for academic discussion, fills the gap between theory and practical approach to the subject. There are several elements to pay attention to if the journal clubs are to become a success, and Deenadayalan et al. (2008) emphasizes among other things a clear purpose for the students' involvement, as well as leadership, insentives and preparedness. In our project dating, we wish to discuss the possibility to do pilots for nursing students either in the last semesters of their courses, or with master students. We are interested in previous experiences with nursing students, and we want to look into which factors that makes the clubs function and how our aim might be reached.

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