Development and Validation of an Evidence-Based Practice Instrument for Nursing Students Based on the Theory of Planned Behavior

2016 ◽  
Vol 24 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Richard Watters ◽  
Elizabeth R. Moore ◽  
Kenneth Wallston
Keyword(s):  
Nursing Students ◽  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Development And Validation

Development and Validation of an Evidence-Based Practice Instrument for Nursing Students Based on the Theory of Planned Behavior

2016 ◽  
Vol 24 (1) ◽  
pp. 1E-17E ◽  
Author(s):  
Richard Watters ◽  
Elizabeth R. Moore ◽  
Kenneth Wallston
Keyword(s):  
Nursing Students ◽  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Evidence Based Practice ◽  
Reliability And Validity ◽  
Self Report ◽  
Evidence Based ◽  
Doctor Of Nursing Practice ◽  
Students Attitudes ◽  
Ebp Implementation

Background and Purpose: This study developed and validated a theory of planned behavior (TPB)-based self-report instrument to measure nursing students' attitudes toward evidence-based practice (EBP), perceived support, self-efficacy, and implementation of EBP. Methods: There were 348 nursing students at 1 university who completed the measure as a pretest at the beginning of a course designed to teach them about EBP; 164 at the end of the course as a posttest. Results: Doctor of Nursing Practice (DNP) students reported higher EBP implementation scores than Master of Science in Nursing (MSN) students who, in turn, had higher scores than prespecialty students. At the pretest, selfefficacy and network support accounted for 31% of the variance in EBP implementation. Conclusions: Evidence provides initial support for the reliability and validity of this 4-part EBP instrument based on the TPB.

Online Lactation Education for Healthcare Providers: A Theoretical Approach to Understanding Learning Outcomes

2017 ◽  
Vol 33 (4) ◽  
pp. 725-735 ◽  
Author(s):  
Amanda L. Watkins ◽  
Joan E. Dodgson ◽  
Darya Bonds McClain
Keyword(s):  
Theory Of Planned Behavior ◽  
Learning Outcomes ◽  
Planned Behavior ◽  
Evidence Based Practice ◽  
Behavioral Control ◽  
Healthcare Providers ◽  
Meaningful Learning ◽  
Perceived Behavioral Control ◽  
Evidence Based ◽  
Support Practices

Background: Breastfeeding competencies are not standardized in healthcare education for any of the health professions. A few continuing education/professional development programs have been implemented, but research regarding the efficacy of these programs is scarce. Research aim: After a 45-hour lactation course, (a) Does breastfeeding knowledge increase? (b) Do beliefs and attitudes about infant feeding improve? (c) Does perceived behavioral control over performance of evidence-based lactation support practices increase? and (d) Do intentions to carry out evidence-based lactation support practices increase? Methods: A nonexperimental pretest–posttest self-report survey design was conducted with a nonprobability sample of participants ( N = 71) in a lactation course. Theory of Planned Behavior variables were measured and a before–after course analysis was completed. Results: Significantly higher scores were found on the posttests for knowledge, beliefs about breastfeeding scale, and the perceived behavioral control scale. Participants’ self-efficacy increased after the course; their beliefs about social norms and their ability to effect change in their workplaces did not change significantly. Participants’ intention to perform actions that are consistent with the evidence-based breastfeeding supportive behaviors increased significantly. Positive beliefs about formula feeding significantly increased; this was unexpected. Conclusion: The Theory of Planned Behavior provided a useful approach for examining more meaningful learning outcomes than the traditional knowledge and/or satisfaction outcomes. This study was the first to suggest that more meaningful learning outcomes are needed to evaluate lactation programs. However, it is not enough to educate healthcare providers in evidence-based practice; the places they practice must have the infrastructure to support evidence-based practice.

Evidence-Based Practice Implementation Within a Theory of Planned Behavior Framework

2016 ◽  
Vol 44 (4) ◽  
pp. 647-665 ◽  
Author(s):  
Alexandra M. Burgess ◽  
Jaime Chang ◽  
Brad J. Nakamura ◽  
Sonia Izmirian ◽  
Kelsie H. Okamura
Keyword(s):  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Practice Implementation

scholarly journals Development and validation of the competence in evidence based practice questionnaire (EBP-COQ) among nursing students

2013 ◽  
Vol 13 (1) ◽  
Author(s):  
Maria Ruzafa-Martinez ◽  
Lidon Lopez-Iborra ◽  
Teresa Moreno-Casbas ◽  
Manuel Madrigal-Torres
Keyword(s):  
Nursing Students ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Development And Validation

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.

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