An analysis of evidence-based practice courses in Korean nursing education systems

Song, Chi Eun; Kim, Weon Gyeong; Lim, You Jin

doi:10.1016/j.heliyon.2019.e02650

Cited by 11 publications

(12 citation statements)

References 13 publications

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“…Participants in the Chinese study were undergraduate nursing students in a bachelor's program [12]. Korea's undergraduate nursing curriculum has a four-year duration; although EBP education is not mandatory in the undergraduate program, recent attempts have been made to implement it as an independent subject [35,36]. Additionally, our sample size was slightly smaller than the generally recommended sample size of at least 300 [25].…”

Section: Discussionmentioning

confidence: 99%

Psychometric Evaluation of the Korean Version of the Student Evidence-Based Practice Questionnaire (S-EBPQ)

Park

Hwang

2021

Asian Nursing Research

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Evidence-based practice (EBP) is a key competency that undergraduate nursing students need to learn, as EBP competence is essential for the effective implementation of EBP. However, few studies have comprehensively assessed the aspects of EBP competence using a reliable and valid measure specific to Korean nursing students. This study aimed to translate the Student Evidence-Based Practice Questionnaire (S-EBPQ) into Korean and evaluate its psychometric properties. Methods: The original S-EBPQ was translated into Korean. After a pilot test, a convenience sample of 249 college students with more than four weeks of clinical training experience was selected from three universities in September 2017. Reliability and construct validity were evaluated using exploratory and confirmatory factor analyses. Concurrent validity was evaluated by correlating the measure with informatics competency. Results: The exploratory factor analysis revealed four factors that explained 66.26% of the variance. The confirmatory factor analysis yielded a 4-factor structure (c2/df ¼ 1.52, p < 0.001, standardized rootmean-square residual ¼ 0.069, root-mean-square error of approximation ¼ 0.065, goodness of fit index ¼ 0.835, comparative fit index ¼ 0.910). The Cronbach's alpha was 0.81 for the total scale. The scale's correlation with informatics competency was r ¼ 0.55. Conclusions: The Korean S-EBPQ is a reliable and valid tool that has utility for assessing EBP competence in Korean nursing students and for making comparisons of the EBP competence of nursing students from other countries.

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Section: Discussionmentioning

confidence: 99%

Psychometric Evaluation of the Korean Version of the Student Evidence-Based Practice Questionnaire (S-EBPQ)

Park

Hwang

2021

Asian Nursing Research

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“…The study participants suggested the need to expand theoretical education on EBP and nursing research and demanded that education on database searches and literature comprehension be provided in the earlier years, as well as theory-and practice-based EBP training and noncompulsory EBP courses. According to a study that analyzed EBP courses offered in Korea [37], although most universities were offering a nursing research course, very few offered an independent course on EBP. Efforts to find ways to efficiently improve EBP training within a given educational environment are needed, such as incorporating EBP into research methodology courses [14], using simulation [38,39], or developing and offering an EBP education program [18].…”

Section: Discussionmentioning

confidence: 99%

What Should Be Considered in the Evidence-Based Practice Competency-Based Curriculum for Undergraduate Nursing Students? From the Student’s Point of View

Song

Kim

Park

2021

IJERPH

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Background: The nursing curriculum should be systematically developed to improve the evidence-based practice (EBP) competencies of undergraduate nursing students. We attempted to identify the factors important for developing or improving the EBP-integrated nursing curriculum. Methods: This study adopted the qualitative research design using qualitative content analysis. A total of 168 study participants were included in the study. The participants were third-year nursing students at a private university located in southeastern South Korea. An open-ended question was asked: “To improve students’ EBP competencies during theory classes, on-campus practicums, or clinical practicums, what do you think is necessary?” Result(s): The analysis presented thirty themes, which were grouped into 10 sub-categories and further into four categories, and finally into three main categories. The students responded that they needed to form their own attitudes toward EBP. Regarding educator-related needs, students responded that effective teaching and learning methods should be used in classes. The students also suggested that the EBP process should be applied during clinical practicum. Regarding school-related needs, students suggested that EBP education should be applied at the beginning of the curriculum. Furthermore, the students recommended that repeated teaching should be used for EBP, and that EBP education should be connected to the major courses. Conclusion: The development of EBP competencies among undergraduate students is an important factor that can impact the nursing quality and patient safety. Based on the findings of this study, multidimensional efforts are needed to improve the liberal arts education of students and strengthen the educators’ competencies of EBNP and EBTP. Furthermore, schools should strive to assess students’ educational needs regularly and integrate the subsequent EBP-integrated nursing curricula consistent with these needs.

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“…Being in the transition period from being a student to full-time nursing care (Alshammari et al, 2020), they have been required to attend orientations of EBP prior to deployment. Given this situation, Song et al (2019) argued that it is important to equip nursing students with the required knowledge prior to their clinical practicum. In this present finding, nursing interns have been perceived to assume their role in implementing the process of EBP.…”

Section: Discussionmentioning

confidence: 99%

Employing evidence-based nursing practice in the clinical setting: A learners’ perspective

Dayrit¹

2020

Int. j. adv. appl. sci.

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The nursing faculty must prepare students to meet challenges through the provision of adequate and evidence-based services amid complexities in the healthcare system. This study aims to determine the differences in demographic characteristics of the nursing students that may factor in the application of evidence-based practice. The researcher employed a quantitative comparative approach. There were 213 nursing students from the College of Nursing, the University of Hail, who served as respondents in this study. Simple random sampling was used as the sampling technique. This study used the Student Evidence-based Practice Questionnaire (S-EBPQ) for data-collection. Data were treated with the T-test to determine the difference between sex and the use of the evidence-based practice. The age and year level was tested using a one-way analysis of variance (ANOVA) tests. This study was carried out in December 2019 through February 2, 2020. There was no significant difference between the use of evidence-based practice for males (M=4.61, SD=0.90) while the female (M=4.48, SD=1.03) with t(211)=0.96. Meanwhile, there is a significant difference between age and the use of EBP by one-way ANOVA (F (2,210)=9.48, p=<0.001), and year level and the use of EBP by one-way ANOVA (F (3,209)=155.24, p=<0.001), with a partial effect size of 0.69. Demographic information of the student nurses such as sex is not significant to implementing EBP, but age and year level has been found to be determinants in implementing the EBP. Findings contribute to the development of the improvement of the program curriculum to reinforce the involvement of students in learning and practicing the evidence-based process.

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An analysis of evidence-based practice courses in Korean nursing education systems

Cited by 11 publications

References 13 publications

Psychometric Evaluation of the Korean Version of the Student Evidence-Based Practice Questionnaire (S-EBPQ)

Psychometric Evaluation of the Korean Version of the Student Evidence-Based Practice Questionnaire (S-EBPQ)

What Should Be Considered in the Evidence-Based Practice Competency-Based Curriculum for Undergraduate Nursing Students? From the Student’s Point of View

Employing evidence-based nursing practice in the clinical setting: A learners’ perspective

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