Commitment, perception and evidence‐based practice training in Spanish nursing students: A multicentre cross‐sectional study

Abstract

Aims and objectives To evaluate the commitment and level of self‐perceived training in evidence‐based practice among students of the Nursing degree of five Spanish universities. Background In university Health Sciences degrees, evidence‐based clinical practice can directly or indirectly impact the quality of care, the cost of the service provided and the safety of clinical practice. Design Multicentre cross‐sectional observational study according to STROBE guidelines. Methods The evidence‐based skills in Practice questionnaire (CACH‐PBE, for its acronym in Spanish) and the Utrecht Work Engagement Student Scale (UWES‐9S) were used. The study was performed in five Spanish universities (Alicante, Castilla La Mancha, Jaen, Huelva and Seville) from October to December 2020, with 755 participants (Nursing students). Results A total mean score of 91.9 points (SD = 11.81) was observed for the CACH‐PBE questionnaire and of 36.8 points (SD = 8.48 points) for the UWES‐9S. In addition, the multivariate analysis predicted that variables such as sex, academia, university, intention to do a Master or Doctorate degree, the level of work engagement, and the previous training in evidence‐based clinical practice were associated with a greater perception of evidence‐based practice. Conclusion The sample of Nursing degree students has intermediate‐high levels of knowledge, skills and attitudes regarding evidence‐based practice and work commitment, with differences observed between each of the universities. Relevance to clinical practice Nursing students should develop from intermediate to high levels of knowledge, skills and attitudes regarding evidence‐based practice and work commitment. There are various actions to promote EBP, such as the incorporation of a specific course covering the subject into the nursing curriculum, and the selection, for clinical practices, of care units that implemented evidence‐based care.

[Retracted] Meta‐Decomposition of Efficacy, Incidence of Pressure Ulcer, and Prognosis of Stroke Sufferers after Applying Evidence‐Based Ministration

“…(4) e period of literature is within the range of nearly 20 years. (5) e original clinical data are complete. (6) ere is no error in the operation steps during the study.…”

“…At the time of the basis, its core is to emphasize the evidence [3,4]. In order to obtain the best evidence to help ischemic stroke sufferers enhance their quality of life, some studies have pointed out that evidence-based ministration has a good intervention effect in the therapy of stroke sufferers, but its examination on pressure ulcers and prognosis of stroke sufferers are still in the exploratory stage [5]. In order to further explore the effect of evidence-based ministration intervention in stroke sufferers, this examination searched for and collected 8 randomized controlled studies, meta-analysis, combined with routine treatment and evidence-based treatment to intervene stroke patients.…”

Design and Validation of a Questionnaire to Measure the Perception of Nursing Degree Students about the Learning Process in Primary Care

“…The authors concluded that clinical simulations help the students to increase their levels of confidence and satisfaction, allowing them to face real scenarios in the clinical practice. Other studies have justified the importance of commitment, perception and practical training based on the evidence on Spanish nursing students [ 14 ].…”

Attitudes and barriers to evidence-based practice: point of view of Portuguese nurses specialized in medical-surgical nursing

“…The incorporation of these three pillars is vital to decision-making in the delivery of nursing care (Den Hertog & Niessen, 2021). The use of EBP in clinical practice settings has a positive impact on health care and is considered key to measuring quality in health care (Gómez-Salgado et al, 2023). In this respect, the World Health Organization (WHO) states that it is mandatory to incorporate the best evidence into the health services and care provided (World Health Organization, 2017).…”

“…The studies mentioned above also reveal barriers and enablers to the incorporation of EBP. The main barriers are lack of time, lack of incentive from management, resistance from leadership, lack of training, organizational culture, lack of competence to critically analyze scientific results, difficulty in carrying out research steps, lack of resources, and high workload (Gómez-Salgado et al, 2023;Lai et al, 2022). Camargo et al (2018) present as enablers the existence of an organizational culture that fosters EBP, institutional support / awareness, postgraduate training, the incorporation of course units on EBP in the undergraduate nursing degree, and the partnership between teachers, researchers, and nurses who are active in clinical practice.…”