Effect of Evidence‐Based Practice (EBP) Courses on MSN and DNP Students’ Use of EBP

Abstract

Purpose: The purpose of this study was to evaluate the effect of evidence-based practice (EBP) courses on nursing students' attitudes, perceived support from their professional network, self-efficacy, knowledge, and implementation of EBP.Design: This study utilized a two-group, pre-and posttest design with 190 Masters of Science in Nursing (MSN) and 37 Doctorate of Nursing Practice (DNP) students.Methods: An EBP instrument based on the theory of planned behavior was administered both before and after the EBP course (the intervention).

Effectiveness of Evidence‐Based Practice (EBP) Education on Emergency Nurses’ EBP Attitudes, Knowledge, Self‐Efficacy, Skills, and Behavior: A Randomized Controlled Trial

“…In the experimental group, EBP attitudes improved at T 2 , but then decreased at T 3 , although EBP attitudes were still higher than T 0 (EBPB measurements). Earlier studies (Friesen et al, 2017; Moore et al, 2019; Moore, 2017; Ramos‐Morcillo et al, 2015; Snibsøer et al, 2017) have noted a more prominent improvement in EBP attitudes immediately after education, but they did not include a long follow‐up period.…”

“…Several studies have investigated how an educational intervention affects nurses’ general attitudes toward EBP. An online EBP course with a self‐paced PowerPoint presentation (Moore, 2017), a multifaced EBP education for registered nurses (RN) that included mentoring (Friesen, Brady, Milligan, & Christensen, 2017), and an EBP course for Master of Science in Nursing and Doctorate of Nursing Practice students (Moore, Watters, & Wallston, 2019) had positively impacted nurses’ EBP attitudes, which subsequently significantly affected EBP implementation (Friesen et al, 2017; Moore et al, 2019). In contrast, Ramos‐Morcillo, Fernández‐Salazar, Ruzafa‐Martínez, and Del‐Pino‐Casado (2015) reported that a brief, 30 hours of online and 10 hours of face‐to‐face learning, educational intervention on EBP had no impact on professional nurses’ attitudes.…”

“…Previous studies have also found that educational interventions positively affect RNs’ EBP self‐efficacy. A 1‐year EBP scholars program for RNs (Royer, Crary, Fayram, & Heidrich, 2018), multifaceted EBP education that included mentoring (Friesen et al, 2017; Saunders et al, 2016), and an EBP course (Moore et al, 2019) all positively affected RNs’ EBP self‐efficacy in clinical practice.…”

“…A brief, 30 hours of online and 10 hours of face‐to‐face learning, EBP course (Ramos‐Morcillo et al, 2015) for professional nurses and EBP education that included mentoring for RNs (Saunders et al, 2016) significantly improved their knowledge and skills. Moore et al (2019) found that an EBP course increased only Doctorate of Nursing Practice students’ knowledge. On the other hand, an online EBP course did not significantly improve RNs’ knowledge or skills (Moore, 2017).…”

“…The EBP educational interventions described by Moore et al (2019) and Snibsøer, Espehaug, Ciliska, and Wammen Nortvedt (2017) improved EBP behavior in clinical practice, while an online EBP course (Moore, 2017), EBP education that included mentoring (Friesen et al, 2017), and a brief EBP course (Ramos‐Morcillo et al, 2015) did not affect nurses in general EBP behavior.…”