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

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.

Educational Interventions for Teaching Evidence-Based Practice to Undergraduate Nursing Students: A Scoping Review

“…Ten studies used valid instruments to assess the EBP knowledge, attitudes and beliefs. Among the studies, three of them used the EBP-COQ questionnaire [ 29 , 30 , 31 ], one the S-EBPQ tool [ 32 ], one the EBASE survey [ 33 ] and one the KAB questionnaire [ 34 ]. Two studies were focused on research and, more specifically, one on attitudes toward research and one on confidence in research and EBP belief [ 26 , 35 ].…”

“…The CASP score ranged from 1 to 9. One study had a CASP score of nine [ 29 ], four studies had a score of four [ 28 , 30 , 35 , 38 ], two studies [ 36 , 39 ] had a score of one and four studies a CASP score of three [ 26 , 40 , 41 , 42 ]. Additionally, by two studies had a score of five [ 34 , 43 ], six [ 32 , 44 ] and seven [ 31 , 45 ].…”

“…Four studies showed an overall statistical significant increase in EBP domains such as knowledge, skills and attitudes/behaviours [ 29 , 30 , 31 , 34 ] while other studies show a significant increase only on the knowledge level [ 38 ] whilst other studies show an increase, but it was not statistically significant [ 32 ]. Significant improvement in EBP competences was observed on three studies [ 29 , 30 , 31 ]. However, three studies report a significant improvement in EBP beliefs [ 28 , 36 , 37 ].…”

“…The duration ranged from 4 h (2 h of theory and 2 h of computer lab sessions) to one academic year [ 30 , 36 ]. A combination of lectures, voice-over PowerPoint, videos, team-based learning, computer-based learning, small groups, individual projects and problem-based learning have been shown to be effective in different studies [ 30 , 36 , 43 , 45 ]. A study evaluated the effectiveness of an educational intervention (two hours of EBP theory and two hours of computer lab sessions) with pre- and two post-measures.…”

“…A study evaluated the effectiveness of an educational intervention (two hours of EBP theory and two hours of computer lab sessions) with pre- and two post-measures. The findings showed statistically significant differences in attitude (3.47 vs. 3.55) and knowledge (2.82 vs. 3.36) of the students, but not in the EBP skills (2.94 vs. 2.92), two months later [ 30 ]. A second measurement at the end of the semester (12-weeks after the start of the semester) did not show a statistical difference between the intermediate and final measurement ( p = 0.092).…”