Effects of an evidence-based practice education program using multifaceted interventions: a quasi-experimental study with undergraduate nursing students

Abstract

Background Although Evidence-Based Practice (EBP) should be introduced early on in nursing education to develop students’ independence and self-learning ability, there are few such courses for undergraduate nursing students in Korea. This study examined the effects of the EBP education program for undergraduate nursing students (EBP-EPUNS) on nursing students’ knowledge, skills, attitudes, competencies, and future use of EBP. Methods A quasi-experimental study design with pre-test, intervention, and post-test was used. The participants were 44 nursing students (experimental: 22, control: 22). A 20-h long EBP-EPUNS consisting of 5-step EBP components was provided through 8 sessions spread across 4 weeks. Results An independent t-test and a repeated-measures ANOVA showed that the experimental group had statistically significant higher post-test scores on EBP knowledge ( p < 0.001), skills ( p < 0.001), attitudes ( p < 0.001), competencies ( p < 0.001), future use of EBP ( p = 0.001), and critical thinking ( p < 0.001), compared to the control group. Conclusion The EBP education program was effective in improving the knowledge, skills, attitudes, competencies, and future use of EBP among nursing students. Hence, we recommend the EBP education program as a general education course for undergraduate nursing students to promote needed proficiency in EBP.

Application of Iowa Model Evidence-Based Practice on Maternity Nurses Regarding Postpartum Hemorrhage

“…Results of the present study revealed that there was positive statistically significant correlation between total knowledge and total practices pre and post program.This result is agreed with Kim et al,(2019) [27]who studied "Effects of an evidence-based practice education program using multifaceted interventions: a quasi-experimental study with undergraduate nursing students and concluded thatThe EBP education program was effective in improving the knowledge, skills, attitudes, competencies, and future use of EBP among nursing 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 ].…”

“…However, three studies report a significant improvement in EBP beliefs [ 28 , 36 , 37 ]. Improvement in other significant indicators such as EBP use [ 33 ], EBP practice [ 36 ], self-efficacy and level of evidence utilization [ 43 ], critical thinking and future use of EBP [ 29 ] were mentioned and assessed in different studies.…”