Effects of an Evidence-Based Practice (EBP) Education Program on EBP Practice Readiness and EBP Decision Making in Clinical Nurses

Abstract

Purpose: Today's clinical nurses deal with complex problems that need accurate evidence for practice and decision making. In this study the effectiveness of an EBP education program was examined. Methods: A pre-posttest design was used for this study and participants were 46 nurses working at a tertiary hospital located in Suwon, Korea. Date collection was done before and after the education program, from July 27 to October 2, 2015. Data were analyzed using paired t-test and ANCOVA with SPSS 21.0. Results: There were significant differences in scores before and after the EBP education program for EBP readiness: belief (t=-5.65, p<.001), implementation(t=-2.89, p=.006), competence (t=-4.21, p<.001), and for evidence-based decision making (t=-16.25, p<.001) by the nurses. Conclusion:The findings indicate that the EBP education program has positive effects on EBP belief, implementation, competence and evidence-based decision making. In the future, it is necessary to reinforce the content of the program in the clinical workplace and to provide continuous education for clinical nurses.

Clinical nurses’ beliefs, knowledge, organizational readiness and level of implementation of evidence-based practice: The first step to creating an evidence-based practice culture

“…However, EBP knowledge is difficult to improve by nurses' personal efforts alone, so organizational support is needed [34]. Several previous studies suggest the necessity of learning atmospheres and facilities for successful EBP establishment in nursing organizations [12, 21, 38, 39]. Beyond acquiring knowledge at the individual level, in order to efficiently acquire the knowledge necessary for decision making at the clinical setting, organizations need a system of knowledge management, information systems and databases related to nursing.…”

“…In addition, when developing EBP education programs, a hands-on education must be developed and implemented in collaboration with librarians so that practical performance can now be carried out beyond the EBP concept or its importance should be emphasized. Nam et al [39] reported that EBP education programs, which include intensive training such as a four-hour workshop per day, computer-based training consisting of a total of three modules that take 15–20 minutes per module, and team-based training programs of 2–3 hours per week, were effective in improving EBP knowledge. One option would be to develop EBP-related cases for each clinical scenario, and to operate a simulation-based EBP training program.…”