Evaluation of a Web Course to Increase Evidence-Based Practice Knowledge Among Nurses

Abstract

Evidence-based practice (EBP) is essential for quality health care, and EBP knowledge needs to be increased among nurses. Web-based courses may effectively deliver such education. In this study, data were collected about the Oncology Nursing Society web course "Developing Skills for Evidence-Based Practice" and evaluated for demographic characteristics and EBP knowledge test scores. AT A GLANCE: No significant correlation was seen between knowledge test scores and participants' education or experience levels.Course participants had significant improvement on knowledge test scores after web course completion. Additional studies are needed to explore the impact of EBP knowledge on clinical practice.

Approaches to teach evidence-based practice among health professionals: an overview of the existing evidence

“…Regarding the origin of each study, only one study was conducted in Europe (Spain)10, and 19 in countries outside Europe including the USA,11–23 Taiwan,24 Canada,25 Peru,26 Iran,27 Pakistan,28 and Israel 29. Twelve studies have been published since 2011 10,11,14,15,18,20–26.…”

“…Twelve studies have been published since 2011 10,11,14,15,18,20–26. Of the 20 studies, 17 were pre–post uncontrolled trials,11,12,14–20,22–26,28,29 and three were controlled trials 10,21,27. In the studies, the effect of the intervention on the intervention group was compared to the attitudes of the nonintervention control group.…”

“…We classified studies as those including a single intervention (SI) (e.g. workshop, lecture, or online learning)11–14,18,20,22,24–28 and those including combination of different educational approaches and tools (multiple interventions) 10,16,17,19,21,23,29. Moreover, the duration of the educational interventions varied from 2 hours to 2 years.…”

“…A study performed in the USA by Allen et al11 among 225 nurses evaluated the impact of a SI (web-based course) on EBP competences. Participants reported significant improvement in EBP knowledge following the completion of the course.…”

Using an Academic and Practice Partnership to Teach and Promote EBP

“…Nurses commonly report barriers to EBP, including inadequate knowledge and skills, time, and resources (Melnyk, Fineout‐Overholt, Gallagher‐Ford, & Kaplan, ). As faculty and clinical educators and leaders continue to seek strategies to teach EBP and support its adoption across the organization (Allen, Lubejko, Thompson, & Turner, ), and administrators strive to balance the needs of patients, nurses, and the organization, there is great opportunity for academe and practice to work together and benefit from the experience. An academic and practice partnership enables undergraduate nursing faculty and clinical leaders to collaboratively facilitate a meaningful learning experience for students while assisting nurses in the development of evidence‐based policies to positively impact patient care and outcomes, and thus facilitate attainment of organizational benchmarks.…”