Evidence-based practice knowledge, attitudes, and practice of online graduate nursing students

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

“…In two studies (Keib et al., ; Rojjanasrirat & Rice, ), students’ pre‐ and post‐EBP course scores did not appear to be linked. Other limitations included small sample size and low student response rate, limited generalizability, possible social desirability bias, and the fact that students who are more enthusiastic about EBP may choose to complete the study.…”

“…EBP curricula have traditionally been framed around the steps utilized in the EBP process; development of the population, intervention, comparison, outcome (PICO) question, literature searches, critical appraisal of research evidence, synthesis of findings, development of guidelines for clinical practice and knowledge translation strategies (Cullen, Titler, & Rempel, ; Hart et al., ; Jones, Crookes, & Johnson, ; Keib, Cailor, Kiersma, & Chen, ; Krainovich‐Miller, Haber, Yost, & Jacobs, ; Moore & Watters, ; Rojjanasrirat & Rice, ; Singleton, ). Assignments have included development of a PICO question and search strategy for a topic in the student's clinical area of focus, and completion of a critical review and synthesis of five to six research articles on their topic or a systematic review using the Joanna Briggs Institute model by student teams (Aromataris & Munn, ).…”

“…Assignments have included development of a PICO question and search strategy for a topic in the student's clinical area of focus, and completion of a critical review and synthesis of five to six research articles on their topic or a systematic review using the Joanna Briggs Institute model by student teams (Aromataris & Munn, ). Other assignments can include a critique of a systematic review using the PRISMA guidelines (Liberati et al., ) or a CPG using the AGREE instrument (AGREE Next Steps Consortium, ) or a proposal for a small test of change based on the evidence and guided by the Institute for Healthcare Improvement's (Ogrinc et al., ) Plan‐Do‐Study‐Act model (Jones et al., ; Keib et al., ; Krainovich‐Miller et al., ; Moore & Watters, ; Rojjanasrirat & Rice, ; Singleton, ).…”

“…Barriers to incorporating the best available evidence in clinical practice cited in multiple studies include inability to interpret statistical findings in research studies, difficulty in translating a clinical problem into a researchable PICO question, lack of time to keep current with research evidence and to implement new clinical innovations, lack of available resources such as literature searching tools, little support from other staff, and few EBP mentors in the clinical environment (Hart et al., ; Koehn & Lehman, ; Majid et al., ; Mills, Field, & Cant, ; Rojjanasrirat & Rice, ; Singleton, ).…”

“…The Evidence‐Based Practice Beliefs and Implementation scales developed by Melnyk, Fineout‐Overholt, and Mays (), based on the Advancing Research and Clinical practice through close Collaboration (ARCC) Model was used by Singleton (). Rojjanasrirat and Rice () utilized the Evidence‐Based Practice Questionnaire (EBPQ; Upton & Upton, ; Upton, Upton, & Scurlock‐Evans, ). Keib et al.…”