Measuring self-efficacy and outcome expectancy in evidence-based practice: A systematic review on psychometric properties

Hoegen, Peter; Bot, Cindy M. A. de; Echteld, Michael A.; Vermeulen, Hester

doi:10.1016/j.ijnsa.2021.100024

Cited by 9 publications

(9 citation statements)

References 37 publications

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“…SE‐EBP was measured at both pre and postworkshop timepoints. A systematic review of psychometric properties of EBP self‐efficacy scales included 11 scales and found that the SE‐EBP scale has the highest rated content validity according to the Consensus‐based standards for the selection of health measurement instruments (COSMIN) checklist 23,24 …”

Section: Methodsmentioning

confidence: 99%

A theory‐based research literacy intervention for nurses: A pilot study

2022

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Objectives Difficulties with understanding research literature can lead to nurses having low engagement with evidence‐based practice (EBP). This study aimed to test the feasibility of an education intervention using an academic literacies approach to improve nurses' research literacy. Methods An interactive workshop was devised utilizing genre analysis and tested in a pre/post pilot study. EBP self‐efficacy was measured at baseline and posttest using the Self‐Efficacy in Evidence‐Based Practice instrument (26 items on an 11‐point scale for total scores from 0 to 260). Research comprehension was measured with a 10‐question quiz (range 0−10). Results When analyzed with a paired t‐test, EBP self‐efficacy increased significantly (MD: 56.9, SD: 39.9, t = 4.5, df = 9, p < .001). Research comprehension also improved (MD: 1.1; SD: 1.1, t = 2.9, df 9, p < .01). The workshop evaluations (n = 9) were overwhelmingly positive. Conclusion This novel approach to research pedagogy aligns well with adult learning theory and social learning theory and is suitable for small group learning in continuing education. There is considerable potential for further work in this area. Genre analysis shows promise as a strategy for teaching nurses to understand research literature.

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Section: Methodsmentioning

confidence: 99%

A theory‐based research literacy intervention for nurses: A pilot study

2022

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“…We measured self-efficacy and outcome expectancy in EBP using the 37-item (subscales: self-efficacy = 29-item, outcome expectancy = 8-item) translated and adapted questionnaire of Chang and Crowe [ 16 , 23 ]. Self-efficacy and outcome expectancy were measured on an 11-points Likert-scale (score 0–10).…”

Section: Methodsmentioning

confidence: 99%

Nurse Leadership and Work Environment Association with Outcome Expectancy and Self-Efficacy in Evidence-Based Practice among Hospital Nurses in The Netherlands: A Cross-Sectional Study

Hoegen

Vos

Oostveen

et al. 2022

IJERPH

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The active participation of nurses in evidence-based practice (EBP) is challenging and topical, as shown by the worldwide calls for appropriate, accessible, affordable care and the de-implementation of unnecessary care. Nurses’ perceived support from their managers and work environments may affect their self-efficacy and outcome expectancy in EBP, as well as hinder them in EBP. Associations between these issues have not yet been explored. This study examines the association of self-efficacy and outcome expectancy levels in EBP, as well as the perceived support for EBP from nurse leaders and in the working environment, among Dutch hospital nurses. Methods. Questionnaires measuring nurses’ self-efficacy, outcome expectancy, and perceived support for EBP from nurse leaders and their work environment were completed by 306 nurses in eight hospitals between March 2021 and June 2021. We used multilevel regression analyses to determine the associations and covariates. Results. This study shows that EBP-supportive leaders and work environments positively contribute to nurses’ self-efficacy and outcome expectancy in EBP, along with the covariates undertaking EBP activities and educational level. Conclusions. To improve nurses’ active participation in EBP, nurses need to increase their self-efficacy and outcome expectancy in EBP. Supportive leaders and a supportive work environment do have an impact. Hence, these factors need attention when implementing EBP among nurses.

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“…Therefore, I developed my own set of mentoring pillars with the goal of providing students with a strong sense of belonging and self-efficacy. Both sense of belonging and self-efficacy, or the belief in one's abilities, have been shown to improve retention and academic achievement (Lent et al, 1984;Brady et al, 2020;Johnson et al, 2020;Hoegen et al, 2021). These mentoring pillars are as follows:…”

Section: The University Of Texas El Pasomentioning

confidence: 99%

Leading by example: developing mentoring strategies to promote diversity and student success

Quintana

2021

MBoC

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Research has shown that individuals from diverse backgrounds and women are underrepresented in the science, technology, engineering, and mathematics (STEM) fields. A lack of identifiable role models/mentorship and poor mentoring experiences are a few cited factors that continue to limit increased diversity. As an underrepresented individual and a faculty member at a minority-serving institution, I strive to provide my students with a strong example, one that they can identify with. Part of my approach has been to develop mentoring pillars and strategies that seek to build relationships with my mentees and that aim to improve their research experience. This essay briefly describes my experiences as a mentor and the mentoring pillars I developed to promote a diverse and inclusive environment for my current and future mentees.

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Measuring self-efficacy and outcome expectancy in evidence-based practice: A systematic review on psychometric properties

Cited by 9 publications

References 37 publications

A theory‐based research literacy intervention for nurses: A pilot study

A theory‐based research literacy intervention for nurses: A pilot study

Nurse Leadership and Work Environment Association with Outcome Expectancy and Self-Efficacy in Evidence-Based Practice among Hospital Nurses in The Netherlands: A Cross-Sectional Study

Leading by example: developing mentoring strategies to promote diversity and student success

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