Online training course on critical appraisal for nurses: adaptation and assessment

Abstract

BackgroundResearch is an essential activity for improving quality and efficiency in healthcare. The objective of this study was to train nurses from the public Basque Health Service (Osakidetza) in critical appraisal, promoting continuous training and the use of research in clinical practice.MethodsThis was a prospective pre-post test study. The InfoCritique course on critical appraisal was translated and adapted. A sample of 50 nurses and 3 tutors was recruited. Educational strategies and assessment instruments were established for the course. A course website was created that contained contact details of the teaching team and coordinator, as well as a course handbook and videos introducing the course. Assessment comprised the administration of questionnaires before and after the course, in order to explore the main intervention outcomes: knowledge acquired and self-learning readiness. Satisfaction was also measured at the end of the course.ResultsOf the 50 health professionals recruited, 3 did not complete the course for personal or work-related reasons. The mean score on the pre-course knowledge questionnaire was 70.5 out of 100, with a standard deviation of 11.96. In general, participants’ performance on the knowledge questionnaire improved after the course, as reflected in the notable increase of the mean score, to 86.6, with a standard deviation of 10.00. Further, analyses confirmed statistically significant differences between pre- and post-course results (p < 0.001). With regard to self-learning readiness, after the course, participants reported a greater readiness and ability for self-directed learning. Lastly, in terms of level of satisfaction with the course, the mean score was 7 out of 10.ConclusionsParticipants significantly improved their knowledge score and self-directed learning readiness after the educational intervention, and they were overall satisfied with the course. For the health system and nursing professionals, this type of course has the potential to provide methodological tools for research, promote a research culture, and encourage critical thinking for evidence-based decision making.

Effectiveness of a Brief, Basic Evidence‐Based Practice Course for Clinical Nurses

“…Among published studies on EBP courses for nurses, some did not yield conclusive results (Mollon et al, 2012;Sherriff, Wallis, & Chaboyer, 2007), some did not include a control group (Kim et al, 2013;Varnell, Haas, Duke, & Hudson, 2008), and some used instruments with no established psychometric validity to measure EBP competence (Reviriego et al, 2014). However, other studies have offered more consistent results on factors that facilitate EBP learning, including a higher nurse educational level (Hart et al, 2008), the presence of EBP mentors or leaders with EBP expertise (Wallen et al, 2010), and the promotion of student self-learning (Zadvinskis, 2008).…”

“…EBP knowledge and skills in nurses have been improved by educational interventions with different durations and methodologies, including online self-learning courses (Hart et al, 2008;Reviriego et al, 2014), courses within a tutoring program (Kim et al, 2013), and face-to-face courses with a "workshop" format, although these only improved skills in the search for evidence (Sherriff et al, 2007). In contrast, EBP knowledge and skills were not improved by an exclusively online educational intervention (Mollon et al, 2012), which may be attributable to the lack of student feedback or learning assessment.…”

Indian nurses’ views on a collaborative model of best practices: Evidence-based practice, job satisfaction, learning environment, and nursing quality

“…Several studies have found a connection between the use of EBP and nurses' knowledge and skills [34,36] and have shown that nurses' knowledge and skills improve after educational interventions. [37][38][39] However, it has been difficult to prove the appropriate form and content of such education. [36] Mentorship and continuing education are often pointed to as successful strategies.…”

Perception Of Nursing Middle Managers About The Evidence-Based Management

“…The translation process is related to autonomous decisions about how knowledge can be used to improve results; how to negotiate relations in health system [individuals, team, internal and external relations] and how to conquer resources to sustain changes/improvements in practice [16]. It emphasizes that research is an essential activity for the advancement of health sciences and research results should contribute to improving the quality and efficiency of health organizations [17].…”