The Adapted Fresno Test of competence in evidence-based practice

McCluskey, Annie; Bishop, Bianca

doi:10.1002/chp.20021

Cited by 75 publications

(134 citation statements)

References 7 publications

Supporting

Mentioning

130

Contrasting

Order By: Relevance

“…47). This observed effect size is consistent with intervention studies that have used the Fresno test or a revised version of the original Fresno as the instrument for measuring changes in knowledge and skills [60][61][62][63]. However, these reported effect sizes were interpreted from EBP competence studies in disciplines other than nursing that used alternative approaches to EBP training, over variable periods of time.…”

Section: Ebp Competencesupporting

confidence: 75%

Web-based evidence based practice educational intervention to improve EBP competence among BSN-prepared pediatric bedside nurses: a mixed methods pilot study

Laibhen-Parkes¹,

Codone²

2014

J Nurs

View full text Add to dashboard Cite

The purpose of this pilot study was to assess and refine a Web-based EBP educational intervention focused on improving EBP competence in BSN-prepared pediatric bedside nurses, and to examine its feasibility, acceptability, and usability. Using a two-group experimental embedded mixed methods design, a convenience sample of 29 BSN-prepared nurses was recruited from a pediatric hospital in the Southeastern United States. Participants were randomized into an intervention (n=14) or attention control group (n=15) and both received approximately 2 hours of educational content. The intervention group (IG) reviewed the Web-based EBP module and the attention control group (ACG) reviewed a Webbased module on Munchausen's Syndrome by Proxy. Quantitative data were collected online from both groups using the Evidence-Based Practice Beliefs (EBPB) scale and the adapted Fresno test for Pediatric Nurses. Qualitative data were collected via telephone interview. Data were collected online utilizing SurveyMonkey © technology. Quantitative analyses were conducted using parametric and non-parametric statistics, and effect size calculations. Qualitative data were analyzed using methods described by Creswell and Plano Clark (2011). Demographic characteristics of the two groups were similar. A comparison of the IG and ACG post-intervention indicated there was not a statistically significant difference in the groups on EBP competence. However, the mean of the IG was higher and the effect size estimate of Hedges' g was small to borderline medium in magnitude. EBPB scale scores post-intervention were statistically significantly different with the IG demonstrating statistically significantly more positive beliefs about EBP. The estimated effect size for this difference was borderline medium in magnitude. Participants' interview data supported the intervention as being moderately feasible, acceptable, and usable for improving EBP competence in BSN-prepared pediatric nurses. This study provides preliminary data on Web-based methodologies that can be helpful in improving EBP beliefs and EBP competence among pediatric bedside nurses.

show abstract

Section: Ebp Competencesupporting

confidence: 75%

Web-based evidence based practice educational intervention to improve EBP competence among BSN-prepared pediatric bedside nurses: a mixed methods pilot study

Laibhen-Parkes¹,

Codone²

2014

J Nurs

View full text Add to dashboard Cite

show abstract

“…The test was validated in a cohort of family medicine residents and faculty members, and has subsequently been applied either in its original form or a modified form to medical students, physical therapists, occupational therapists, internal medicine residents, psychiatry residents, and pediatric residents (6)(7)(8)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18)(19)(20)(21). It has not been independently validated in EM residents, but due to the general nature of the questions, we do not expect that it would perform differently in this cohort.…”

Section: Methodsmentioning

confidence: 99%

An Evidence-based Medicine Curriculum Implemented in Journal Club Improves Resident Performance on the Fresno Test

Mohr

Stoltze

Harland

et al. 2015

The Journal of Emergency Medicine

View full text Add to dashboard Cite

“…12 For each question, the rubric specifies explicit grading criteria and gives examples of ideal responses. For example, the first item asks respondents to write a focused clinical question; responses are scored based on their inclusion of the PICO criteria (population, intervention, comparison, and outcome).…”

Section: The Adapted Fresno Testmentioning

confidence: 99%

“…12 McCluskey and Bishop (2009) identified a random sample of 20 AFT tests from a pool of 220 forms completed by occupational therapists, which were then scored by two raters with expert EBP knowledge; interrater reliability ranged from good to excellent for individual AFT items (ICC ¼ 0.68-0.96) and was excellent for total AFT scores (ICC ¼ 0.91). The calculated Cronbach a was 0.74, indicating satisfactory internal consistency.…”

Section: The Adapted Fresno Testmentioning

confidence: 99%

“…The calculated Cronbach a was 0.74, indicating satisfactory internal consistency. 12 Despite the availability of a scoring rubric, we have been concerned that the assignment of scores in the AFT is open to variability. Differences in scores are likely to be greater when multiple raters are involved in evaluating responses and when raters come from different professional backgrounds and have different experiences of EBP.…”

Section: The Adapted Fresno Testmentioning

confidence: 99%

See 1 more Smart Citation

Interrater Reliability of the Adapted Fresno Test across Multiple Raters

Lizarondo

Grimmer

Kumar

2013

Physiotherapy Canada

View full text Add to dashboard Cite

Purpose: The Adapted Fresno Test (AFT) is a seven-item instrument for assessing knowledge and skills in the major domains of evidence-based practice (EBP), including formulating clinical questions and searching for and critically appraising research evidence. This study examined the interrater reliability of the AFT using several raters with different levels of professional experience. Method: The AFT was completed by physiotherapists and occupational therapists, and a random sample of 12 tests was scored by four raters with different levels of professional experience. Interrater reliability was calculated using intra-class correlation coefficients (ICC [2, 1]) for the individual AFT items and the total AFT score. Results: Interrater reliability was moderate to excellent for items 1 and 7 (ICC ¼ 0.63-0.95). Questionable levels of reliability among raters were found for other items and for the total score. For these items, the raters were clustered into two groups-''experienced'' and ''inexperienced''-and then examined for reliability. The reliability estimates for rater 1 and rater 2 (''inexperienced'') increased slightly for items 2 and 5 and for the total score, but not for other items. For raters 3 and 4 (''experienced''), ICCs increased considerably, indicating excellent reliability for all items and for the total score (0.80-0.99), except for item 4, which showed a further decrease in ICC. Conclusion: Use of the AFT to assess knowledge and skills in EBP may be problematic unless raters are carefully selected and trained.Key Words: Adapted Fresno Test; evidence-based practice; occupational therapy; physical therapy specialty; reproducibility of results. RÉ SUMÉObjectif : Le test adapté de Fresno (Adapted Fresno Test, AFT) est un instrument de mesure en sept points qui vise l'é valuation des connaissances et des compé tences dans les principaux domaines de pratique fondé e sur des faits probants, notamment la formulation de questions cliniques et la recherche ainsi que l'é valuation critique de preuves issues de la recherche. L'é tude s'est penché e sur la fiabilité de l'AFT entre é valuateurs, en travaillant avec des é valuateurs ayant divers degré s d'expé rience professionnelle. Mé thodologie : Des physiothé rapeutes et des ergothé rapeutes ont procé dé à un AFT. Un é chantillon alé atoire de 12 tests a ensuite é té analysé par quatre é valuateurs avec des degré s varié s d'expé rience professionnelle. La fiabilité entre é valuateurs a é té calculé e à l'aide de coefficients de corré lation intraclasse (CCI [2, 1]) pour les points individuels de l'AFT et pour le pointage total de l'AFT. Ré sultats : La fiabilité entre é valuateurs variait de modé ré e à excellente pour les points 1 et 7 (CCI ¼ 0,63-0,95). Pour les autres points et pour la note totale toutefois, les niveaux de fiabilité sont sujets à caution. Pour les points en question, les é valuateurs ont é té sé paré s en deux groupes-les « expé rimenté s » et les « inexpé rimenté s »-et leur fiabilité a ensuite é té analysé e. Les estimations d...

show abstract

The Adapted Fresno Test of competence in evidence-based practice

Abstract: The AFT has acceptable psychometric properties, and measures change in knowledge and skills of rehabilitation professionals following EBP training. The test is most useful for evaluating change in novice learners.

Cited by 75 publications

References 7 publications

Web-based evidence based practice educational intervention to improve EBP competence among BSN-prepared pediatric bedside nurses: a mixed methods pilot study

Web-based evidence based practice educational intervention to improve EBP competence among BSN-prepared pediatric bedside nurses: a mixed methods pilot study

An Evidence-based Medicine Curriculum Implemented in Journal Club Improves Resident Performance on the Fresno Test

Interrater Reliability of the Adapted Fresno Test across Multiple Raters

Contact Info

Product

Resources

About