To embed or not to embed? A longitudinal study exploring the impact of curriculum design on the evidence-based practice profiles of UK pre-registration nursing students

Scurlock-Evans, Laura; Upton, Penney; Rouse, Joanne; Upton, Dominic

doi:10.1016/j.nedt.2017.07.011

Cited by 21 publications

(25 citation statements)

References 20 publications

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“…Ten studies used valid instruments to assess the EBP knowledge, attitudes and beliefs. Among the studies, three of them used the EBP-COQ questionnaire [ 29 , 30 , 31 ], one the S-EBPQ tool [ 32 ], one the EBASE survey [ 33 ] and one the KAB questionnaire [ 34 ]. Two studies were focused on research and, more specifically, one on attitudes toward research and one on confidence in research and EBP belief [ 26 , 35 ].…”

Section: Resultsmentioning

confidence: 99%

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Educational Interventions for Teaching Evidence-Based Practice to Undergraduate Nursing Students: A Scoping Review

Patelarou

Mechili

Ruzafa‐Martínez

et al. 2020

IJERPH

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Background: Evidence-based practice (EBP) is the appropriate approach to guide healthcare personnel in their clinical practice. Despite the importance of EBP, undergraduate nursing students are not very much engaged and have a lack of knowledge and skills. Aim: The aim of this study was to gather, assess and synthesize evidence on educational interventions promoting evidence-based practice competencies in traditional undergraduate nursing students. Methods: This is a scoping review on sixteen English and non-English databases. A data extraction form was established including authors, year of publication, country, types of participant, specific objectives, study design, educational intervention, comparison if existed, and outcomes of significance. Results: The search strategy retrieved 8901 records in total. After screening for duplicates and eligibility, 20 articles were included in the qualitative synthesis. Improvement in EBP domains such as knowledge, skills, attitudes/behaviours, EBP beliefs, use, practice, level of evidence, critical thinking and future use of EBP were mentioned and assessed in different studies. Conclusions: EBP training can improve nursing students’ capacity in healthcare provision. Teaching EBP competencies along undergraduate nursing curricula should be a high priority at nursing programmes. The use of innovative approaches seems to be more effective than traditional ways. Education of EBP increases its future use and critical thinking and EBP programs improve self-efficacy and the level of evidence utilization.

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Section: Resultsmentioning

confidence: 99%

“…One study had a CASP score of nine [ 29 ], four studies had a score of four [ 28 , 30 , 35 , 38 ], two studies [ 36 , 39 ] had a score of one and four studies a CASP score of three [ 26 , 40 , 41 , 42 ]. Additionally, by two studies had a score of five [ 34 , 43 ], six [ 32 , 44 ] and seven [ 31 , 45 ].…”

Section: Resultsmentioning

confidence: 99%

Educational Interventions for Teaching Evidence-Based Practice to Undergraduate Nursing Students: A Scoping Review

Patelarou

Mechili

Ruzafa‐Martínez

et al. 2020

IJERPH

View full text Add to dashboard Cite

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“…Some students tend to lack confidence in their abilities; new nurses do not feel like they have enough experience or expertise to communicate EBP findings or influence change in practice (Blackman & Giles, ; Ryan, ). To overcome these issues, some researchers have advocated for a broader scaffolding of EBP curriculum to support tiered development over time (Blackman & Giles, ; Malik, McKenna, & Griffiths, ; Ryan, ; Scurlock‐Evans, Upton, Rouse, & Upton, ). Despite this recommendation, most literature discussing EBP curricula for baccalaureate nursing education focuses on academic activities and does not address clinical education and practice (Hung, Huang, Tsai, & Chang, ; Malik et al., ).…”

Section: Introductionmentioning

confidence: 99%

Evidence‐Based Practice Competence in Nursing Students: An Exploratory Study With Important Implications for Educators

Lam

Schubert

2019

Worldviews Ev Based Nurs

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Background: Evidence-based practice (EBP) is a core pillar of nursing education and an expectation in clinical practice. Students struggle to conceptualize the use of EBP into actual clinical practice despite the development of EBP competencies.Aims: This study explored perceptions of EBP education and competence in baccalaureate students using Melnyk's (Worldviews on Evidence-Based Nursing, 11, 2014 and 5) EBP competencies for practicing registered nurses as a basis for comparison.

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“…Instilling beliefs in the benefit of EBP can be strengthened through clinically integrated curriculum and assessment (Horntvedt, Nordsteien, Fermann, & Severinsson, ; Young et al., ), which enable demonstration of direct and significant patient benefit. In addition, congruence and consistency between class and practice environments is essential (Scurlock‐Evans, Upton, Rouse, & Upton, ). Although EBP beliefs were the main predictor for students’ intention to use EBP, sources of EBP self‐efficacy, EBP self‐efficacy, and EBP use all had significant and indirect influence on the outcome, thus highlighting the impact of supporting both EBP beliefs and EBP self‐efficacy in this undergraduate cohort.…”

Section: Discussionmentioning

confidence: 99%

Factors Influencing Undergraduate Students’ Intention to Use Evidence‐Based Practice After Graduation: Development and Validation of a Theory‐Based Prediction Model

Ramis

Chang

Nissen

2019

Worldviews Ev Based Nurs

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Background: Despite curriculum requirements for evidence-based practice (EBP) to be a key component of undergraduate health students' training, few studies have investigated factors influential to students' intention to use EBP after graduation. Self-efficacy is known to mediate and motivate behavior; therefore, it may be a crucial factor linking undergraduate students' EBP education and adoption of positive EBP behaviors. Aims:To develop, test, and validate a multivariate, theory-based prediction model with the outcome of students' intention to use EBP after graduation.Methods: A correlational study with structural equation modeling was conducted. Model factors were determined from Bandura's self-efficacy theory and previous literature. An online survey comprised of seven validated scales and a demographic tool was distributed to a sample of undergraduate nursing and paramedic students. Two episodes of data collection were conducted to test and validate the model. Results: Evidence-based practice beliefs directly and significantly influenced student intention to use EBP in both models. Sources of EBP self-efficacy also had significant but indirect influence on the outcome variable. Overall variance for intention to use EBP was 25% for the initial model and 18% for the validated model.Linking Evidence to Action: Evidence-based practice curriculum that supports positive EBP beliefs and integrates Bandura's sources of self-efficacy has potential to positively influence students' intention to use EBP after graduation.

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To embed or not to embed? A longitudinal study exploring the impact of curriculum design on the evidence-based practice profiles of UK pre-registration nursing students

Cited by 21 publications

References 20 publications

Educational Interventions for Teaching Evidence-Based Practice to Undergraduate Nursing Students: A Scoping Review

Educational Interventions for Teaching Evidence-Based Practice to Undergraduate Nursing Students: A Scoping Review

Evidence‐Based Practice Competence in Nursing Students: An Exploratory Study With Important Implications for Educators

Factors Influencing Undergraduate Students’ Intention to Use Evidence‐Based Practice After Graduation: Development and Validation of a Theory‐Based Prediction Model

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