Undergraduate Health Students’ Intention to Use Evidence‐Based Practice After Graduation: A Systematic Review of Predictive Modeling Studies

Ramis, Mary-Anne; Chang, Anne M.; Nissen, Lisa

doi:10.1111/wvn.12268

Cited by 28 publications

(18 citation statements)

References 59 publications

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“…Among the different predictive factors, the intention to adopt or use EBP in future practice as a clinical behavior has been identified as an important and strong predictor of the subsequent utilization of EBP . Other studies associated the following factors to increased EBP adoption among nursing students: positive attitudes and belief capabilities, adequate skills, and academic and clinical support …”

Section: Literature Reviewmentioning

confidence: 99%

Predictors of evidence‐based practice knowledge, skills, and attitudes among nursing students

et al. 2018

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Problem: Evidence-based practice (EBP) competence is one of the most desirable outcomes in nursing education. Assessment of knowledge, skills, and attitudes of nursing students regarding EBP is vital in examining the extent to which current approaches to EBP teaching is effective.Purpose: This study examined the predictors of knowledge, skills, and attitudes regarding EBP among Omani nursing students.Methods: This study utilized a descriptive, cross-sectional approach. Two hundred and forty-eight nursing students enrolled in one of the universities in Oman participated in the study during the months of May 2016 to August 2017. The evidence-based practice questionnaire (EBP-COQ) was used for data collection.Descriptive and inferential statistical tools were used to analyze the data. Findings:The mean values for the three EBP domains (knowledge, skills, and attitudes) were 3.41 (SD = 0.66), 3.62 (SD = 0.51), and 3.41 (SD = 0.68), respectively.Nursing students' sex (being female), classification (being a registered nurse to Bachelors of Science degree in Nursing nursing student), and access to the internet and to nursing journals strongly predicted the knowledge, skills, and attitudes regarding EBP. Overall, 79.0% of Omani nursing students intended to adopt EBP in the future.Conclusions: Omani nursing students possessed moderate knowledge, skills, and attitudes on EBP; however, more efforts are needed to ensure that future Omani nurses are competent and confident to apply EBP in the actual clinical area. Both academe and the hospital administration play a pivotal role in the acquisition and achievement of EBP competence in student nurses. K E Y W O R D S competence, evidence-based practice, knowledge, nursing, practice, skills, students Nurs Forum. 2019;54:238-245. wileyonlinelibrary.com/journal/nuf 238 |

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Section: Literature Reviewmentioning

confidence: 99%

Predictors of evidence‐based practice knowledge, skills, and attitudes among nursing students

et al. 2018

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“…Our results expose misconceptions of EBM and SDM hidden in our sample of PowerPoint slides. Educators that design formal curricula to foster EBM and SDM skills need to address all curricular elements that may impact how students value these skills [37]. Our results suggest that PowerPoint slides may contribute to the hidden curriculum and that "day-to-day" standard didactic lectures may reflect an underlying microculture at odds with EBM and SDM frameworks.…”

Section: Discussionmentioning

confidence: 86%

Evidence-based medicine, shared decision making and the hidden curriculum: a qualitative content analysis

Braschi¹,

Stacey²,

Légaré³

et al. 2020

Perspect Med Educ

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Introduction Medical education should portray evidence-based medicine (EBM) and shared decision making (SDM) as central to patient care. However, misconceptions regarding EBM and SDM are common in clinical practice, and these biases might unintentionally be transmitted to medical trainees through a hidden curriculum. The current study explores how assumptions of EBM and SDM can be hidden in formal curriculum material such as PowerPoint slides. Methods We conducted a qualitative content analysis using a purposive sample of 18 PowerPoints on the management of upper respiratory tract infections. We identified concepts pertaining to decision making using theory-driven codes taken from the fields of EBM and SDM. We then re-analyzed the coded text using a constructivist latent thematic approach to develop a rich description of conceptualizations of decision making in relation to EBM and SDM frameworks. Results PowerPoint slides can relay a hidden curriculum, which can normalize: pathophysiological rea-Electronic supplementary material The online version of this article (https://doi.org/10.1007/s40037-020-00578-0) contains supplementary material, which is available to authorized users. E. Braschi ( ) soning, unexplained variations in clinical care, the use of EBM mimics, defensive medicine, an unrealistic portrayal of benefits, and paternalism. Discussion Addressing the hidden curriculum in formal curricular material should be explored as a novel strategy to foster a positive attitude towards EBM and SDM and to improve patient outcomes by encouraging the use of these skills.

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“…Bandura's SCT (, ) underpinned the model, with variables determined from the theory, literature, and a systematic review (Ramis et al., ). Educational assessment categories for measuring domains of EBP (Tilson et al., ) were also considered.…”

Section: Methodsmentioning

confidence: 99%

“…Allied health professionals in another study were found to lose confidence with EBP over a 5‐year period in clinical practice (Klaic, McDermott, & Haines, ). A systematic review found EBP attitudes, capability, and support from clinical and academic environments influence students’ intention to use evidence in practice (Ramis, Chang, & Nissen, ). However, the small number of included studies ( n = 3) and heterogeneity of interventions and populations limit confidence in results.…”

Section: Introductionmentioning

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

Self Cite

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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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Undergraduate Health Students’ Intention to Use Evidence‐Based Practice After Graduation: A Systematic Review of Predictive Modeling Studies

Cited by 28 publications

References 59 publications

Predictors of evidence‐based practice knowledge, skills, and attitudes among nursing students

Predictors of evidence‐based practice knowledge, skills, and attitudes among nursing students

Evidence-based medicine, shared decision making and the hidden curriculum: a qualitative content analysis

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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Undergraduate Health Students’ Intention to Use Evidence‐Based Practice After Graduation: A Systematic Review of Predictive Modeling Studies

Cited by 28 publications

References 59 publications

Predictors of evidence‐based practice knowledge, skills, and attitudes among nursing students

Predictors of evidence‐based practice knowledge, skills, and attitudes among nursing students

Evidence-based medicine, shared decision making and the hidden curriculum: a&nbsp;qualitative content analysis

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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Evidence-based medicine, shared decision making and the hidden curriculum: a qualitative content analysis