Assessing evidence-based practice knowledge, self-efficacy, and use among respiratory therapists.

Abstract

Background: Evidence-based practice (EBP) is at the forefront of providing quality patient care by using the best available evidence, clinical expertise, and considering patient needs and preferences for clinical decisions. However, EBP may not be consistently used even when the evidence supports the therapy. The purpose of this study was to assess the factors associated with the use of EBP among respiratory therapy faculty teaching in a large community college system and post-professional students enrolled in a university-based, respiratory therapy baccalaureate degree advancement program. Methods: A non-probability, descriptive survey research design was used to develop and administer an online questionnaire. Results: All participants demonstrated sufficient knowledge and understanding of introductory concepts of EBP but knowledge of specific components of the EBP process was not as strong. Self-efficacy in knowledge and use of EBP among faculty and degree advancement students varied. Faculty and students rated their self-efficacy high in assessing patients' needs, values and treatment preferences but were lower for using the patient/population/problem, intervention, comparison, outcome (PICO) technique and interpreting common statistical tests. Students viewed their previous EBP learning experiences more favorably compared to faculty (p=.008). Faculty and students searched and read the research literature more often compared to critically appraising and using the research literature. Logistic regression analysis indicated no statistically significant relationship of knowledge, self-efficacy, and learning experiences to the use of EBP among respiratory therapy students, X 2(4, N = 54) = 7.73, p = .10. Conclusion: Results suggested respiratory therapy faculty and students were knowledgeable and confident regarding EBP but their use of EBP in clinical decisions was limited. While the EBP knowledge, self-efficacy, and learning experiences had minimal influence on the use of EBP, the results of the study provide a foundation for future research.