Abstract
Background: Twenty years after the degree in nursing was introduced in Spain, the subject of evidence-based nursing is still unstructured and unestablished in most faculties. Moreover, there are hardly any rigorous studies at a national level that evaluate the current state of this competence in our faculties. Understanding the starting point is essential for the curricular design to ensure that evidence-based practice is implemented among future professionals. Aim: To design and validate an evidence-based nursing competency questionnaire for fourth-year nursing students. Methods: A specific questionnaire was developed and validated (EBE-ST). A cross-sectional survey design with psychometric validation of an instrument. Participants were 304 senior year nursing students from eight universities in Spain (2020). Results: The EBE-ST questionnaire is composed of 33 items that determine eight factors. It presents adequate reliability and validity (alpha = 0.882), measuring knowledge, attitudes and the practical application of evidence-based practice. Conclusions: We have created an instrument with good psychometric properties to measure evidence-based practice competence among senior nursing students. The heterogeneity of knowledge regarding evidence-based nursing in our country suggests that further reflection is warranted on the incorporation of this topic during undergraduate training. We have designed and validated an evidence-based nursing competency questionnaire specific to nursing students.
Highlights
Florence Nightingale (1850) was the first research nurse to develop empirical knowledge to improve nursing practice
The sample was homogeneous by university in terms of the total results of the questionnaire, which has allowed to have a sample, that is suited for measuring the psychometric properties of the instrument, which favors its use among senior nursing students in Spain
As for the results concerning the students’ score obtained on the questionnaire, it is interesting to note the dichotomy found between the positive attitude referred to by students in their final year of study and their lack of knowledge, scoring less on the items evaluating knowledge. This may be partly justified by the heterogeneity of the sample, since each faculty allocates an unequal number of hours to different evidence-based nursing (EBN) subjects and to research, which is consistent with similar studies carried out elsewhere [13,17]
Summary
Florence Nightingale (1850) was the first research nurse to develop empirical knowledge to improve nursing practice. The International Council of Nurses [4] describes EBP as a problemsolving guide for decisions made in clinical practice, involving current solid evidence, clinical experience, holistic assessment, and consideration of patient preferences. The integration of these elements facilitates safe care with positive patient outcomes, optimizes nursing time and reduces healthcare costs [3]. Professional autonomy and job satisfaction are promoted and potential benefits are obtained for patients and the healthcare system [5] For this reason, evidence-based nursing (EBN), which is embedded in EBP, has become a basic knowledge in the planning and implementation of health systems worldwide. Aim: To design and validate an evidence-based nursing competency questionnaire for fourth-year nursing students
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