Abstract
Introduction: Evidence-based practice (EBP) has become the standard expectation for all practitioners in healthcare nowadays. Nursing educators are in charge of training future nurses to integrate the EBP into clinical practice for improving healthcare outcomes. Journal club (JC) as an educational strategy promotes the essential knowledge and skills of EBP. Aim: Investigate the impact of implementing a journal club on developing evidence-based practice competencies among community health nursing educators (CHNE). Method: A quasi-experimental research design was conducted among 32 CHNE at the Community Health Nursing Department, Faculty of Nursing Mansoura University, Egypt. Four structured tools were used for data collection. Results: The total score of knowledge and skills revealed significant improvements. The improved knowledge and skills were mainly observed in formulating questions, searching for literature, and critically appraising research articles. These improvements retained up to 6 months after attending journal club sessions. Insignificant statistically difference was found in changing behavior with regard to the adoption of EBP in regular work, with the exception of seeking information from the Cochrane database and discussing scientific researches with each other. Conclusion: Significant improvements in knowledge and skills of EBP was revealed, however, no statistically significant change was found in accustoming EBP in regular work after attending journal club. Overall, the degree of improvement demonstrated in this study might provide sufficient evidence to support the journal club as a medium for facilitating the learning of EBP.
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