Abstract
This study developed and validated a theory of planned behavior (TPB)-based self-report instrument to measure nursing students' attitudes toward evidence-based practice (EBP), perceived support, self-efficacy, and implementation of EBP. There were 348 nursing students at 1 university who completed the measure as a pretest at the beginning of a course designed to teach them about EBP; 164 at the end of the course as a posttest. Doctor of Nursing Practice (DNP) students reported higher EBP implementation scores than Master of Science in Nursing (MSN) students who, in turn, had higher scores than prespecialty students. At the pretest, self-efficacy and network support accounted for 31% of the variance in EBP implementation. Evidence provides initial support for the reliability and validity of this 4-part EBP instrument based on the TPB.
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