Abstract
BackgroundNursing educators need rigorously developed instruments to assess competency in evidence based practice (EBP) at undergraduate level. This concept is defined as the capability to choose and use an integrated combination of knowledge, skills and attitudes with the intention to develop a task in a certain context. Also, we understand that EBP is gaining knowledge and skills, as well as increasing positive attitudes toward EBP that will promote a change in behaviour to implement EBP in practice. This study aims to develop a psychometric test of the Evidence Based Practice Evaluation Competence Questionnaire (EBP-COQ) among undergraduate nursing students.MethodsThe questionnaire was developed by item generation through a review of scientific literature and focus groups. The instrument was validated in terms of content validity through an expert review. The EBP-COQ was administered to a cohort of nursing students (n =100) to evaluate test reliability and select the best items. Psychometric properties of the final instrument were assessed in a sample of 261 nursing students.ResultsThe EBP-COQ consisted of 25 items. A factorial analysis grouped the items into the three categories that define competence relating to EBP: attitude, knowledge and skills. Cronbach’s alpha was 0.888 for the entire questionnaire. The factor solution explained 55.55% of the variance.ConclusionsEBP-COQ appears to measure with adequate reliability the attributes of undergraduate nursing students’ competence in EBP. The instrument is quick to disseminate and easy to score, making it a suitable instrument for nursing educators to evaluate students’ self-perceived competence in EBP.
Highlights
Nursing educators need rigorously developed instruments to assess competency in evidence based practice (EBP) at undergraduate level
In Spanish nursing area we only found two questionnaires related to the EBP
The first phase consisted of the identification of items for the questionnaire, the second phase involved a pilot test of the first version of the instrument, and the final phase comprised the processes used to psychometrically evaluate the questionnaire administering in our target population, undergraduate nursing students
Summary
Nursing educators need rigorously developed instruments to assess competency in evidence based practice (EBP) at undergraduate level. This concept is defined as the capability to choose and use an integrated combination of knowledge, skills and attitudes with the intention to develop a task in a certain context. This study aims to develop a psychometric test of the Evidence Based Practice Evaluation Competence Questionnaire (EBP-COQ) among undergraduate nursing students. For successful implementation in practice, EBP knowledge would need to result in skills, attitudes and appropriate changes in behaviour [3]. Tilson et al remark the significance of this concept “EBP is gaining knowledge and skills, as well as much as increasing positives attitudes toward EBP that will promote a change in behaviour to implement EBP in practice” [7]. The teachers and health care educators need good quality instruments to assess the student acquisition of EBP competence
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