Abstract
ABSTRACTObjectives:to evaluate the effectiveness of an educational intervention on the knowledge, skills and attitudes of evidence-based practice among second-year nursing students. Method:a quasi-experimental before-and-after study. The study population consisted of 120 students enrolled in the Nursing Care in Healthcare Processes course. The educational intervention was based on theoretical and practical classes about the evidence-based practice process and the use of the critical incident technique during the clinical clerkship. Effectiveness was measured with the Evidence-Based Practice Competence Questionnaire in three paired measures using repeated-measures analysis of variance. Results:the mean scores of the Evidence-Based Practice Competence Questionnaire were 79.83 (CI 95% 78.63-81.03) for the basal measurement, 84.53 (CI 95% 83.23-85.83) for the intermediate measurement, and 84.91 (CI 95% 83.26-86.55) for the final measurement, with a statistically significant difference among the three paired measurements (p<0.001). There were statistically significant differences in Attitudes (p = 0.034) and Knowledge (p <0.001) but not in Skills (p = 0.137). Conclusion:this educational intervention based on theoretical and practical classes about the evidence-based practice process and the use of the critical incident technique during the clinical clerkship enhances evidence-based practice competence among second-year nursing degree students.
Highlights
Evidence-based medicine (EBM) first appeared as a clinical learning strategy at McMaster Medical School and, because healthcare professionals from many fields currently adopt this approach in their clinical practice, EBM has evolved into evidence-based practice (EBP), a wider and more comprehensive concept(1).EBP involves the integration and implementation of the best available evidence, including clinical expertise and patients’ values and circumstances, in clinical decision-making(2-3)
The response rate was 69.17% (n=83). Two students abandoned their studies during the clinical clerkship, 17 students conducted their clinical clerkship in the special periods, 8 students did not complete their clinical clerkship and 10 students did not respond to the three measurements
This educational intervention was embedded in the crosscurricular evidence-based practice programme developed in the nursing degree programme at the Universitat Jaume I. It was based on recommendations from the literature regarding the use of theoretical and practical classes on the evidence-based practice process(1) and the development of students’ critical thinking(12) by using the critical incident technique(19), and it was developed as a way to provide continuous opportunities to apply evidence-based practice skills during clinical clerkships(1)
Summary
Evidence-based medicine (EBM) first appeared as a clinical learning strategy at McMaster Medical School and, because healthcare professionals from many fields currently adopt this approach in their clinical practice, EBM has evolved into evidence-based practice (EBP), a wider and more comprehensive concept(1).EBP involves the integration and implementation of the best available evidence, including clinical expertise and patients’ values and circumstances, in clinical decision-making(2-3). Some researchers(4) have developed a seven-step EBP process, with the addition of ‘Cultivation of a spirit of inquiry’ as a step zero and ‘Dissemination of the results’ as a sixth step. Both processes comprise other sources of evidence in addition to research evidence so that EBP has come to utilise more than research and embraces interprofessional teams, patients and the best available evidence to optimise patient outcomes. Despite the evidence that EBP improves patient outcomes and performance, incorporating EBP into clinical nursing remains a challenge(2-4) This incorporation of EBP requires positive attitudes, knowledge and skills related to research. In Spain, EBP competence is not considered by the specific legislation that stipulates the minimum requirements for the verification of nursing degrees(11), some universities do make an effort to incorporate EBP education into their curricula(6,12)
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