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Abstract
The evidence-based practice (EBP) approach to high-quality care is designed to improve patient outcomes. However, little research has been conducted to determine how EBP is adopted and implemented among school nurses in Taiwan. This study evaluated an EBP training program implemented among school nurses in Taiwan to determine whether and how effectively it improved their knowledge levels, attitudes, skills, and self-efficacy. A pretest-posttest research design was employed. Participants were recruited via convenience sampling from among 193 primary schools throughout Tao-Yuan and New Taipei City in Taiwan. The EBP program implemented both mobile learning technology and the flipped classroom format. The learning outcomes were evaluated before, immediately after, and at a 3-month follow-up. In this regard, the data were collected using the School Nurse Evidence-Based Practice Questionnaire. The results showed that the participant scores for the items of knowledge and self-efficacy significantly increased over the study period. Somewhat differently, scores for the skill items significantly increased from the pre-test to the immediate post-test, but significantly decreased from the immediate post-test to the final follow-up. Overall, however, the EBP program led to marked improvements in knowledge, skills, and self-efficacy. These findings can help guide the development of a creative evidence-based school nursing curriculum.
Highlights
Evidence-based practice (EBP) has become an important trend in the health care field [1].For instance, it can improve the quality of patient care, satisfy societal demands for certain types of care, and reduce care costs, making it a notably useful model for addressing 21st-century medical care needs [2]
New EBP is a new era in clinical care, and we expect to see the implementation of EBP and promotion campaigns for school nurses
This study aimed to evaluate the effectiveness of the EBP training program on school nurses’ knowledge, attitudes, skills, and self-efficacy
Summary
Evidence-based practice (EBP) has become an important trend in the health care field [1].For instance, it can improve the quality of patient care, satisfy societal demands for certain types of care, and reduce care costs, making it a notably useful model for addressing 21st-century medical care needs [2]. Evidence-based practice (EBP) has become an important trend in the health care field [1]. The Ministry of Education Taiwan [8] has developed an evidence-based second-generation health promotion school mechanism that prioritizes the utilization of evidence from successfully established school health-promotion programs as the basis for executing other such programs and evaluating school health policies. As executors in this process, school nurses play a vital role during implementation. A national survey was conducted among 247 school nurses in
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