Abstract
BackgroundThe incorporation of EBP into practice remains a challenge of the nursing profession. Several studies highlighted the limited engagement of nursing students in utilizing evidence-based practice (EBP) and their difficulty in perceiving the relevance of scientific evidence in daily practice. AimThis study aimed to measure the acquisition of EBP skills among nursing students following the implementation of an innovative educational intervention that connected academic settings with training environments. MethodsTo assess the effectiveness of the educational intervention, a before-after study was carried out. The EBP Competency Questionnaire scale (EBP-COQ) was used to assess student's EBP competencies before and after the educational intervention, as well as at the end of their clinical training. A repeated-measures ANOVA was performed to compare the three tests’ averages. ResultsAfter the educational intervention and upon completion of clinical training, students reported significant improvements in the subscales of competence, knowledge, and in the overall score. ConclusionOur results underline the importance of implementing teaching strategies to support students in acquiring EBP competences and empower them in decision-making.
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