Abstract
BackgroundAlthough Evidence-Based Practice (EBP) should be introduced early on in nursing education to develop students’ independence and self-learning ability, there are few such courses for undergraduate nursing students in Korea. This study examined the effects of the EBP education program for undergraduate nursing students (EBP-EPUNS) on nursing students’ knowledge, skills, attitudes, competencies, and future use of EBP.MethodsA quasi-experimental study design with pre-test, intervention, and post-test was used. The participants were 44 nursing students (experimental: 22, control: 22). A 20-h long EBP-EPUNS consisting of 5-step EBP components was provided through 8 sessions spread across 4 weeks.ResultsAn independent t-test and a repeated-measures ANOVA showed that the experimental group had statistically significant higher post-test scores on EBP knowledge (p < 0.001), skills (p < 0.001), attitudes (p < 0.001), competencies (p < 0.001), future use of EBP (p = 0.001), and critical thinking (p < 0.001), compared to the control group.ConclusionThe EBP education program was effective in improving the knowledge, skills, attitudes, competencies, and future use of EBP among nursing students. Hence, we recommend the EBP education program as a general education course for undergraduate nursing students to promote needed proficiency in EBP.
Highlights
This study aimed to develop an Evidence-Based Practice (EBP) education program for undergraduate nursing students that used multifaceted interventions on EBP knowledge, skills, attitudes, future use of EBP, and critical thinking, and test its effects on their preparedness for EBP application to clinical practice
Using repeated measures analysis of variance (ANOVA), we found significant interactions between group by time in EBP knowledge (F = 19.77, p < 0.001), EBP attitudes (F = 24.05, p < 0.001), EBP competencies (F = 51.47, p < 0.001), future use of EBP (F = 7.30, p = 0.001) and critical thinking (F = 17.07, p < 0.001)
This study aimed to develop an EBP education program for undergraduate nursing students that used multifaceted interventions on EBP knowledge, skills, attitudes, competencies, future use of EBP, and critical thinking, and test its effects on their preparedness for EBP application to clinical practice
Summary
Evidence-Based Practice (EBP) should be introduced early on in nursing education to develop students’ independence and self-learning ability, there are few such courses for undergraduate nursing students in Korea. This study examined the effects of the EBP education program for undergraduate nursing students (EBP-EPUNS) on nursing students’ knowledge, skills, attitudes, competencies, and future use of EBP. Evidence-based practice (EBP), the integration of the best available research with clinical expertise in the context of patient characteristics, culture, and preferences [1, 2], has been considered an effective strategy for improving the quality of care [3]. Diffusion of the EBP competencies across nursing educational programs is a major area of attention for educators who are effecting students’ learning experiences and outcomes based on these competencies [13]. Diffusion of the EBP competencies across nursing educational programs is a major area of attention for educators who are effecting students’ learning experiences and outcomes based on these competencies [13]. but there are few nursing colleges in Korea having an EBP course tailored for nursing undergraduate students [14]
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