Abstract
BackgroundThe concept of evidence-based practice is globally relevant in current healthcare climates. However, students and teachers struggle with integrating evidence based practice effectively into a curriculum. This has implications for nurse education and in particular the way in which research is presented and delivered to students.A new undergraduate Evidence Based Practice module (Evidence Based Nursing 1) was developed in a large University within the United Kingdom. It commenced in October 2014 running in year one of a 3 year undergraduate nursing programme. This study sought to formally evaluate attitudes and beliefs, knowledge level and utilization of evidence based practice though using two validated questionnaires: Evidence Based Practice Beliefs Scale© and Evidence Based Practice Implementation Scale©.MethodThis was a pilot study using quantitative pre and post-test design. Anonymised data was collected from Year 1 undergraduate student nurses in the September 2014 intake (n = 311) at two time points. Time 1: pre-module in September 2014; and Time 2: post –module in August 2015. All data was collected via Survey Monkey.ResultsResults demonstrate that the educational initiative positively impacted on both the beliefs and implementation of evidence based practice. Analysis highlighted statistically significant changes (p < 0.05) in both the Evidence Based Practice Beliefs Scale (7/16 categories) and the Evidence Based Practice Implementation Scale (13 / 18 categories).ConclusionsThe significance of integrating evidence based practice into undergraduate nurse education curriculum cannot be underestimated if evidence based practice and its positive impact of patient care are to be appreciated in healthcare settings internationally.
Highlights
The concept of evidence-based practice is globally relevant in current healthcare climates
Results demonstrate that the educational initiative positively impacted on both the beliefs and implementation of evidence based practice
The significance of integrating evidence based practice into undergraduate nurse education curriculum cannot be underestimated if evidence based practice and its positive impact of patient care are to be appreciated in healthcare settings internationally
Summary
The concept of evidence-based practice is globally relevant in current healthcare climates. Evidence based practice (EBP) is defined as (p.71) “‘the conscientious, explicit and judicious use of current best evidence in making decisions about the care of the individual patient It means integrating individual clinical expertise with the best available external clinical evidence from systematic research’” [1]. Whilst this definition was developed in the context of evidence based medicine, it has come to define the general evidence based practice movement across all healthcare settings, including nursing. Evidence based practice remains three words with the potential to impart apprehension amongst many undergraduate student nurses.[6] This current generation of undergraduate nursing students are among the first to have skills and knowledge in evidence based practice incorporated into their to education curriculum, combining teaching on research methods, research critique, application and
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