Impact of a journal club on the self-efficacy, expectations, and intentions of nursing students toward evidence-based results

Abstract

Nursing associations require that nurses develop the skills to integrate evidence into practice to support the quality of care. Lack of self-confidence in the operational steps of evidence-based practice was identified as a barrier to integrating evidence into nursing practice. To assess the effect of a journal club (JC) on nursing students' self-efficacy (SE), expectations, and intentions to use evidence. Quasi-experimental, longitudinal approach with a non-randomized comparison group. The development of SE toward the use of evidence-based practices favored students who participated in the JC (n=48) compared to students who received a conventional educational modality (CEM) (n=50). However, there was no significant group x time interaction effect on expectations or intentions. The significant positive changes beyond the CEM may be explained by the fact that the JC incorporated modes of influence on SE. The positive effect associated with the JC on SE is difficult to sustain without continued practice. It is important to maintain high outcome expectations within nursing training.