Abstract
BackgroundEvidence-based practice (EBP) plays a key role in improving health outcomes of a country’s population; however, the teaching of EBP is often theoretical and inconsistent, resulting in negative attitudes and limited application.ObjectivesThe aim of this study was to determine the knowledge, attitudes and application of EBP by nursing students at a school of nursing in Rwanda.MethodA total of 82 third- and fourth-year nursing students completed the survey. Univariate statistical analyses were performed to explore the distribution of data. Chi-square tests were utilised to examine the relation between knowledge, attitudes and application of EBP with the year of study.ResultsMost students reported being knowledgeable of the steps of EBP, with a range of 84% – 92%. However, 50% reported negative attitudes and only 12% reported daily searches for evidence. The main reported barriers to the application of EBP were lack of knowledge, lack of time and lack of examples or role models.ConclusionKnowledge about EBP does not necessarily positively influence student attitudes. Evidence-based practice should be integrated into the theoretical and practical component of the nursing curriculum to promote the effective application of EBP by nursing students.
Highlights
Introduction and backgroundThe term ‘evidence-based practice’ (EBP) refers to a combination of three interconnected concepts: clinical experience, research findings and patient values or preferences (Straus et al 2011)
Evidence-based practice should be integrated into the theoretical and practical component of the nursing curriculum to promote the effective application of EBP by nursing students
A statistical significance was found between the year of study and two knowledge-related statements, ‘Research using clinical trials is more reliable than research using observation’ (χ2 = 11.955, p = 0.03) and ‘Effective searching skills/easy access to bibliographic databases and evidence sources are essential to practicing evidence-based practice’ (χ2 = 14.605, p = 0.01)
Summary
The term ‘evidence-based practice’ (EBP) refers to a combination of three interconnected concepts: clinical experience, research findings and patient values or preferences (Straus et al 2011). Evidence-based practice is essential for improving patient health outcomes (Craig & Smyth 2012). In low- and middle-income countries, numerous barriers to high-quality performance and effective implementation of EBP have been reported (Jordan, Bowers & Morton 2016; Khammarnia et al 2015). Limited integration of EBP in education and clinical practice is often observed in African countries owing to the longstanding shortage of human or material resources (Forland et al 2013). Evidence-based practice (EBP) plays a key role in improving health outcomes of a country’s population; the teaching of EBP is often theoretical and inconsistent, resulting in negative attitudes and limited application
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
