Abstract
The Evidence-based Practice Knowledge Assessment in Nursing (EKAN) is an objective measure of evidence-based practice (EBP) knowledge. The aims of the project were to translate the EKAN instrument into Brazilian Portuguese, test its psychometric properties, and document a baseline assessment of students' EBP knowledge. This study used methodological design. The EKAN-Brazilian Portuguese was administered to nursing students from two baccalaureate programs. Data were analyzed using Rasch procedures. 123 students participated (87% ranged 19-25 years old; 60% were juniors; 38% perceived having no exposure to EBP). Validity indices showed the mean difficulty index = -2.48 to 2.07, the Infit (WMS) mean was.985 (SD = 2.13), and the Outfit (UMS) mean was.975 (SD = 0.17). Reliability indices showed sufficient item separation index (4.47); moderate person separation index (.47); high item reliability (.95); and low person reliability (.18). The mean EKAN sum score (max = 20) was 7.6 (SD = 2.13). This study on the EKAN-Brazilian Portuguese version provided sufficient evidence for validity and reliability; the person reliabilities showed the need for improvement in incorporating EBP concepts and content in nursing programs.
Highlights
Evidence-based practice (EBP) is a significant global movement and is pertinent to all health professions
While the Evidence-based Practice Knowledge Assessment in Nursing (EKAN) is intended for single administration, it has been used as a pre/post measure to evaluate the effectiveness of an EBPrelated course[24], which may be helpful as programs begin to develop class content, teaching strategies, and assignments
This study provides baseline results on baccalaureate nursing students’ EBP knowledge in Brazil and contributes to a larger body of work aimed at promoting the global use of evidence-based care
Summary
Evidence-based practice (EBP) is a significant global movement and is pertinent to all health professions. Research shows the relationship between best practice and patient outcomes[1,2] These results demonstrate the need to teach EBP in the academic setting. The EKAN instrument, originally developed in English as an objective measure of EBP knowledge in nurses and has been tested across levels of education in academic and practice settings[5,6]. The EKAN was selected because it is an objective instrument with evidence of strong validity and reliability when tested in student nurse populations from different levels of nursing degree programs[6]. It is a 20-item multiple choice examination that provides three answer options and requires a single-correct response. Items evaluate students’ knowledge of steps of the EBP process, interpretation of statistical results, and phases in a global quality improvement cycle
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